Educational Journey Research Articles

Enhancing Educational Technology in Lectures for School Students with Learning Disabilities: A Comprehensive Analysis

Learning disabilities present formidable obstacles for children in their educational journeys, often overlooked or misunderstood. This research aims to address two critical issues: the differentiation between learning and intellectual disabilities, and the resistance of teachers to integrating technology into education. In response, a comprehensive approach was adopted. Firstly, a mobile application was developed to screen for potential learning disabilities, offering teachers insights into individual student challenges and personalized lecture adaptations. Secondly, a quasi-experimental pretest–posttest study was conducted, comparing student performance following traditional and technologically supported lectures. Results from the study revealed significant score improvements among students identified as potentially having learning disabilities when exposed to technologically supported lectures. Conversely, students not identified as potential cases remained within the normal range of performance. These findings underscore the potential of technology to enhance educational outcomes for children with learning disabilities while highlighting the importance of recognizing and addressing these challenges in educational settings. By bridging the gap between identification and intervention, this research contributes to a more inclusive and effective educational environment.

An Evaluation of the Experimental Science Teaching Program for Primary Education from the Teachers’ Perspective: An Educational Design Research Journey

The concerns about ensuring scientific literacy for all are underpinned by international recommendations from organizations such as the UN and the OECD for science education. They advocate for science education from a contextualized, sequential, systematic, and active perspective on the students’ learning process, starting from the early years of schooling. It is based on these pedagogical principles that the research project the “Experimental Science Teaching Program” (PEEC) was founded. This article aims to disseminate an evaluation of the PEEC for primary education, which includes a science teaching curriculum proposal, teaching activities and resources (e.g., digital games), and assessment record instruments for learning. This program was developed using an Educational Design Research methodological approach based on iterative cycles, with the collaboration of a multidisciplinary team (e.g., teachers, researchers, and children). For a final evaluation of the PEEC components, we consulted the ten participating teachers through a questionnaire survey one year after the end of their official collaboration. The main results highlight the relevance and appropriateness of the proposals presented for the targeted age group and the assumptions and objectives of science education in terms of the curriculum, teaching resources, and digital assessment games. Teachers also mentioned continuing to use the PEEC resources after their participation in this study. These results underscore the need to expand and promote projects of this nature to contribute to more practical science education in Portugal and, consequently, to increase children’s levels of scientific literacy.

The Journey to Graduate School: An Exploration of First-Generation Latine Students’ Transmission of Knowledge to Capital

Graduate education often serves as an opportunity for Latine students to leverage their social, familial, and cultural capital as an avenue for increased economic prosperity. However, the journey to pursue a graduate education can be challenging as students often have to navigate multiple roles and identities that lead to feelings of guilt, separation, and stress. Therefore, this study expands our understanding of the familial role in Latine students’ development of graduate school aspirations through the following research question: how do first-generation Latine students (FGLSs) activate funds of knowledge within familial contexts and transmit them into capital as tools to develop their graduate school aspirations? Utilizing plática methodology and educational journey mapping, I explore how five FGLSs draw upon their funds of knowledge from familial contexts and activate it into linguistic, aspirational, and familial capital on their journey to graduate school. The findings highlight FGLSs’ motivations to attend graduate school with a focus on the activation of funds of knowledge from familial contexts to capital as primary contributors in their development of graduate school aspirations.

“SmartEduHub: Empowering Education with Advanced Features”

" SmartEduHub" is an innovative platform designed to transform the educational experience by integrating advanced technologies and a comprehensive range of features. It aims to enhance learning and streamline administrative processes, providing personalized tools for students, educators, and administrators. The platform ensures a dynamic and interactive educational journey with secure user authentication, real-time updates, and cutting-edge learning management systems.

