Engagement In Education Research Articles

The Role of Cognitive Reserve in Post-Stroke Rehabilitation Outcomes: A Systematic Review

Background/Objectives: Stroke remains a major cause of disability and death, with survivors facing significant physical, cognitive, and emotional challenges. Rehabilitation is crucial for recovery, but outcomes can vary widely. Cognitive reserve (CR) has emerged as a factor influencing these outcomes. This systematic review evaluates the role of CR in post-stroke rehabilitation, examining whether higher CR is associated with better outcomes. Methods: A systematic search of PubMed, Google Scholar, Scopus, and Cochrane Library databases was conducted for studies published between 2004 and 2024. Studies examining social-behavior CR proxies (e.g., education, bilingualism) and their impact on post-stroke outcomes were included. Data were analyzed using descriptive statistics. The study quality was assessed using the Methodological Index for NOn-Randomized Studies (MINORS) scale. Results: Among 3851 articles screened, 27 met the inclusion criteria. Higher education levels, bilingualism, and engagement in cognitively stimulating activities were associated with better cognitive outcomes and functional recovery. Lower socioeconomic status (SES) correlated with poorer outcomes. Early rehabilitation and dynamic CR proxies showed stronger associations with cognitive recovery than static ones. Conclusions: CR may predict post-stroke rehabilitation outcomes, with education, bilingualism, and active engagement in cognitive activities showing potential benefits. Future research should explore CR’s role alongside factors like lesion location and severity in enhancing recovery.

The Active and Critical Participation: A Study on Belonging and Believing Among Young Catholics in Rome

This article deals with the relationship between young Catholics, their faith, and the Church. Several studies show a progressive distancing of the new generations from traditional religions, especially in European societies. This research focuses on young Catholics and observes their way of believing and belonging. Data collection was conducted in the religious and cultural context of the Diocese of Rome through semi-structured interviews with young key informants chosen for their educational engagement with their faith community. The results, analyzed through a reflective and positional approach conducted with N-vivo, highlight the emerging sensitivities of young people interested in the experience of faith and involvement in their community, despite a critical and not submissive sense of belonging towards the ecclesial institution and the proposed educational pathways for young people who are adapting to this new condition.

Furniture Design of Smart Art Classroom Based on Interactive Analysis of Intelligent Sensing and ITIAS

This paper explores the design and optimization of smart art classroom furniture, addressing the evolving needs of modern art education environments. With the integration of intelligent technologies and sensor networks, the research aims to enhance the functionality, flexibility, and user experience of classroom furniture. It highlights the limitations of traditional classroom furniture and the need for adaptive, multifunctional designs that accommodate diverse learning behaviors and physical requirements. Through a combination of ITIAS interactive analysis and mathematical modeling, the study proposes a framework for developing furniture that supports privacy protection, dynamic updates, and better engagement in art education. The findings emphasize the importance of incorporating ergonomic, aesthetic, and technological considerations to improve teaching and learning outcomes in art classrooms.

In Conversation: Mother Tongue Education and Civic Engagement amongst Ga Youth

The role of language in education policies and the importance of civic engagement are well documented. What is less clear is how they converse with one another to inform how to develop active citizens who are empowered in their mother tongues. Building on a conceptual framework of civic engagement and linguistic injustice, this article asks: After the implementation of the 1971–1994 and 2004 medium of instruction education policies in Ghana, what language did Ga youth learn in, in practice? What are the intersections between Ga youths’ relationship to language and civic engagement participation? Together, these questions inform understanding of youth educational experiences, Ga people’s perception of the vitality of their language, and their responsibility to the community. In interviewing 22 Ga people in Ghana during the summer of 2022, I find that despite policy encouraging mother tongue instruction, most participants learned in English during primary school. Additionally, contrary to the notion that there is a disinterest in civic engagement amongst Ghanaian youth, findings show Ga youth find part of their civic responsibility to lie in passing on the Ga language to preserve their culture, land, identity, and the future of their community.

