Educational Goals Research Articles

초등 영어몰입교육에 대한 학습자와 학부모의 인식 비교 연구

Objectives The purposes of this study were to investigate the perceptions and opinions of elementary school stu-dents and parents regarding English immersion education in the context of the EFL environment in Korea, in order to understand the role of English immersion education in promoting natural and autonomous language acquisition. Methods A survey was conducted among elementary school students in grades 3-6 and their parents residing in Gangbuk district, Seoul, to assess their perceptions of English immersion education. Independent sample t-tests were performed to analyze the data. The survey instrument covered various aspects of English immersion education, including general satisfaction, learning styles, academic achievement, and the effectiveness of English language skills. Results The results of this study indicate that both learners and parents showed high satisfaction with English im-mersion education, with no significant differences between the two groups. English immersion education had a positive impact on learners and parents in terms of affective domain, learning style, and general academic achievement. Particularly, parents perceived that English immersion education had a greater effect on enhancing learners' learning interest and confidence. Furthermore, both learners and parents recognized the positive effects of English immersion education on reading, writing, listening, and speaking skills, with differences in perception and effectiveness ranking observed, especially in reading and speaking domains. Both learners and parents showed minimal awareness of the drawbacks of English immersion education. Furthermore, both groups ex-pressed a positive attitude towards the full implementation of English immersion education, recognizing its po-tential to enhance English proficiency and practical communication skills. Conclusions Based on the findings of this study, both learners and parents acknowledge the positive effects of English immersion education, highlighting its potential to enhance students' English proficiency and practical communication skills, thus playing a crucial role in achieving the goals of elementary English education.

정신병동 실습을 통한 간호대학생의 자아성찰 경험

Objectives This study is to understand in-depth the nature of these experiences by confirming and describing the semantic structure of nursing students' introspection experiences. Methods This study is a qualitative study to reveal the subjective meaning of perceived and experienced contents in the psychiatric ward practice of nursing students using the Interpretive Phenomenological Analysis(IPA) re-search method. The subjects of this study were 10 third-year nursing students who experienced the practice of psychiatric wards at one university in Gyeongsangbuk-do. The data were collected from July 20 to September 20, 2019. Data were analyzed using IPA. Results As for the research results, 10 sub-themes and three sub-themes were derived. The first upper theme was ‘A wall of prejudice against psychiatry’, which was different from the existing practice, had prejudice against psychiatric patients, and even had distrust of oneself. The second upper theme is ‘Experience of criticism and un-derstanding’. The study participants experienced various and complex changes of emotions and thoughts while facing psychiatric patients for the first time, and named them ‘observation and understanding of patients’. The third upper theme is ‘Growth through psychiatric practice’. Participants in the study reported that they felt different through the process of self-reflection and that their relationship with patients changed positively. Conclusions The result suggests that, the essence of nursing college students' self-reflection experience not only helps students grow positively, but also provides the basis for the development of the curriculum for more sub-stantial practical education by presenting educational goals of psychiatric nursing. Therefore, efforts should be made to develop educational and program data that can promote self-reflection of nursing students based on the research results.

The rise of design in higher education and non-design students’ experiences of learning through design

ABSTRACT An interest in design integration across school subjects emerged in the 1990s because of pressures on teachers to develop competencies deemed valuable to students for the 21st century, such as problem-solving skills and creative thinking. The 2000s also witnessed a rise in design across higher education curricula. Like schoolteachers at the turn of the century, educators in universities started looking for ways to catch up with their institutions’ move toward marketization initiatives. This article compares the rise of design in schools with higher education. It shows that in both cases, design was adopted as a response to calls for teaching students economic-driven educational goals. The article also provides a possible explanation of why, unlike the variation in types of design taught to school students, design-based learning in higher education focuses on one type, and that is design thinking. The article then presents findings from a qualitative interview study with non-design students across programs who challenge us to consider other types of design they experience and how design learning outcomes are valuable to higher education students beyond market-centric goals.

Whereto From Here? A Discussion Among International Scholars of Inclusive Education

Which ideas are central to inclusive education in Canada, and how do educators and researchers build capacity to provide it? Who or what is still missing, and how can international collaboration help us accomplish our goals in inclusive education? This article reports on a discussion among international scholars of inclusive education as they considered these questions together. These scholars, from Canada, Scotland, Finland, and Germany, considered the lessons they (we) have learned from our history of inclusive education in Canada. They drew on their experience with collaborative research to outline some clear benefits of working together, and learning from each other, to find progressive ways forward in inclusive education.