Fostering Autonomous Learning in Oral English Through Role Play: An Exploration in Course Setting

Enhancing student motivation to manage their learning process and attain self-transformation in Oral English learning presents a notable challenge. This study emerged from a Role Play Oral English Course (RPOEC) which utilizes English cartoon film clips to enhance primary students’ oral English skills through role play, facilitating meaningful language input and output. Implemented in a Chinese context where English language exposure is limited, this qualitative case study, combined with action research, explores how autonomous learning is fostered through RPOEC. The study engaged a Grade Six class of 30 students (25 girls and 5 boys) in northern China, investigating strategies to trigger learners’ interests and form their independent learner identities autonomously, empower learners in their educational journey, encourage reflective practices in oral English learning, and involve learners in evaluative processes. Data, collected through a combination of observations, focus group discussions, and document analysis for three months, were thematically analyzed across four intertwined perspectives: situated learning, interactive communication, cooperative learning, and evaluative discussions. The paper posits that the outlined curricular approach can be tailored to educators’ needs aiming to cultivate students’ oral English skills within a situated, interactive, and collaborative learning environment, pushing learners towards autonomous engagement.

Exploring the Impact of Early STEM Education on Science and Visual Literacy

Early STEM (Science, Technology, Engineering, and Mathematics) education plays a pivotal role in shaping children's science and visual literacy skills. However, in South Africa, there are notable challenges such as delayed initiation of science education and inadequate emphasis on visual literacy. This study aims to investigate the influence of early STEM education on science and visual literacy in South African educational contexts. Drawing upon the post-positivist paradigm and Mayer's cognitive theory of multimedia learning, this research employed a mixed-method approach combining quantitative and qualitative analyses, integrating autoethnography to engage with lived experiences during my master's and doctoral studies. The findings suggest that children exposed to STEM education demonstrate higher levels of science and visual literacy. These findings have implications for curriculum design and educational practice, urging stakeholders to integrate STEM principles early in children's educational journey and to prioritize visual literacy to enhance communication and comprehension of scientific concepts. Recommendations are provided for educational institutions and policymakers to facilitate the implementation of effective strategies addressing these challenges and fostering a generation of learners equipped with essential skills for success in the modern world.

Understanding the AI Integrity in Academic Excellence: Bangladesh Perspective

Artificial Intelligence (AI) and Machine Learning (ML) are revolutionary tools that have opened up a new technology-driven horizon in academic learning to enhance and accelerate the higher education journey. This article describes and discusses the convergence of academic integrity and AI, both of which are fundamental to our intellectual environment. An effective approach to AI-integrated learning can balance the use of AI-generated tools and techniques to stimulate students' creativity, analytical thinking, and real-life observation. As we strive for academic excellence, it is essential to integrate AI in academics and all other spheres of development with balance and rationality, through appropriate policies and regulated ethical and value-based use. Educational institutes should have many open platforms to discuss, debate, and smoothly integrate AI technology into academic practices while maintaining the integrity that underpins our scholarly pursuits. Investing in academic and policy debates and discussions regarding the ethicality of AI applications can create a brighter future for academia. This will allow us to leverage the power of AI to advance our knowledge and understanding and to build a stronger nation with greater impact.

Tanggung Jawab Terhadap Pendidikan Anak

The objective of this article is to explore comprehensively the obligations related to the education of children from the standpoint of Abdullah Nashih Ulwan as portrayed in his publication "Tarbiyatul Aulad Fi Al-Islam", whilst examining the assorted obligations outlined by Ulwan in his publication. This investigation utilizes a qualitative approach concentrating on a review of literature, with the intention of capturing the core of Abdullah Nashih Ulwan's ideologies. The research results reveal that Ulwan recognizes seven categories of obligations towards children's education, encompassing faith-based, ethical, physical, cognitive, emotional, communal, and sexual education. This educational process can be executed both in the familial setting, where both parents act as instructors, and in the school atmosphere, where educators assume a principal role in the educational journey.

