Learning In Education Research Articles

Teacher pedagogical competence in the implementation of the independent curriculum in The Pilot State Kindergarten of South OKU District

Background: This research aims to describe in depth the pedagogical competence of teachers in implementing the independent curriculum. This research is qualitative research with a descriptive approach, in this case observing the pedagogical competence of teachers in implementing the independent curriculum in the Pilot State Kindergarten, South OKU Regency.Aim: This approach aims to provide a comprehensive overview of teachers' pedagogical competence in implementing the independent curriculum in the Pilot State Kindergarten, South OKU Regency.Method: This research uses observation, interview and documentation data collection techniques. Meanwhile, the data analysis technique in this research uses three stages according to Miles and Huberman, in the form of data reduction, data presentation, drawing conclusions.Results: This can be seen from several indicators such as mastery of students' character, educational learning, curriculum development, development of students' potential, communication with students, as well as assessment and evaluation. However, there are some teachers who have not fully mastered the pedagogical competency indicators. In implementing the independent curriculum, learning is divided into three main activities, namely opening, core and closing, which must be integrated into one learning series.Conclusion: The results of this research indicate that the pedagogical competence of teachers in implementing the independent curriculum in the Pilot State Kindergarten in OKU Selalan Regency is in the good category.

독도 교육 교육봉사활동에서 수혜자인 고등학생의 학습 경험에 대한 연구

Objectives The purpose of this study is to explore the learning experiences of high school students as a beneficiaries in Dokdo education connected educational volunteer activity. Methods This study collected data on learning experiences from 10 high school students as a beneficiaries through qualitative research methods such as writing a reflection journal and in-depth interviews, and analyzed the collected data using community of practice theory as an analysis framework. Results As a result of the study, first, the early stage of Dokdo education was the stage where high school students shared their Dokdo learning experiences of Dokdo education in their past school. High school students were found to have experienced learning about Dokdo centered on society subjects and history subjects in terms of educational content, Dokdo songs, Dokdo Day events, and Dokdo learning focused on knowledge transfer in terms of educational method. Second, the middle stage of Dokdo education was the Dokdo learning stage in Dokdo education connected educational volunteer activity. High school students were found to have experienced learning about Dokdo centered on various topics and advanced topics in terms of educational content, various teaching methods and various teaching media in terms of educational method. Third, the late stage of Dokdo education was the growth stage through Dokdo learning in Dokdo education connected educational volunteer activity. High school students were found to have experienced concerns in Dokdo, willingness to learn about Dokdo, willingness to practice about Dokdo, communication in learning about Dokdo, and introspection in learning about Dokdo. Conclusions Based on the results of this study, implications for educational volunteer activity from the beneficiary's perspective were educational goals to cultivate the community capabilities of beneficiaries as members of the community, educational design that can solve glocal issues from a global perspective as subjects of the community, and educational operation that can induce active participation of beneficiaries as activity of the community.

Students Engagement in Classroom Teaching by Innovative Pedagogy: A desk-based Review of Existing Literature

The use of modern teaching methods in the social sciences classroom under higher levels of education is presently required to increase learning achievement through student participation. The pace of change in educational structures, curricula, teaching-learning activities, and learning outcomes should be able to keep up with all kinds of developments taking place in the world. Innovative is one of the newly developed approaches that can be used to increase students' active engagement, particularly in social science disciplines. A thorough literature search technique was employed to find the literature relevant to this study. The datasets up to 2024 were utilized for descriptive analyses of effective instructional techniques. The research-based articles and reports were used from digital and physical libraries. The easily accessible web search engine Google Scholar and other freely accessible databases such as Academia, ResearchGate, NAPJOL, JSTOR, ProQuest, and Elsevier were used. The findings indicate that innovative teaching methods promote the active participation of students through hands-on experiences. This approach significantly enhances learning outcomes in social science and helps for applying theories in real life. This technique promotes a more dynamic learning environment by encouraging teachers to adopt innovative and creative teaching methods, which in turn increases student engagement, motivation, and academic achievement. Integrating innovative pedagogies into activity-based instruction techniques empowers teachers to cultivate pupils' success, equipping them with essential skills for thriving in the 21st century.

초등학생의 학습태도와 수업이해 영향 요인 분석

Objectives The purpose of this study is to analyze the key factors influencing elementary school students' learning attitudes and classroom lesson understanding, using data from the third-year panel of the Jeonam Education Longitudinal Study (JELS), specifically targeting 6th-grade students. Methods Data from 1,788 6th-grade students are analyzed using the SPSS 20.0 program. The research design includes independent variables such as homeroom teacher support, academic self-concept, self-management, rule adherence, parent-child interaction, and parental educational support, while the dependent variables are students' learning attitudes and classroom lesson understanding. The study examines the correlations among homeroom teacher support, academic self-concept, self-management, rule adherence, parent-child interaction, parental educational support, learning attitudes, and classroom lesson understanding. Regression analysis is conducted to determine the impact of these variables on students' learning attitudes and classroom lesson understanding. Results The results indicate that self-management, rule adherence, and academic self-concept are significant factors influencing students' learning attitudes, while academic self-concept, rule adherence, and homeroom teacher support are significant factors influencing classroom lesson understanding. Conclusions This study suggest that support from both home and school is necessary to enhance elementary students' learning attitudes and classroom lesson understanding. The results serve as foundational data for improving students' learning experiences and reducing educational disparities in the classroom.