Comparative study: perceptions of multiple education stakeholders on children with disabilities and goals of special education in Oman and the Philippines

PurposeThis comparative study explored the perceptions of educational stakeholders in Oman and the Philippines concerning children with disabilities and the goals of special education. Stakeholders' perspectives can influence their professional behaviours and attitudes, which, in turn, can profoundly impact children with disabilities who already face numerous challenges. Hence, comprehending the viewpoints of these stakeholders is vital for fostering socially just education for individuals with disabilities.Design/methodology/approachThis study employed a qualitative comparative case study approach with a horizontal comparison strategy, and both convenience and purposeful sampling techniques were used for participant selection. The study involved 53 participants from both countries, including policymakers, teacher educators, in-service teachers and student teachers from general and special education domains. Data were gathered through individual interviews and themes were subsequently discerned via data analysis.FindingsDespite the different cultural and historical contexts and distinct roles of stakeholders in both countries, the results indicate more parallels than disparities in their perceptions. The primary congruence underscored in this research was imperative to critically assess the language and ideology surrounding the goals of special education, such as mainstreaming and normalisation.Originality/valueAlthough numerous studies have probed the perceptions of various educational stakeholders concerning children with disabilities and educational goals, there is limited research that encompasses the perspectives of the seven distinct stakeholder groups. The consistency of language usage across both countries and among all stakeholders underscores the need for a rigorous cross-country examination involving all educational participants.

Empowering Art and Design Education via a Flexible Curriculum

This concept paper explores the need to apply a more flexible and personalized curriculum approach in art and design education. This approach aims to foster student creativity, empower learning freedom, and focus on the uniqueness of individual students. Literature highlights reveal several weaknesses in the conventional curriculum such as flexibility, emphasis on technical aspects, and a lack of interdisciplinary. Reforms in art education need to emphasize the integration of other disciplines, technology, and creative elements in the learning approach. A rigid curriculum structure can hinder the development of creativity and innovation. Therefore, students need more space to explore alternative and creative approaches in learning art and design. Self-directed learning has a huge positive impact on creative thinking and problemsolving skills, gives students the freedom to pursue their interests and inclinations, improves resilience, and encourages innovative thinking. A balance between student autonomy and educational goals is important. Students need to understand the learning objectives and be given the opportunity to choose a project that interests them. Formative assessment, a supportive learning environment, and collaboration between students are essential in achieving this balance. Taking into account the above recommendations, art and design education can become more dynamic, relevant, and can foster creativity and innovation among students. This is important in facing the era of advancing globalization and rapid digitalization. Therefore, a more flexible and student-centered curriculum approach is a positive step in advancing art and design education. Keywords: art education, flexible curriculum, student creativity, self-learning and educational innovation

The Role of Organized Activities in Supporting Youth Social Capital Development: A Qualitative Meta-Synthesis

AbstractSocial capital provides young people with a web of supportive relationships that can be leveraged in pursuit of education, career, and life goals. Organized activities, an umbrella term for extracurricular activities, after-school programs, and youth development programs, are important developmental contexts for building social capital. The purpose of this study was to illuminate the developmental pathway through which social capital development occurs in organized activities. A qualitative meta-synthesis was conducted using 33 articles that met inclusion criteria across five databases (e.g., ERIC, PsycINFO) between June 2022 and May 2023. Thematic analysis was used to identify malleable organized activity features that act as levers for social capital promotion. Seven thematically aligned features were identified, including (1) organizational partnerships, (2) organizational supporting structures, (3) relationally strong climate, (4) staff mindsets and skills, (5) youth mindsets and skills, (6) increased social capital opportunities, and (7) increased social capital activation. These seven themes were used to construct an empirically-grounded model that posits a process through which organized activities support youth social capital development. Implications for intentionally strengthening organized activities’ capacity to support youth social capital are discussed.

