Education Research Articles

“A window onto a world”: a pilot research internship scheme for qualifying social workers

ABSTRACT Qualifying social work education is recognised as playing a critical role in equipping practitioners with the skills and interest to develop a ‘research minded’ approach to practice, yet in the UK context, the profession continues to grapple with questions about how to support practitioners to sustain and develop these skills post-qualification. This article reflects on the experiences of social work educators and students involved in a pilot research internship scheme based at a higher education provider in England (one of the four UK nations). Drawing on analysis of interviews with participating students and the reflective notes of the social work educators who led the scheme (the authors), we report on three key themes: 1. Students tended to have an idealised view of research. 2. Internships afforded opportunities to learn and work with people in new ways. 3. Post-project, students reflected on how to mobilise their learning but were conscious that they had only been afforded a ‘window’ onto the research ‘world’. We discuss the limitations of the internship model and highlight that, despite its strengths, more fundamental change is required if a ‘research minded’ workforce is to be developed and sustained. We question how realistic this change is in the current educational and professional context. We further discuss the complexities and contradictions that professional education programmes face in seeking to develop ‘research minded’ or ‘research active’ professionals whilst also protecting and nurturing alternative forms of professional knowledge and wisdom.

Satisfaction and general well-being of Austrian student teachers who enter the teaching profession while still studying

ABSTRACT The teacher shortage is an increasingly urgent challenge for the Austrian education system. Consequently, the Austrian government recruits student teachers who are still in bachelor’s or master’s programmes to fill open positions. This empirical study examined the demands and resources that student teachers experience in their jobs and studies. Based on the job demands-resources model, we investigated the health effects and motivation impacting student teachers’ job and study satisfaction and general well-being. Results from SEM (N = 296) indicated that student teachers’ well-being and satisfaction is significantly impaired by perceived overload, time pressure, and exhaustion resulting from the combination of both job and study contexts. In contrast, the findings showed that psychological health is promoted by resources (i.e. social support, task relevance, and task clarity) and perceived engagement (cumulatively) in both contexts. Moreover, further analyses confirmed buffering effects (but not boosting effects), as postulated in the job demands-resources model.

Single centre implementation of the Paediatric Anaesthesia Emergence Delirium scale.

Early recognition of paediatric emergence delirium (ED) by post-anaesthesia care unit (PACU) nurses is critical for the effective management and prevention of complications. This project aimed to enhance nursing education and standardise the use of the Paediatric Anaesthesia Emergence Delirium (PAED) scale as a reliable tool for assessing ED. This project involved an educational intervention for PACU nurses to train them in using the PAED scale for ED evaluation. The effectiveness of the PAED scale was compared with the more commonly used Face, Legs, Activity, Cry, Consolability (FLACC) scale in the evaluation of postoperative paediatric patients. An educational programme was designed for PACU nurses, with pre-and post-surveys administered to assess the impact of the educational intervention on their knowledge, confidence, and familiarity with ED and the PAED scale. This project included time trials comparing the use of the PAED and FLACC scales during patient simulations after the educational intervention. Following the educational programe, nurses demonstrated increased confidence and familiarity with ED and the PAED scale. Furthermore, the use of the PAED scale following the educational intervention significantly reduced the time required to evaluate patients and initiate treatment for ED compared with the FLACC scale. Equipping nurses with the knowledge and skills to effectively implement the PAED scale improves ED's timely recognition and treatment, leading to safer, more efficient care for postoperative paediatric patients. This project demonstrates the importance of evidence-based tools and targeted nursing education.

Students Are More Than Their Scores: Educators Have the Power to Change How Students Perceive Success.

John Wooden, the legendary UCLA basketball coach, consistently emphasized the distinction between winning and true success. For Wooden, success was not about defeating others or standing out in a competition, but about personal growth, self-improvement, and the pursuit of excellence. His philosophy offers a powerful lesson, particularly for educators, as they guide students through their academic journeys. Wooden's message highlights the importance of fostering an environment where success is measured by effort and progress, not merely by grades or test scores. Unfortunately, many educators seem to overlook this, focusing heavily on grades as the primary measure of achievement. By placing such a strong emphasis on grades, teachers inadvertently create a culture where students begin to equate their self-worth with their performance on a test. This not only diminishes the value of personal growth but also fosters anxiety and discouragement among students who may struggle academically. Student may begin to fear being wrong and avoid challenges and opportunities. This limits creativity, the chance to learn, grow, and contribute to society. Wooden's wisdom reminds us that educators have the power to influence how students perceive success. By encouraging a more holistic view of achievement, one that values hard work, resilience, and continuous improvement, teachers can help students develop a healthier, more positive understanding of what it means to succeed. In today's educational system, this shift is crucial, as too many students are being taught to see their value solely in terms of grades, rather than their personal and intellectual growth.