Lean readiness factors for higher education

Purpose This paper aims to identify the readiness factors (RFs) required for the deployment of lean initiatives within the context of higher education (HE), a field not yet significantly explored. Design/methodology/approach This research employed a Systematic Literature Review (SLR) to thoroughly identify and consolidate all relevant scholarly literature concerning lean practices and readiness in the context of HE. Subsequently, a three-phase Delphi study was conducted to evaluate and enhance the findings of the SLR. Findings The results indicate the following seven RFs for use in HE: leadership/top management, changing environment and organisational culture, lean initiatives linked with the strategic agenda of the educational institute, employee empowerment and engagement, student value, supplier relations and continuous improvement. Practical implications By identifying such factors, the present study acknowledges the strategic nature of lean and recognises that its full strategic benefits can only be realised when properly implemented at a macro-level. Originality/value The authors believe that this is the first attempt to provide a consolidated list of RFs in the context of HE validated by a group of experts. This study expands the knowledge of lean in HE contexts, benefiting both researchers and professionals. For researchers, it provides a valuable foundation for further study of the implementation of lean programs. For professionals and practitioners, it offers insights for better preparation that are crucial for the sustainability of lean initiatives leading to overall improved performance.

Co-Learning Scenarios with the Community: Democratic Practices In and Out of the Design Studio

Design education is characterised by its experiential and practice-oriented approach, emphasising active engagement with projects. The pedagogical focus is on developing individual styles, professional stances, and a receptive attitude towards novel experiences, aligning with the evolving landscape of the design profession. This study explores community engagement in student projects as a means to establish a co-deciding and co-learning infrastructure in the design studio. This participative and democratic approach challenges traditional hierarchies in higher education, transforms the student-instructor relationship, and aligns educational practices with the evolving requirements of the design profession. The study investigates students' insights into co-learning with the community through scenario-building. A workshop conducted with twelve fourth-year undergraduate industrial design students and the thematic analysis of the findings revealed that educational community engagement projects employing inclusionary methods motivate students and foster a positive attitude towards shifting power relations within a democratic design studio structure. The findings also highlight the need for a clear focus, a set of principles for successful engagement, and conflict resolution in the co-learning process, as well as the generative potential of scenario-building as a method for inclusive practices.

The Role of Biotechnology in Shaping the Future of Modern Agriculture

Biotechnology stands as a cornerstone in the evolution of modern agriculture, offering an array of innovative solutions poised to revolutionize crop productivity, enhance nutritional quality, and foster environmental sustainability. This comprehensive review delves into the multifaceted role of biotechnology in shaping the future landscape of agriculture, encompassing diverse realms such as genetic engineering, molecular breeding, and microbial biotechnology. Spanning from crop improvement to pest and disease management, soil health, and sustainable agriculture practices, the applications of biotechnology in agriculture are far-reaching and profound. Genetic engineering emerges as a powerful tool in the arsenal of agricultural biotechnology, facilitating the precise manipulation of plant genomes to confer desirable traits such as increased yield, enhanced nutritional content, and resistance to biotic and abiotic stresses. Molecular breeding techniques complement this approach, leveraging advances in genomics and bioinformatics to expedite the breeding process and develop high-performing crop varieties tailored to specific agroecological contexts, microbial biotechnology emerges as a pivotal force in sustainable agriculture, harnessing the power of beneficial microorganisms to improve soil fertility, enhance nutrient uptake, and suppress plant pathogens. From biofertilizers and biopesticides to bioremediation and phytoremediation, microbial-based solutions hold immense potential in mitigating environmental degradation and promoting agroecosystem resilience, the widespread adoption of biotechnology in agriculture is not devoid of societal, economic, and ethical considerations. Regarding food safety, environmental impact, and socio-economic equity underscore the need for rigorous regulatory frameworks and robust risk assessment protocols to ensure the responsible deployment of biotechnological innovations, public perceptions and fostering dialogue between stakeholders are essential for building trust and garnering support for biotechnology in agriculture. Education, transparency, and stakeholder engagement are paramount in navigating the complex terrain of biotechnology governance and fostering an enabling environment for innovation, the current state and future prospects of biotechnology in agriculture, this review endeavors to inform policymakers, researchers, and stakeholders about the transformative potential of biotechnology to address pressing global challenges such as food security, climate change, and environmental sustainability. Embracing the opportunities afforded by biotechnology holds the key to unlocking a more resilient, equitable, and sustainable agricultural future.