A Comparative Analysis of English Language Education in Nepalese and Finnish Basic Education Curricula

This article explored the objectives, contents, and pedagogical approaches in English language education examining the Finnish and Nepalese basic education curricula. The study aimed to reveal the similarities and differences between two countries’ English language curricula and to find out why a big difference occurs between Finland’s and Nepal’s English proficiency levels. Data were collected from Finland’s and Nepal’s English language curricula for basic education and the official documents such as acts, decrees, and laws on basic education were also examined to support the data from the curricula. Data were analyzed with the method of thematic document analysis. Overall, the results of the comparative study indicate that both Finland and Nepal aim to increase linguistic and cultural awareness and teach English language for communicative competence. Both countries also would like to encourage pupils to track their English language learning. On the other hand, while the Finnish curriculum offers general guidelines for the instruction of the English language giving flexibility and autonomy to schools, the Nepalese curriculum prevents schools from preparing a flexible plan for English language teaching according to the needs of pupils by offering specific content and testing techniques. The findings reveal that the Finnish curriculum presents guidelines for teachers, students, and local education providers on how to reach educational goals rather than giving specific content for the subjects giving flexibility and autonomy to schools. On the other hand, the Nepalese curriculum provides specific instructions and suggestions for the application of English language teaching with detailed content containing units for each grade and even suggested testing techniques for teachers.

The Digital Competences Necessary for the Successful Pedagogical Practice of Teachers in the Digital Age

The digital transformation of society is a reality. Technology is becoming integral to people’s daily lives and children are growing up in the digital age. The education systems have to reflect and adapt to the new digital reality to effectively engage and prepare students for the future. Teachers have to possess digital competences at a high level, meaning that they are successfully able to use digital tools and technologies in their teaching practices. Digital competences include digital literacy, experience using educational software and platforms, and the ability to seamlessly integrate information and communication technologies (ICT) into the organization of educational activities. The current paper aims to study the opinion of teachers in Bulgarian schools regarding the possibilities of using digital technologies to achieve educational goals and the extent to which teachers integrate digital tools in their teaching activities. Teachers’ opinions about the need for specific digital competences are important. The results of the survey show that teachers in Bulgaria actively use digital technologies in their daily teaching activities (84.8%) in order to create and provide learning content to students and to provoke their active participation, and is a convenient tool for evaluating their students’ knowledge and skills and for providing effective feedback. The conducted research also identifies the necessary competences that teachers of the digital generation of learners need—skills and competences for developing authored electronic resources in various formats for students with different learning styles, as well as for working in online environments—individually and collaboratively with other teachers.

Searching for A Better Educational System: Language Planning in Competency-Based School Curriculum

Purpose: The new European school curriculum focuses on innovation, competency-based learning and the integration of technology as ways to increase the quality of education and better prepare students for the challenges of the 21st century. This study investigates the effects of implementation of this curriculum, highlighting its benefits and potential challenges, especially in relation to the standard language. Theoretical Framework: The new European pre-university curriculum is explored in interdisciplinary approach, integrating the latest theories in teaching methodology with language planning and technology. Synthesizing the existing literature serves as a prerequisite for the analysis performed on the empirical research. Methodology: The impact of the implementation of the competence-based curriculum in Albanian school education are analyzed theoretically and empirically, emphasizing the advantages and shortcomings compared to the previous curriculum. Findings: The increase in the quality of school education is evident with the implementation of the new European curriculum, which prioritizes student-centered learning by incorporating technology into different learning scenarios. As shown by international evaluations such as Pisa, slow steps have been made in the national curriculum, which calls for further reforms by the educational authorities. Research Practical and Social Implication: The new national curriculum improves student outcomes and aligns with wider educational goals within the EU, influencing national identity and global social cohesion, which are important research areas. Originality/Value: This study values the competency-based curriculum as a necessity for preparing European students for a globally competitive world, pointing out some areas for improvements.