Research on the Path of Ideological and Political Education in College Students’ Mental Health Education Courses in Higher Vocational Colleges

In recent years, under the background of the deepening reform of China’s education system, the curriculum system settings, teaching methods, and teaching concepts of various colleges and universities have undergone major changes. As a curriculum concept, ideological and political education in courses does not reform a certain professional course, nor does it change the ideological and political course itself. Instead, it combines knowledge imparting and value output to guide students in a positive way. This article analyzes the ideological and political education in college students’ mental health education courses.

A Survey of the Current UK Physician Associate Educator Workforce and Recommendations for Courses and Provider Organizations.

In the United Kingdom there are 37 physician associate (PA) training programs with limited knowledge of the educators involved, their training, and specific needs. An online questionnaire was sent to PA educators in all UK training programs requesting information on academic title and responsibilities, clinical and nonclinical background, education and qualifications before becoming a PA educator, formal and informal training received in the role, and insights into career progression. The questionnaire highlighted 5 specific areas that should be specific recommendations for UK training programs to support PA educators, alongside existing guidance. These centered on academic and leadership development, clinical engagement, student support, and pedagogical research. We believe that implementing these recommendations across training programs will improve the opportunities for all those delivering PA education and consequently improve the offering to the students undertaking PA studies programmes.

Partnering RemoTe monitoring of Implanted Cardiac devices with Intelligent PATient Engagement – PARTICIPATE trial: a protocol for a randomised controlled trial

IntroductionCardiac implantable electronic devices (CIED) can transfer data to the healthcare team, remotely. National and international cardiac organisations recommend all patients use this technology, however patient engagement is suboptimal. Previously,...

The Impact of Western Scholars on the Music Education of the Jingpo Ethnic Group in Yunnan, China

This research attempts to uncover the influence of Western scholars’ activities on music education in the Jingpo areas of Dehong Dai-Jingpo Autonomous Prefecture in western Yunnan, China, during the early 20th century. The differences exist in the cultures, languages, and beliefs of the various ethnic groups in Yunnan. As such, systematic basic education is difficult to carry out in order, especially music education. However, this phenomenon changed in the early 20th century with the arrival of Western scholars. This study will analyze existing literature and data collected in fieldwork to trace the origins of Western music education in the Jingpo areas. In addition, the study intends to explore the localized and modernized music education model used by Western scholars for Jingpo. Furthermore, this research may help broaden the understanding of minority communities to the development of music education policies that precede the implementation of regulations. Additionally, it seeks to raise awareness of the music of ethnic minority groups worldwide and to achieve equality of musical education resources in ethnic minority areas as much as possible.

Circular economy education: student feedback from five higher education institutions in the Asia Pacific

Purpose The integration of circular economy (CE) into higher education programmes is a crucial step to facilitate a smooth transition towards circularity. Although existing studies highlight the lack of CE awareness as a primary barrier to achieving circularity, there is still limited research investigating the enhancement of CE understanding after completing CE-related training or courses. To address this gap, this study aims to examine how CE education transforms students’ mindsets to support the strategic application of CE principles and strategies in personal and professional activities. Design/methodology/approach An online survey was designed and distributed to students attending CE courses at five universities located in five countries. Ethics approval for this research project was obtained from University 3 as the lead of the research project. Out of a total of 138 students enrolled in these courses, 109 responses were collected. Findings The research findings demonstrate that CE education enhances students’ awareness of CE definitions, principles and strategies through developing their own descriptions of CE concepts and interpretation into personal and professional activities, showcasing practical circular applications. Practical implications This paper presents implications for programme coordinators, subject coordinators and lecturers/facilitators at universities/higher educational institutions to consider when designing a course or training workshop related to CE within a particular programme or discipline. Originality/value This study identifies invaluable insights of CE education to enhance students understanding and practical applications of circularity in their personal and professional activities. The research findings can be used for crafting and delivering CE courses in different universities. This study can be regarded as guidance to develop a CE curriculum for higher education nurturing a deep understanding of CE concepts while aligning with the industry demands for CE professionals.