Does Art Education Matter in Inclusiveness for Learners with Disabilities? A Systematic Review

The pursuit of fostering inclusive educational environments, particularly in alignment with the United Nations’ Sustainable Development 2030 Agenda, prioritizes the advancement of quality education. In this endeavor, there is a central emphasis on fostering equitable, inclusive, and high-quality education accessible to all individuals, including those with disabilities. Art education plays a relevant role within this agenda due to its multifaceted benefits and potential to contribute to inclusive educational environments, which are crucial for individuals with disabilities. This study contributes to this goal by investigating the intricate link between art education and inclusivity for disabled learners. In using the PRISMA (preferred reporting items for systematic reviews and meta-analyses) approach, we conducted a comprehensive analysis of literature sourced from reputable databases such as Google Scholar, Semantic Scholar, Web of Science, and Scopus. The timeframe for the literature review spanned from 2014 to 2023. Initially identifying 126 relevant publications, 28 research articles were deemed pertinent to the study objectives. The findings of this investigation unveil the significant impact of art education on various aspects crucial to the educational journey of learners with disabilities. Specifically, art education is shown to positively influence motivation levels, foster increased engagement in learning activities, and facilitate more effective learning outcomes. Building upon these insights, the study proposes a conceptual framework designed to cultivate inclusive classrooms. By synthesizing the empirical evidence gleaned from the analyzed literature, this research aims to inform educational practitioners, policymakers, and stakeholders about the transformative potential of art education in creating genuinely inclusive learning environments for all learners, including those with disabilities.

“I Am Overworked and I’m Not Taking Care of Myself”: The Experiences of Black Men in Doctoral Programs Navigating Racial Battle Fatigue

ABSTRACT Historically, Black men encountered challenges related to race and racism throughout their educational journeys. Perhaps more pronounced at the doctoral level, Black men often experience racial microaggressions and feelings of isolation. This qualitative study utilized racial battle fatigue to explore the experiences of 20 Black men in social science doctoral programs. Utilizing Critical Race Theory and counter-storytelling, participants shared the effects of racial microaggressions and race related stress on their daily interactions and experiences. The study concludes by presenting implications, offering recommendations for future research, and suggesting strategies to better support Black men who facing and navigating racial battle fatigue in doctoral education.

Unveiling the Lived Experiences of Western Indonesian Students in Javan Higher Education Institutions: A Phenomenological Exploration

This qualitative research embarks on an exploratory journey into the lived experiences of a specific group of students—young minds from western Indonesia who are embarking on an academic journey in the dynamic ecosystem of higher education institutions in Java. In the literature synthesis, it is clear that while the experiences of international students have been studied extensively, the experiences of certain subgroups within a country remain relatively unexplored. This phenomenological exploration of the life experiences of West Indonesian students in Javanese institutions not only enriches academic discourse but also informs practical strategies for enhancing the educational journey of these students. The study identified several major challenges faced by these students, including language barriers, misunderstanding of culture and social norms, variations in academic expectations, adaptation to local cuisine, and the formation of social networks. While these challenges were formidable, the narratives of these students also reveal their resilience and capacity for personal growth. These findings offer valuable insights that go beyond academia. Recommendations include establishing a standardized and accessible cultural orientation program, fostering a network of peer support, and recognizing the need for academic guidance tailored to the unique challenges facing Western Indonesian students. This research not only contributes to a deeper understanding of cross-cultural adaptation and personal growth but also has practical implications for policymakers and educational institutions.

Education as a field of conflict with the cultural identity of the Roma. A study on Roma graduates from Greek universities

The Roma, constitute the largest minority in Europe. The percentage of young Roma who have graduated from university, ranges from 1% to 4% in the member states of the European Union, resulting that the majority is being categorized as NEETs (not in education, employment, or training). The purpose of the article is to explore the identity conflicts, experienced by Roma university graduates with their traditional identity, through their educational journey, from preschool to university, as well as their relationships with the Roma Community. The sample of the qualitative research, consisted of ten Roma graduates from Greek universities. The majority of the graduates declared they were proud of their origin, although they confirmed the concealment of their cultural identity, mainly during their university studies, but also after that, for reasons related to their integration into the labor market and their social acceptance.

Incorporating humour in the educational journey of young tourists

Humour for children has received attention from various academic domains. However, the topic is a less explored area in the field of tourism. Addressing this research gap, the present study aims to firstly, identify the main themes of humour which are discussed in the academic literature about children, and secondly to outline how the identified themes can be applied to children’s learning experiences in tourism settings. The study employs content analysis to systematically review 190 relevant publications from multidisciplinary fields sourced from ScienceDirect and Scopus. Five overarching themes were identified across studies of various disciplines: social, parents, play, teachers, and characters. The emerging themes were interpreted through the lens of Vygotsky’s Socio-Cultural Theory to develop a conceptual framework for children’s learning experiences in tourism contexts. The paper enhances our understanding of the children’s literature in the context of tourism by providing both theoretical and practical insights. It specifically focuses on how humour can be utilised to enrich children's learning in the realm of tourism.