Development of an Educational Kit Using CAD Software for Simple Machine Learning

Traditional simple machine topic is frequently theoretical and does not provide enough hands-on practise. Students may as a result fail to comprehend the fundamentals of simple machines and their applications. This research presents an innovative educational kit for simple machine learning. Students can utilize this kit to understand the fundamental concepts behind simple machines like levers, gears, and pulleys. This study investigates the creation of a simple machine kit using CAD software as a teaching tool for fundamental mechanics. A survey study is employed as part of this technique in order to ascertain audience needs and expectations. Beginning with idea generation and followed by rigorous evaluation, the process of developing the kit focuses on aligning pedagogical viability, marketability, and profitability. The selected concept is then transformed into a detailed technical drawing specifying dimensions, components, and assembly instructions, ensuring coherence between educational goals and machine learning integration. Iterative prototyping and testing further refine the kit's design, ensuring seamless interaction between machine learning elements and LEGO-based components. This approach culminates in an innovative educational kit that effectively imparts foundational machine learning principles through an engaging platform. The simple machine kit made through this research can then be utilized as an educational tool in primary, secondary, or higher education environments to facilitate students' grasp of basic mechanics. Students learning product design may find this novel approach both enjoyable and useful in their studies.

The Literature Review on Curriculum Implementation Problems

Background: Changes in knowledge and technology are continually shaping the educational environment, thereby influencing curriculum implementation. Innovations are being made to meet the evolving educational goals, which includes overcoming various barriers to curriculum implementation. Objective: The aim of this study was to examine the existing literature on curriculum implementation problems, particularly focusing on the issues faced by educational institutions in effectively applying educational theories and practices. Methods: A comprehensive literature review was conducted, utilizing databases such as PubMed, ERIC, Google Scholar, and JSTOR. Articles published from 1997 to 2022 that discussed challenges and strategies in curriculum implementation across various educational levels and settings were included. Thematic analysis was employed to synthesize the data, identifying common themes related to the challenges and solutions of curriculum implementation. Results: The review identified critical challenges related to four main areas: teachers, students, the curriculum itself, and institutional factors. Teacher-related challenges included inadequate professional development and inefficient teaching methods. Student-related challenges highlighted diverse learning needs and varying levels of engagement. Institutional challenges pointed to resource limitations and insufficient stakeholder support. Curriculum-related challenges were mostly about alignment and compatibility with educational goals. Conclusion: Effective curriculum implementation is pivotal in educational settings and requires comprehensive strategies to address the myriad of challenges identified. Enhancing teacher training, improving resource allocation, and ensuring curriculum relevance are crucial for improving educational outcomes.

PEMIKIRAN IBNU SINA TENTANG PENDIDIKAN DAN RELEVANSINYA DENGAN PENDIDIKAN ISLAM KONTEMPORER

Islamic education theory today cannot be separated from the theories developed by philosophers, scholars and previous Islamic figures. One of the figures who made an important contribution to Islamic education was Ibn Sina. The aim of this research is to investigate Ibn Sina's educational ideas and their application to contemporary Islamic education. This type of research is library research using secondary sources in the form of books and scientific journals and documentation study data collection methods and using content analysis data analysis methods. The findings of this research show that Ibn Sina's thoughts about the concept of education include educational goals, curriculum, methods and educational concepts. Ibn Sina's thoughts on education have relevance to contemporary Islamic education.

Critical study of the concept of scientific hybridization of islamic education and neuroscience

Critical study of Islamic Education Neuroscience is still not sufficiently carried out in accounting for its knowledge, in order to confirm and fill in gaps in its scientific development. The purpose of this study is to examine the various scientific varieties of Islamic Education Neuroscience using the epistemology of Islamic Education, in order to find, fill, and develop their scientific potential, also from the perspective of developing hybridization of other Islamic Education scholarships. The method used in this study uses a qualitative type of literature according to Creswell: 2015, meaning that it is processed from various kinds of analytical theory from various sources of literature. The results of the study show that Islamic Education Neuroscience in epistemology also refers to Islamic law. Epistemologically, Irfani refers to the background of the scientific dichotomy between neuroscience, education, and Islam. Epistemologically, Burhani refers to empirical facts about the importance of collaboration between Islamic educators and neurologists in designing curricula and learning that optimizes students' brains in achieving Islamic education goals. Referring to the hybridization of other disciplines such as anthropology and psychology of Islamic education, this scientific development can further deepen the derivatives and clusters knowledge and more adapted to the needs of students.