Quality Assurance System of Higher Education in Kazakhstan Through Stakeholders’ Eyes: An Empirical Study to Identify Its Challenges

The purpose of this study is to identify the problems of the quality assurance system of higher education in the Republic of Kazakhstan. To do this, the opinions of the stakeholders (students, teaching staff, employers, administrative, and managerial staff) in the process were screened. The data obtained were compared with the results of independent international ratings and other parameters. For screening, field studies were conducted using a questionnaire for students, teachers, non-academic employees of universities, and employers covering all regions of Kazakhstan in terms of quality assurance components. Based on the constructivist approach, the answers were interpreted to identify the problems of the quality assurance system in the understanding of the study participants. This study revealed that participants rate the quality of the content at a below-average level, the quality of the contingent at an average level, the quality of staff at a lower-than-average level, and the quality of infrastructure at a low level. Comparing the results of the survey and interviewing with the analysis of the results of entrance exams and ratings made it possible to identify the most pressing problems in ensuring the quality of educational programs, contingent, staff, and infrastructure of universities and draw conclusions about its improvement. The obtained results will help to customize the system of quality assurance of higher and postgraduate education, thus contributing to the training of highly competitive specialists for the country’s economy.

The Role of Scholars of Bali Tribe in Establishing Educational Centers in Andalusia

By reviewing the history of Andalusia, many Arab tribes appear that were present in Andalusia and had an impact on scientific life, but the light was not shed on them. In this research, we tried to shed light on the role of scholars of the Bali tribe in establishing educational centers in Andalusia. We addressed the lineage of the tribe and then the role of the Kuttabs in education and the most famous scholars of the Bali tribe who contributed to the Kuttabs in Andalusia. We also addressed the role of mosques in the issue of education and the most famous scholars of the Bali tribe who studied in the mosque, as well as discipline and the places where scholars sit in order to teach and raise children.

Lessons learned teaching social and emotional learning in physical education teacher education: a self-study

ABSTRACT Background Social and emotional learning (SEL) has emerged as a political and educational priority worldwide. Numerous academic and non-academic benefits of effective (well-designed and well-implemented) SEL programmes within educational contexts exist. Not surprisingly, SEL has been acknowledged as one of the most prioritised educational agendas to support students’ holistic growth and success across different subjects in schools, health and physical education is no exception. Yet, while SEL continues to progress as a global education priority, there is limited literature on SEL in physical education, and even less which seeks to explore teaching SEL in a physical education teacher education (PETE) programme. Purpose Framed by Loughran’s conceptualisation of developing a pedagogy of teacher education, this study explored lessons learned from one teacher educator’s first experience teaching SEL in a health and physical education teacher education programme. Method A self-study of teacher education practices methodology supported one teacher educator to interrogate their experience, decisions, identity, and practices teaching SEL in a PETE programme. Data includes written reflections (n = 10 pages, single-spaced), transcribed critical friend discussions (n = 112 pages single-spaced), and teaching artefacts. Data analysis involved a collaborative reflexive thematic analysis approach to facilitate the inductive identification of themes and patterns. Findings Results are grouped into three categories: lessons learned about my practice as a teacher educator, lessons learned about my pre-service teachers, and lessons learned about teacher education. The three lessons include: (1) the importance of SEL being taught not caught, (2) students lack content knowledge, and (3) once is not enough. Results confirm teaching SEL requires a programmatic approach. Each lesson represents an ongoing process of making sense of self in practice. Conclusions The results of this research provide pedagogical considerations about teacher education programmes and those who teach in them. Teaching about teaching is a complex process. Teaching about teaching SEL may be an even more complex process as teacher educators rarely have developed these competencies themselves.

Analysis of Learning Style Profiles to Optimize Student Achievement

Student achievement is an indicator of learning success that indicates the extent to which a student has acquired the skills and knowledge set forth by their educational program. Understanding students' learning styles plays a significant role in determining learning success. One of the efforts to optimize student achievement is facilitating learning activities that align with students' learning styles. Students are no longer preoccupied with understanding their learning styles but are focused on deepening the material. This study aims to describe the learning style profiles of students, and students and lecturers in the learning process can follow up on the results. This study uses a survey research method with a questionnaire instrument containing 54 statements. A learning styles questionnaire prepared based on the opinion of De Poter & Hernacki is used as a data collection tool. Learning styles are identified as visual learning style, auditorial learning style, and kinesthetic learning style. The questionnaire was distributed to students in semesters 2, 4, 6, and 8, totaling 51 students. The data analysis technique used is a descriptive analysis of the questionnaire results. The questionnaire results show that 36% of students have visual and kinesthetic learning styles, 14% have auditory, and 14% are inconsistent. This inconsistency may suggest a balanced learning style, where students do not rely heavily on one learning mode but rather integrate multiple styles depending on the context. Therefore, the Science Education Study Program lecturers should implement a learning model that can facilitate visual and kinesthetic styles, even though the subjects taught are theoretical. Incorporating a variety of teaching methods, such as visual aids, hands-on activities, and auditory discussions, can accommodate the diverse learning preferences of students, leading to a more inclusive and effective learning environment.