KONSEP PENDIDIKAN HASYIM ASY’ARI; TIPOLOGI DAN RELEVANSINYA TERHADAP PARADIGMA PENDIDIKAN INDONESIA EMAS 2045

AbstractHasyim Asy'ari is better known as a cleric who transformed Islamic boarding school education, as well as being a fighter. Hasyim Asy'ari turned Tebuireng into a model Islamic boarding school for Islamic boarding schools throughout Indonesia. By using relevant literature data from the book Adab al-Alim wa al-Muta'allim by Hasyim Asy'ari, this research uses library research by collecting information through documentary methods. In the book Directions for Competency of the Indonesian Generation Towards a Golden Indonesia 2045 prepared by the National Education Standards Agency (BNSP), Indonesia will celebrate its 100th anniversary of independence in 2045. Indonesia will experience a golden age at that time. Education needs to be organized as a "Garden that Excites", "Garden that Grows", and "Garden that Strengthens", in accordance with the ideals of Ki Hajar Dewantara. Because there are no castes based on intelligence (ranking), all students feel safe and comfortable in the "Education Park". Each student feels valued for their individuality and uniqueness in the park. It is in gardens like this that humans mature into civilized creatures. His contribution of thought, whether in the form of works, or his work in establishing Islamic boarding schools and the Nahdlatul Ulama organization has proven his work and is valid evidence to attribute to him the figure of Indonesian Islamic education. As part of a conservative traditional education figure, Hasyim Asy'ari's contribution to educational thought was enormous to the journey of education, especially Islamic boarding school education. Hasyim Asy'ari's thoughts are very relevant to national education issues across eras and are suitable to be adopted in preparing Indonesia's golden generation in the future.

Cultivating insight and engagement: exploring the role of Trait Emotional Intelligence in Chinese art education.

BackgroundThe present study focuses on the unique role of insight and Trait Emotional Intelligence in the realm of art education in China. Insight, traditionally associated with clinical outcomes such as mastering symptoms, developing adaptive behaviors, and enhancing quality of life, is newly contextualized in this study within the framework of art education. The expansion of insight research into areas like Social Psychology reflects its relevance beyond clinical settings, particularly in educational environments where creativity and emotional intelligence are pivotal.AimIn Chinese art education, insight is crucial not just for personal growth but also for professional development, integrating the understanding of emotions, culture, and artistic expression. This study explores how Trait Emotional Intelligence fosters insight and engagement in art students, underscoring its transformative impact on their educational and professional journey in the art world.MethodsUsing a sample of Chinese art education students at University level (N = 881), that answered a quantitative self-report questionnaire, statistical procedures are applied to test the relationships between Trait Emotional Intelligence, Insight orientation, and students’ academic engagement.ResultsIn the structural model, the path from Trait Emotional Intelligence to Insight Orientation was significant, indicating a positive relationship. Students’ Engagement was significantly predicted by Insight Orientation and Trait Emotional Intelligence.ImplicationsThis finding corroborates theoretical assertions that individuals with higher emotional intelligence are more inclined to have enhanced insight. The findings of the present study extend beyond the field of Art education, allowing us to provide a broad spectrum of social implications for Higher Education institutions.