Inventive leadership styles and their impact for achieving sustainable development goals in education at secondary schools: a case study from Multan, Pakistan

Globally, as we progress toward a more sustainable future, the sustainable development goals (SDGs) must be incorporated into various sectors, including education. This article explores the significant impact of inventive leadership styles on SDGs in education at the secondary school level in Pakistan. Based on this study, four hypotheses were developed using leadership variables such as empowerment of leadership, inspiring learners, resilient visions, and lead transformation. A quantitative survey method was utilized in this study. The researchers selected convenient sampling to collect data from 288 teachers, including heads of schools and administrators from 89 institutions. The data collection process included using a survey questionnaire to collect data on leadership styles and their relationship regarding SDGs within the field of education. In order to analyze the given data, two software programs were used, namely SPSS and Smart PLS 4.0. Several statistical methods were used to examine the collected data, such as confirmatory factor analysis (CFA) and structural equation modeling (SEM), which were implemented to confirm the measurement model. Additionally, path analysis was conducted to determine the relationship between independent and dependent variables. The findings revealed that overall leadership styles have a great positive impact on SDGs in education. Based on results, it has been found that it would be beneficial if leaders/teachers enhance their struggle using inventive leadership styles for achieving SDGs, fostering transformative education, and ensuring that learners and societies benefit from a more equitable and resilient future. Additionally, the need for more resources, resistance to change, and a need for leaders’/teachers’ professional development have been identified as potential obstacles. To overcome these challenges, a collaborative approach among stakeholders, policy support, and innovative practices are recommended.

Formative Evaluation of an Interactive Personalised Learning Technology to Inform Equitable Access and Inclusive Education for Children with Special Educational Needs and Disabilities

AbstractIn accordance with the 2030 Sustainable Development Goal for Education, to promote equitable access and inclusive education for all, it is critical to explore if educational technologies can be used effectively by children with Special Educational Needs and Disabilities (SEND). It has been argued that educational technologies need to be tailored to the individual needs of children with SEND, otherwise they can create new layers of exclusion at school. The aim of this study was to examine the suitability of an interactive, personalised, educational technology, designed to support the learning of foundational skills, that is being introduced in several countries worldwide, for use by children with SEND. A participatory formative evaluation was conducted with ten academic experts in SEND. Each expert interacted with the technology individually, then gave written feedback through a semi-structured review form, before engaging with the other experts in an online group discussion. Qualitative data were analysed by reflexive thematic analysis. Six themes emerged pertaining to the strengths of the educational technology and areas of weakness where improvements are needed to support children with vision impairment, hearing, and functional difficulties through recommended hardware, and software updates, and by considering how the technology could be used to boost children’s motivation, and the role of the teacher in supporting children with SEND to use the technology effectively. Implications for instructional design decisions, based on research evidence, are considered for promoting equitable access and inclusive education for children with SEND through technology-supported personalised learning platforms.

Abstract PO4-04-03: Empowering Oncologists to Develop Individualized Management Strategies for HER2+ Metastatic Breast Cancer: Findings from a Quality Improvement Initiative