The Trickster archetype: education to stupefy

Abstract Contra the teleological paradigm of the Hero, this paper argues that incorporating an ethic of the Trickster archetype may facilitate greater critical thinking and metacognition within contemporary neoliberal Education Studies learning environments in UK Higher Education. Echoing Lewis’ call for an education to stupefy, as well as Bojesen’s argument for treating Education Studies as a labour of the negative, I present the Trickster archetype as a valuable mode of educational engagement (an endeavour which itself must be done in a paradoxical fashion, for the Trickster ethic cannot be neatly prescribed). In this manner, the ethos of Trickster practices is, I suggest, one of generativity and what Greene calls ‘releasing the imagination’. As opposed to fixing us to any supposed Archimedean standpoint, Trickster practices encourage us to consider radical alternative possibilities from within normative discourse through immanent critique. I argue that the Trickster ethic foregrounds contingency over apparent necessity. I also explore how the Trickster may, paradoxically, be given a concomitant atelic aspiration in association with both Perry’s linear stages of contextual reasoning and metacognition. I conclude by elucidating the ethical and practical problems that accompany attempts to instantiate a Trickster ethic, given that it threatens, and faces possible repudiation from, those with vested interest in upholding dominant mores.

Pedagogic Excellence in Massified Higher Education: Strategies for Inclusive Business Teaching in Thai Universities

Background and Aim: The rapid expansion of higher education, known as massification, has greatly increased student diversity in Thai universities, particularly in business schools. This increase presents new challenges for educators striving to maintain pedagogic excellence while addressing diverse student needs. The study aims to explore effective strategies for inclusive teaching that can enhance student engagement and improve learning outcomes in massified business education contexts in Thai universities. Materials and Methods: A comprehensive literature review was conducted to identify key inclusive pedagogical practices suitable for diverse business classrooms. The effectiveness of these strategies was analyzed based on their ability to promote inclusivity and student engagement in higher education. Results: The review identified several effective strategies, including active learning, context-mediated pedagogy, and adaptive teaching methods. These approaches were found to enhance student participation and learning outcomes in diverse classrooms. Achieving pedagogic excellence in massified higher education requires adopting inclusive teaching methods that cater to the diverse needs of students. By implementing these strategies, Thai universities can improve the quality of business education and ensure that students are well-prepared to succeed in a globalized world. Conclusion: Pedagogical excellence in massified higher education requires the adoption of inclusive teaching practices that cater to the diverse needs of students. Implementing these strategies can improve the quality of education in Thai universities and support student success in a globalized world.

Students as collaborative partners

In contemporary society, Artificial Intelligence (AI) pervades numerous facets of our lives and is likely to impact many sectors and professions, including education. Tertiary-level students in particular face challenges regarding the use of AI for studies and assessment, including limited understanding of AI tools, as well as a lack of deep critical engagement with AI for learning (Shibani et al., 2024). To respond to emerging developments in generative AI, the recent Australian Tertiary Education Quality and Standards Agency (TEQSA) report suggests tertiary-level learning and assessments be designed to foster responsible and ethical use of AI (Lodge et al., 2023). This involves the development of AI literacy among students to engage with AI in critical, ethical ways that aid their learning and not hinder it. Our project aims to narrow the AI literacy gap among students from diverse study backgrounds by providing foundational knowledge and developing critical skills for practical use of AI tools for learning and professional practice, in collaboration with students and academics as part of a Students as Partners (SAP) initiative. Staff bring expertise in AI critical engagement and students bring practical, first-hand experiences of learning in this collaboration, supported by the university’s SAP program. Building on the current UNESCO recommendations for the use of generative AI in education (UNESCO, 2023) and prior theoretical frameworks on AI literacy (Chiu et al., 2024; Ng, et al., 2021; Southworth et al., 2023) we target key skills that higher education students should develop to meaningfully engage with AI. By creating accessible and engaging resources, such as instructional videos and comprehensive guides on generative AI applications like ChatGPT and ways to prompt for enhancing learning, we introduce existing AI tools and teach students to use them effectively, promoting a hands-on learning environment. Using learning design principles, the developed curriculum will be presented in an AI Literacy module on a Canvas site, with supporting instruction workshopped with student participants for evaluation. Student cohorts recruited from diverse disciplines will pilot and assess the effectiveness of the program, and qualitative methods such as focus groups and interviews will be used for evaluation of our intervention and continuous improvements. Findings will inform tertiary students’ current level of AI literacy and the effectiveness of interventions to improve key skills beyond their disciplinary knowledge, better preparing them for life beyond university. Indeed, the implementation of similar AI literacy courses has demonstrated statistically significant improvements in AI literacy and understanding of AI concepts amongst university students (Kong, Cheung, & Zhang, 2021). Our approach underscores the importance of relational engagement in higher education with students as partners (Matthews, 2018) and participatory design with students in a topic that is significant in the current age of AI (Laupichler et al., 2022). The course's flexibility to be accessed directly or embedded into other curricula ensures scalability and broader impact, solidifying the validity of our multifaceted approach. Through utilising relevant research methodologies and learning design principles, we endeavour to create an AI literacy course that is robust, accessible, educational, and engaging to use by tertiary-level students from diverse study backgrounds.