Parental Perception and Attitude towards Private Tuition: A Cross-Sectional Study among Daily Wage Earners

Parents' perception of private tuition significantly impacts a child's educational journey. Positive attitudes boost academic growth, boost confidence, address individual needs, foster responsibility, and reflect cultural and social factors. Positive attitudes also encourage collaboration with educators, aligning educational goals and fostering open communication. So, the present study aimed to assess the level of perception and attitude among the parents of daily wage earners. A cross-sectional survey method has been employed to accomplish the purpose of the study among the daily wage-earning parents of school-going children. The present study consisted of 267 samples, comprising daily wage earners parents, by employing a random sampling method from Nadia District, West Bengal, India. A standardized perception and attitude scale towards private tuition, with Cronbach’s alpha values of 0.81 and 0.79, respectively, was administered to collect data from the sample (daily wage earners parents). The findings of the study indicate significant differences in perceptions and attitudes towards private tuition based on factors such as gender, location, and educational qualifications. It has been found that attitudes and perceptions of private tuition have a moderately positive correlation. This study contributes to our knowledge of the significance of private tuition in the educational landscape and provides insightful information for future studies and the formulation of societal policies.

Collaborative cultures: Ubuntu as a pedagogical foundation for educating independent film-makers

This case study centres on the Ubuntu Collaboration Model introduced to Bournemouth University in the UK in 2018. Initially focused on undergraduate teaching, the model is now embedded as part of the university’s practice-based and industry-focused Media Production master’s programmes (2019–ongoing). The goal of this initiative is to develop and install a practical approach to film teaching that deliberately fosters a consciousness of cross-cultural collaboration among emerging independent film-makers coming from diverse backgrounds. The model is founded on the principles of the African philosophical concept of Ubuntu, which suggests, among other things, that we can only progress productively through a shared value system that finds expression in respectful social interaction (that is, collaboration). Co-authored with master’s students, this case study contextualises and analyses the experiences of the master’s film production cohort who were part of this pedagogical journey in 2022/3.

Using Innovative Reading Programs in Preschool Age and their Impact on Child Development

Introduction. The concept of innovation can take on various meanings, especially when apllied to preschool education. It involves the introduction of new ideas, methods, techniques, strategies, and practices within the educational setting to enhance and improve the teaching and learning process. This research focuses on the essential element needed for development and self-renewal, which includes being receptive to fresh ideas, exploring new approaches, and incorporating technological advancements into education. Preschool teachers play a vital role in implementing innovative methods and activities within preschool settings to support learners on their educational journey. There are numerous innovative learning models in preschool education, such as project-based learning, which prioritizes individualization, dedication, and autonomy in teaching. This includes utilizing reading programs that make lessons enjoyable while reinforcing acquired knowledge. One of the notable tools is Raz-kids, which enriches students’ lives and aids in their reading development. Goal. The aim of this text is to highlight the importance and multifaceted nature of innovation in preschool education. It emphasizes the need for introducing new ideas, methods, techniques, strategies, and practices to enhance teaching and learning processes. The text underscores the role of preschool teachers in implementing innovative methods and activities, showcasing various learning models such as project-based learning and specific tools like Raz-kids to support and enrich students' educational experiences. The Results. Innovative learning models, particularly Raz-kids reading, have allowed for greater individualization in teaching. Students are given more autonomy, fostering independence and personalized learning experiences that cater to their unique needs and interests. These strategies and the use of technology in the classroom have been shown to improve learning outcomes. The learners have demonstrated better retention of knowledge, enhanced reading skills, and overall academic performance. Conclusions. Embracing innovation in preschool education is essential for creating a stimulating, effective, and personalized learning environment. The continued exploration and implementation of innovative practices will support the development of young learners and contribute to the overall improvement of educational systems.

Adaptive Learning: AI's Journey in Education and Beyond

Adaptive Learning: AI's Journey in Education and Beyond

The socioeconomic determinants of University dropouts: The case of Greece

This research paper aims to explore the issue of university dropouts in Greece, which has become a growing concern in recent years due to its impact on individuals, educational institutions, and society as a whole. One of the main contributing factors to students discontinuing their higher education in Greece is the choice of the wrong faculty. Financial challenges, unrelated to tuition fees, also significantly affect students’ ability to pursue their studies. Family background plays a crucial role, with students from families with higher educational attainment exhibiting greater persistence. The study found that gender, age, and academic performance can influence students’ perceptions of dropout factors, which can change as they progress through their educational journey. To address these challenges, the research proposes a multifaceted approach, including early intervention programs, expanded financial support, improved mental health and counseling services, flexible learning options, and strong academic advising.