The Effect of a Community-Based Complementary Feeding Education Program on the Nutritional Status of Infants in Polokwane Municipality, Limpopo Province, South Africa

Background: Appropriate complimentary feeding (CF) has the potential to improve growth and development in infants from 6 months to 2 years of age. This study’s aim was to assess the effect of a CF education program on the nutritional status of infants aged 3–12 months in the Polokwane Municipality. Methods: A longitudinal (non-randomized), quasi-experimental intervention study was conducted among 187 caregivers. The caregiver-infant pairs (CIPs) in the intervention group (n = 95) received CF education and a six-month telephone follow-up support. The CIPs in the control group (n = 94) received no intervention. We collected data at baseline and end line using structured questionnaires. Intervention effectiveness was evaluated by comparing mean changes in anthropometric measurements between intervention and control groups using difference-in-difference analysis. Per protocol, analysis was run. Results: The results show that the children in the intervention group gained more weight after the intervention, were taller, and the mid-upper arm circumference (MUAC) increased more than in the control group. At baseline, the weight of infants was 7.37 ± 0.83 and 6.69 ± 0.13 kg in the intervention and control. At end line, significant weight and length gain were observed in the intervention group (difference-in-difference (DID) = 1.82 kg, p < 0.001) and (DID = 7.78 cm, p < 0.01), respectively. The intervention group showed significant gain in MUAC of 1.68 cm (p = 0.047), with no noticeable effect on the head circumference at end line; DID (0.16 cm; p = 0.950). Conclusions: Community-based nutrition intervention programs can effectively improve the anthropometric nutritional status of children aged 3–12 months.

Research on the Current Situation and Countermeasures of Self-Identity Crisis among Vocational College Students

In recent years, the issue of self-identity crisis among vocational college students has become increasingly prominent, affecting their personal growth and career development. This paper mainly explores the current situation and causes of self-identity crises among vocational college students from the perspective of social cognition, analyzing the impact of various factors such as social expectations, self-cognitive conflicts, and educational systems on self-identity. Based on this, it proposes strategies such as social support interventions, educational reforms, and school-enterprise cooperation to help vocational college students rebuild their self-identity and achieve positive development. Through theoretical analysis and case studies, this paper aims to provide new insights and practical suggestions for the psychological health and occupational identity of vocational college students.

Immersive learning of the young generation using a mobile learning lab

In order to counter modern threats, knowledge and ablity to act in the face of emerging dangers are necessary. It is not possible to solve these problems without proper training of the population, including the younger generation, in the field of life safety. The development of the modern education system involves the introduction of modern technologies and innovative educational projects into the educational process, including immersive teaching methods. Immersive learning is the most effective and safe way to develop sustainable skills for safe behavior in various emergency and dangerous situations. The aim of this study is to increase the level of training of the younger generation in the field of life safety. To achieve the aim set, the authors: analyzed the main normative legal acts regulating the issues of training the population in the field of life safety; studied previously completed scientific papers and publications in this field of research; the problematic issues of training the younger generation in the field of life safety are considered; identified the most effective ways of training the younger generation based on the use of modern technologies. To solve the identified problems and achieve the research aim, the authors propose using the latest achievements and trends in the educational environment to develop a unique educational product – the mobile educational laboratory «Country of Safety». The paper substantiates the relevance and effectiveness of the creation and use of a mobile training laboratory in the education system, analyzes the experience of using similar complexes on the topic of road safety in Moscow and the Moscow region. The main emphasis is put on the organization of practical training of the younger generation on the basis of a mobile educational laboratory using game forms of learning, virtual reality technologies and environment modeling using 3D visualization. As conclusions, the planned results of the development and implementation of the mobile training laboratory «Country of Safety» in the activities of both the Ministry of Emergency Situations of Russia and educational organizations are proposed.

A systematic comparison of intercultural and indigenous cultural dance education from a global perspective (2010–2024)

Cultural dance fosters social cohesion, emotional well-being, creative thinking, and cultural identity by conveying cultural values and social meanings. However, systematic comparative research on cross-cultural and indigenous cultural dance education remains limited. This study, adopting a global perspective, examines the current applications, core issues, and educational strategies in this field. Through a systematic literature review and grounded theory approach, the research scrutinizes studies conducted from 2010 to 2024. The results show that intercultural research primarily focuses on multicultural exchange, cultural integration of immigrant groups, and cultural acceptance among socioeconomically disadvantaged populations, highlighting the influence of intercultural adaptability and globalization. In contrast, indigenous cultural research emphasizes local culture and educational systems, with a particular focus on local cultural identity and educational reform. While both types of research reach a consensus on the importance of cultural transmission, diversity in teaching strategies, and the critical role of educators, significant differences remain in cultural identity and the design of educational content. Future research could concentrate on virtual dance education, innovation in indigenous cultures, the exploration of dance education’s role in mental health, and the deep integration of artificial intelligence into dance pedagogy. Furthermore, consideration of the potential impact of globalization and technological advancement on cultural identity and educational models will foster theoretical innovation and practical development in dance education.