Enhancing civic engagement through podcasting: a modern approach for higher education

ABSTRACT Civic Education in higher education often struggles with student disengagement, largely due to traditional, less interactive teaching methods. This study explores the integration of podcasts as an innovative tool to enhance civic engagement among students. Grounded in andragogical principles, podcasts offer a dynamic platform for active participation, fostering critical discussions and reflections on pressing social issues. Conducted within the Faculty of Languages, Arts, and Culture at Universitas Negeri Yogyakarta, Indonesia, this research involved students from the English Education Program and employed a qualitative descriptive approach to assess the impact of podcasts on critical thinking, collaborative learning, and the understanding of civic concepts and social responsibility. The findings indicate that podcasts significantly enrich the learning experience, equipping students to become more critical, socially conscious citizens who actively contribute to societal change. This study contributes to the field by highlighting the effectiveness of innovative teaching strategies in Civic Education, particularly the use of podcasts to strengthen civic engagement and social responsibility in higher education. The implications of this research underscore the need for educators to adopt more engaging and interactive methods, thereby equipping students with the essential skills and knowledge to actively participate in civic life and address social issues effectively.

Using Textual Analysis to Examine Student Engagement in Online Undergraduate Science Education

This study investigates the relationship between student engagement and peer review performance in an online data science course. Employing a mixed-methods approach, we analyzed quantitative data on peer review metrics (word count, sentiment, and complexity) and qualitative insights from student comments from 2019 to 2021. Our findings indicate a positive correlation between higher student grades and more detailed, positive peer reviews, as measured by word count, sentiment, and keyword matches. While the overall changes in engagement metrics were not statistically significant, trends suggest increased engagement over time. These findings contribute to a growing body of research on the effectiveness of peer review in online learning environments and highlight its potential to foster student development in data science. Future research should address limitations such as sample size and explore broader applications across diverse online courses. Supplementary materials for this article are available online.

The impact of the educational environment on student engagement and academic performance in health professions education

BackgroundThis research explores the relationships between the educational environment, student engagement, and academic achievement in Health Professions Education (HPE) , specifically examining the mediating role of engagement.MethodsThe study used cross-sectional design, and data were collected from 554 HPE students via self-report questionnaires. The Dundee Ready Education Environment Measure (DREEM) assessed the educational environment while the University Student Engagement Inventory measured learning engagement across the behavioral, emotional, and cognitive dimensions. Academic achievement was measured using cumulative GPA. Relationships between study variables were analyzed using path analysis.ResultsPath analysis demonstrated that four educational environment subscales directly affected emotional engagement (48% variance explained). Students’ perception of learning and academic self-perceptions influenced behavioral engagement (28% variance explained), while cognitive engagement was influenced by academic self-perceptions (39% variance explained). GPA was positively influenced by behavioral and cognitive engagement but negatively by emotional engagement. Cognitive and behavioral engagement mediated the relationship between students’ academic self-perceptions and academic achievement.ConclusionsStudents’ perceptions of the educational environment significantly influenced emotional engagement, followed by cognitive and behavioral engagement. Cognitive and behavioral engagement directly affected academic achievement and mediated the relationship between the educational environment and academic achievement.