Abstract Background: Rapidly evolving evidence in the treatment of metastatic HER2+ metastatic breast cancer (MBC) can present challenges in aligning practice with the latest clinical data and guideline recommendations. In this ongoing quality improvement initiative, we identify and address real-world challenges healthcare professionals (HCPs) face in individualizing treatment plans, adverse event management, and patient-centered care for HER2+ MBC. Methods: From 9/2022 to 12/2022, 22 HCPs who treat patients with breast cancer (BC) along with 52 patients with HER2+ MBC from 2 large US community oncology clinics completed tethered surveys assessing practice patterns, challenges, and attitudes related to individualized and patient-centered care for HER2+MBC. Patient charts (n=100) were audited to assess current practice patterns and to track changes over time. Inclusion criteria included a confirmed HER2+ MBC diagnosis, prescription for two or more lines of HER2+ breast cancer treatment, and ≥ 1 visit in the one-year chart abstraction period. HCPs participated in audit-feedback sessions to assess site-specific challenges and gaps and developed action plans for improvement. Follow-up chart audits and HCP surveys will evaluate changes in practice patterns 6 months after the educational intervention. Results: The most frequently reported HCP challenges included coordination of care (41%) and individualizing treatment plans (32%). The most frequently reported patient challenges included feeling confident in treatment plan (30%) and being unable to meet work or home responsibilities (22%). In tethered surveys, there were discordant findings between patient and HCP perceptions related to goals for treatment, patient education, and patient-centered care. For example, 82% of HCPs reported often or always asking patients about treatment preferences, but only 8% of patients reported their doctor asked. While HCPs overwhelmingly thought surviving as long as possible was their patients’ top goal (82%), patients reported their top goals for treatment were improving quality of life (57%) and controlling symptoms (41%). Additionally, while HCPs thought patients had the most difficulty managing nausea/vomiting (68%) and diarrhea (59%), patients reported they have the most difficulty managing fatigue (46%) and hair loss (44%). Baseline chart audits highlighted several areas for improvement in guideline-aligned care, including treatment selection, sequencing, and supportive care. Based on identified gaps, providers developed and implemented action plans, such as increasing use of patient navigators, referring patients for palliative care at time of diagnosis, improving multidisciplinary team-based approaches, and implementing tools and resources to stay up-to-date on clinical evidence and guidelines. Full findings from baseline surveys and chart audits will be presented, along with follow-up surveys and chart audits to measure impact. Conclusions: Through this QI initiative, we identified gaps in individualized, guideline-aligned, patient-centered care for patients with HER2+ MBC, and HCPs developed and are implementing action plans for improvement. The methods and findings from this initiative demonstrate key opportunities to improve outcomes for patients with HER2+ MBC in community oncology clinics. Citation Format: Reshma Mahtani, Erika Hamilton, Ilona Dewald, Chelsie Anderson, Jeffrey Carter, Cherilyn Heggen, Kelly McKinnon. Empowering Oncologists to Develop Individualized Management Strategies for HER2+ Metastatic Breast Cancer: Findings from a Quality Improvement Initiative [abstract]. In: Proceedings of the 2023 San Antonio Breast Cancer Symposium; 2023 Dec 5-9; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2024;84(9 Suppl):Abstract nr PO4-04-03.

LGBTI Healthcare in Medical Education.

Our aim is to reveal the interaction of cultural and religious influences with professional equipment by determining the level of knowledge, sexual attitudes, and homophobia of medical students about LGBTI+ individuals. The study included 324 students from our faculty of medicine. The Hudson and Ricketts Homophobia scale, the Attitudes Towards Lesbians and Gay Men scale, and the Hendrick Sexual Attitudes scale were used with the sociodemograpic data form. Data were collected and analyzed using descriptive and inferential statistical tests. The mean score of the students from the Hudson and Ricketts Homophobia scale was 58.50. The findings of our study support that medical students consider that the education they receive in this regard is inadequate. One of the goals of undergraduate medical education is the provision of health services to all segments of society; therefore, it is recommended to make improvements in the curriculum in this regard.

Meningkatkan kemandirian siswa SD melalui pembelajaran metode montesorri

This study is to further illustrate how to increase student independence using Montessori learning modules. This study applies a type of literary study research. This study was conducted by examining other research related to how to increase the independence of elementary school students by describing, explaining and presenting related research and then drawing conclusions. The conclusions of this research are 1) the need for learning that is specifically designed to increase student independence, 2) teachers need to provide learning resources, 3) the need for collaboration between students, teachers and parents in order to achieve optimal educational goals.

Current themes and future directions of the sustainable development goals in higher education

Purpose This study aims to help scholars comprehend the major research themes on sustainable development goals (SDGs) in higher education which researchers from various fields have explored and to propose several potential future research directions of the least researched SDG in higher education to support scholars in making up the gap in the field. Design/methodology/approach The authors adopted a bibliometric analysis method to review the extant literature from the Web of Science on SDGs in higher education from 2015 to 2023 and took a closer examination of the most researched SDGs discussed by scholars. This study specifically concentrated on studies that explicitly mentioned the term “Sustainable Development Goal” (or “SDG”) and applied VOSviewer to cluster common keywords of the most researched SDGs and explored related themes. Also, this study provided several potential future research directions of least researched SDG in higher education. Findings SDGs 3 and 4 were the most researched, and SDG 15 was the least researched. The three major themes of SDG 3 were Adult Issues of Sustainability, South Africa Issues of Sustainability, and Relationship between SDG 3 and SDG 4. The three major themes of SDG 4 were the Role of Universities in Sustainability, Sustainability during Covid-19, and Challenges of Implementation. Originality/value This study provided several potential future research directions of the least researched SDG in higher education to support scholars to make up the gap in the field. Also, this study pointed out some pedagogical strategies and competencies needed to aid higher education institutions in achieving the 17 SDGs.