An Online Knowledge-Based Support System

Technology advances have touched all the fields of human life, and the educational system is not an exception. Students in Nigerian universities experience challenges in their early or later stages of school due to a lack of a knowledge-based support system. This results in massive failure and confusion in later days in school. A knowledge-based online support system has been developed and implemented in this paper to improve academic support services for students and faculty members in the university. The need for such a support system stems from the various academic problems that the students often experience, including a lack of answers to certain questions, which can result in academic failure, taking too long to graduate, or dropping out of the university altogether. The system is web-based; therefore, users can access the necessary information when needed, and, in most cases, it solves common academic issues in a short time using the web. Following the Agile software development methodology and employing a client-server architecture, the system was designed in a user-friendly and efficient manner. Highlights of the system include an extensive database of FAQs, real-time interactive services, and multi-typed query handling. Testing phases were performed and integrated, and modular testing showed that the system worked as intended, providing valid inputs and also flagging any invalid inputs without causing the system failures, and performing provisions for user corrections. The results suggest that the online support system could enhance the academic environment at AE-FUNAI and therefore would benefit students and staff members alike. Nevertheless, certain limitations still prevail, such as poor internet access, which calls for constant enhancement and provision of support to the system.

"Woman. Life. Freedom. Queer. Trans. Liberation": Echoes of Azadi Breaking Free from the Inner-Panopticon

This thesis delves into the Islamic Republic of Iran’s intricate construction and reinforcement of a cis-heteronormative national identity with an emphasis on the contemporary “Woman, Life, Freedom, Queer, Trans, Liberty” revolution. The study highlights the complex web of power dynamics, surveillance mechanisms, and regulatory frameworks that operate both within the public and private spheres. By utilizing a Foucauldian framework of the “inner-panopticon,” this research exposes how the Iranian state’s systematic imposition of heteronormative values extends beyond the confines of legal and social regulations, permeating the very fabric of individual consciousness. The paper contends that the omnipresent “War on Sex,” a strategic deployment of sexuality as a political tool, has fostered an environment of fear and self-policing, particularly for non-male-conforming individuals. As a result, this paper also focuses on severe social marginalization of queer and trans Iranians within Iran and its diasporic communities. With a critical lens rooted in a queer anti-Orientalist framework, this paper scrutinizes the role of the invisible panopticon in perpetuating gender and sexuality policing within an authoritarian regime. Part 1 of the study establishes the theoretical underpinning of the inner-panopticon, contextualizes the War on Sex within the Islamic Republic’s cis-heteropatriarchal agenda, and conducts a historical analysis of the nation’s sexual economy. Part 2 examines the panoptic institutions, including the legal penal code, the educational system, and the enforcement of compulsory hijab, as prominent tools employed by the regime to reinforce its ideological control. By elucidating these mechanisms, the research offers a comprehensive understanding of the multifaceted ways in which state-sanctioned oppression is perpetuated and how it impacts the cultural and societal discourse surrounding sex and sexuality in Iran.

Essential Elements for Implementing AI Tools in Elementary School: A Systematic Literature Review

The global use of Artificial Intelligence (AI) has attracted considerable attention, and its integration into educational systems is a priority that warrants further exploration. In collaboration with UNESCO, numerous organizations have proposed parameters advocating for the inclusion of AI in basic education systems. A systematic literature review (SLR) was conducted to identify these parameters from the existing research. Although these parameters have been mentioned in some studies, they are generally not prioritized in the research landscape. AI tools are primarily used to support students, while teachers typically employ a pedagogical approach centered on in-class activities. Additionally, essential conditions related to research requirements and involvement from the private and third sectors showed consistent adherence across the examined studies. However, it was found that only 52% of the studies included an ethical declaration regarding the data collected by AI during research development, especially regarding studies involving children. This review provides a guide for educational communities looking to enhance pedagogical practices through AI integration into their educational environments, but who may be uncertain about where to begin. Questions related to AI modality selection, pedagogical relevance, ethical considerations, and procedural guidelines for integrating AI into curricula are addressed through the insights provided in this review.