Revisiting the Schooling Inputs Debate: Experimental Evidence From an Early Grade Literacy Intervention in Lao PDR

ABSTRACTDespite the importance of interventions focused on schooling inputs, such as teacher training and provision of reading materials, there is mixed evidence on their impacts on the intensive margin of schooling. In this context, we provide evidence from a randomized controlled trial of a schooling intervention in Lao PDR, which focused on a combination of literacy activities, including teacher training, provision of reading materials, and community engagement in children's education. We show that the 2‐year effect of the literacy activities led to significant improvements in basic and foundational literacy skills for Grade 2 students in Lao PDR. We provide suggestive evidence that improvements in school environment (including more frequent engaging activities in the classroom by the teacher) and improvements in home literacy environment (such as encouraging children to read) play a key role in students' higher literacy outcomes.

Exploring Positive Emotions and Teaching Effectiveness in Language Education: Insights From the PERMA Model

ABSTRACTPositive emotions play a significant role in facilitating successful language learning by enhancing motivation, engagement, and overall academic achievements. Nonetheless, there remains a paucity of research exploring how language educators perceive and manifest positive emotions in the context of their teaching practices. This study endeavors to fill this gap by exploring the experiences, practices, and beliefs of language educators regarding positive emotions in effective teaching. Additionally, it seeks to elucidate the pedagogical strategies they associate with fostering conducive learning environments through the lens of Seligman's PERMA model. Employing thematic analysis of semi‐structured interviews with 60 Chinese language educators, the study uncovers key positive emotions integral to effective teaching, including passion, trust, joy, and empathy. Despite the prevalence of these positive emotions, teachers reported a diminished sense of meaning and accomplishment when instructing foreign languages in comparison to the engagement and relationship elements outlined in the PERMA model. The findings shed light on a spectrum of teaching strategies embraced by these educators that align with the components of the PERMA model. By illuminating the affective dimension of language teaching, this study not only provides valuable insights into understanding positive emotions, engagement, and relationships in language education but also offers practical implications for integrating PERMA elements into language teaching and learning practices.

Patient perspectives on multidimensional learning and person-centred care: interviews with persons living with type 2 diabetes.

The objective of this study was to explore patients' learning and support needs within contemporary diabetes care to help them deal with daily life challenges. A qualitative descriptive design was used following the Consolidated Criteria for Reporting Qualitative Studies. The 15 individual face-to-face interviews were analysed using qualitative content analysis. Participants were drawn from three healthcare centres in rural and urban regions of West Sweden. The study involved 15 patients (8 men, 7 women) with T2DM who experienced contemporary diabetes care. Patients expressed a strong desire for access to person-centred, multidimensional learning, with a focus on genuine partnership, tailored education, and emotional engagement. Digital tools were seen as valuable aids in their self-care efforts. Sub-themes were 'Desiring genuine partnership and tailored patient education' and 'Needing support related to altered perspectives on life and awareness of care standards but with finite care resources'. The findings suggest that integrating person-centred, multidimensional learning strategies into diabetes care could be beneficial, particularly when addressing both practical and emotional needs. Encouraging active patient engagement through flexible digital solutions and providing support for emotional well-being may improve the overall patient experience. However, further research and practical application are needed to fully understand how these strategies could be effectively implemented to support patients with T2DM in managing their daily health challenges.

Westminster Menswear Archive

The Westminster Menswear Archive (WMA) was established in 2016 as a specialized teaching and research collection focused on menswear. Addressing the historical underrepresentation of menswear in fashion archives, the WMA has rapidly grown into a vital resource for both academic and industry research. This article explores the archive’s origins, collection strategy, and its pivotal role in supporting design education, research, and industry engagement. Through key acquisitions, including garments from designers like Alexander McQueen and Massimo Osti, the WMA highlights menswear’s diverse evolution, from military uniforms to high fashion. The archive has also contributed to significant exhibitions, including Invisible Men (2019) and Umbro 100: Sportswear x Fashion (2024). This paper outlines the challenges the WMA faces, such as managing rapid collection growth and expanding digital access, while underscoring its critical role in shaping the future of menswear studies.

The Impact of Creative Arts on Student Engagement and Learning

The integration of creative arts in education has shown potential in enhancing student engagement and learning. This study investigates how creative disciplines such as visual arts, music, and drama contribute to deeper cognitive, emotional, and social engagement in primary and secondary education. Drawing on theories of creativity and constructivism, the research utilizes a mixed-methods approach, involving case studies and surveys, to explore the effects of creative arts on student motivation, problem-solving, and academic performance. Findings indicate that students participating in creative arts activities exhibit higher engagement, adaptability, and positive learning outcomes. The study highlights the transformative role of arts-based learning and calls for greater incorporation of creative arts in the curriculum to foster holistic educational development. Keywords: Creative Arts, Student Engagement, Learning, Visual Arts, Music, Drama, Cognitive Development.

Australian rural emergency nurses' care of paediatric patients: A qualitative study

BackgroundRural emergency nurses (RENs) are expected to provide care to paediatric patients presenting to their facilities however, as generalist nurses, they experience challenges and feelings that are unique to the rural context. Design and methodsAn exploratory qualitative study of 13 RENs via semi structured interviews of perceptions and experiences of caring for paediatrics and self-determination of autonomous practice, motivations and connectedness in care was the approach used. FindingsInductive thematic analysis of data identified four themes with sub-themes identified within each theme. The four themes were: Caring for Children, Professional Roles, Professional Care and Connection and Professional Development. ConclusionRENs describe feeling fear, stress and anxiety when caring for sick children, particularly when known to the patient and family in their community yet will self-determine autonomous practice and use gatekeeping in certain situations of paediatric care. RENs are motivated to increase their paediatric knowledge and skills, seeking paediatric education opportunities but face barriers in attendance such as travel and costs. RENs rely on connectedness with other rural nurses, seeking paediatric nursing guidance or telehealth support, particularly when performing multiple roles or in the absence of a doctor in the ED. Practice implicationsProvision of opportunities for RENs to lead education in paediatric nursing, that is contextually appropriate and co-designed with paediatric experts is preferred. This would yield greater REN engagement and participation in paediatric education for knowledge and skill proficiency, would increase rural nurse professional development and reduce feelings of fear and anxiety when caring for paediatrics.

Disposal of Unused Antibiotics in Community Pharmacies in Saudi Arabia: A Mixed-Methods Study.

Improper disposal of unused antibiotics poses a significant global challenge, drawing attention from various stakeholders. This discharge of antibiotics into the environment can occur through various means such as industrial production, consumption, and excretion by humans and animals, as well as improper disposal of unused or expired antibiotics. The aim of our study is to investigate the availability of proper disposal of antibiotics in community pharmacies and to explore obstacles and opportunities from pharmacist's point of view. This study used a mixed-methods approach that consisted of two study arms: quantitative and qualitative. The quantitative arm used a mystery-shopper method for assessing the disposal of antibiotics in community pharmacies. The qualitative study arm consisted of several in-depth semi-structured focus groups with a sample of pharmacists working in community pharmacies in Riyadh. The mystery shopper arm showed that 85% (n=88) refused to take the return of antibiotics. Interviews with pharmacists have indicated a lack of knowledge on safe disposal methods for antibiotics and medications. Additionally, pharmacists have cited several factors contributed to accumulation of the antibiotics such as nonadherence or policies mandating the sale of whole medication packs instead of the required amounts as a contributing factor to this issue. Furthermore, there is a lack of dedicated facilities for the population to safely dispose of their medications and/antibiotics. By acknowledging the factors contributing to improper disposal practices, recognizing the importance of proper antibiotic disposal, and advocating for multi-faceted initiatives, we can work towards mitigating this critical issue. Through collaborative efforts involving education, policy interventions, and community engagement, we can foster a culture of responsible medication disposal, ultimately safeguarding public health and environmental well-being.