STEAM Education in Nepal: Status, Opportunities, Challenges and Future Perspectives for Nurturing 21st Century Learners

STEAM Education is an innovative approach to learning that integrates science, technology, engineering, arts/humanities, and mathematics. STEAM education is gaining popularity these days in the educational field as one of the alternative modes of nurturing students to produce critical and creative human citizens. STEAM approaches have been in practice in Nepal since 2014. In this article, we explored the status, opportunities, challenges, and future perspectives of STEAM education for nurturing 21st-century learners. Likewise, STEAM approaches have been implemented by different organizations in Nepal based on the integrated curriculum of the basic schools of Nepal. The newly developed basic school curriculum at the school and the programs run by the Kathmandu University School of Education are the foundation of STEAM Education. This argumentative article subscribed to the conceptual framework of co-generative inquiry in writing, as articulated by Luitel and Taylor (2007), to foster innovative educational insights aligned to the status, opportunities, challenges, and future perspectives of STEAM education. The article highlights opportunities at different levels: innovation in pedagogy, art-integrated learning, integrated projects, and responsible citizens. At the same time, several challenges, starting from the mindset of people, the footprint of conventional pedagogical approaches, and the influence of positivist ideas in the curriculum and assessment system on the overall culture of education, also got the room for discussion, offering the future perspectives of STEAM education. This argumentative article aims to critically analyze the present situation and envisage possible ways to carry on. In doing so, the argumentation was made from the perspective of transformative STEAM Education and transformative learning. This article is useful for teachers, teacher educators, researchers, and policymakers who aim to understand the present status of STEAM Education in Nepal and aim to advocate from their own places for the betterment of the education system of Nepal.

Do Social Influence and Rationalization Determine the Use of Artificial Intelligence-ChatGPT in Higher Education Learning?

Do Social Influence and Rationalization Determine the Use of Artificial Intelligence-ChatGPT in Higher Education Learning?

초등 예비교사교육자의 관점으로 본 체육 학습 공간에 관한 이해

This study aims to explore the role, structure, and cultural meaning of physical education learning spaces from the perspective of elementary school preservice teacher educators. Data were collected using the researcher’s learning space diary and the participant’s stimulated recall questionnaire. The results of the inductive category analysis method are as follows: First, the role and meaning of physical education learning spaces were categorized into the following: learning space (a place for learning experiences), personal space (a place for movement and challenge), social space (a place for coexistence and relationships), and expansive space (a place for lifelong education). Second, the structure of the physical education learning space was shown to be a horizontal space structure (a space for sharing various learning contents) and a vertical space structure (a community learning space). The cultural meaning of the learning space was derived as a place of meeting, learning, and unfolding. It is hoped that this study will facilitate understanding of the spatial characteristics of physical education learning spaces and the movements of learners within learning spaces.

Management of Islamic Religious Education Learning Models and Their Relevance to Multicultural Societies: A Case Study at MAN Insan Cendekia Pekalongan Indonesia

Management of Islamic Religious Education Learning Models and Their Relevance to Multicultural Societies: A Case Study at MAN Insan Cendekia Pekalongan Indonesia

Islamic Religious Education Learning During the Covid-19 Pandemic in Lampung Province


 The Covid-19 pandemic has succeeded in changing the entire structure of world society. Many sectors have been affected by the ferocious spread of the Covid-19 virus; economic, tourism and even education sectors. The aim of this research is to describe Islamic Religious Education learning patterns in Lampung province which took place during the Covid-19 pandemic era. This type of research is qualitative. The research was conducted in Lampung Province targeting all educational institutions starting from primary, secondary and upper education levels. The data sources in this research were obtained from interviews; Interviews were conducted with teaching staff, education staff, students and students' parents. The research results illustrate that the Islamic Religious Education learning process in the Covid-19 pandemic era in Lampung Province encountered many obstacles. The use of online learning platforms such as Google Classroom, Google Meet, Zoom Meeting is not evenly distributed. To support the use of online learning applications, an internet quota is also required which then becomes an unexpected expense for all students' parents; and is considered a drain on your wallet. Use device for each student whose ownership is not evenly distributed due to diverse economic backgrounds. Uneven internet networks and limited teaching are also factors that policy makers need to pay attention to. Learning methods or strategies, especially Islamic Religious Education in Lampung Province, have been changed to use online learning platforms. The curriculum used in the pandemic era in Lampung Province uses an emergency curriculum.
 Keywords: Islamic Religious Education, Pandemic Learning, Covid-19

The Operation of a Blended Learning Case Study and the Meaning of Experiences for Adult In-service Learners in Early Childhood Education

The Operation of a Blended Learning Case Study and the Meaning of Experiences for Adult In-service Learners in Early Childhood Education

Teaching translation online: A Community of Inquiry study

This study explores learning and assessment practices in online translation teaching in the changing educational settings. Using the Community of Inquiry (CoI) model as a framework, it aims to present a comprehensive list of recommendations for creating and implementing teaching, learning and assessment practices for online translation courses. This paper reports on the results of the CoI survey carried out with learners enrolled in an online translation program. The survey was conducted to understand the learners’ perception of teaching, social, and cognitive presence in their learning experience. The participants were also asked to provide feedback on specific course components, i.e., tasks, assignments, and elements such as syllabus, instructor feedback, and reflective practice, concerning their impact on achieving course objectives. The findings highlight the importance of creating teaching, social, and cognitive presence in online translation teaching environments. Given the interconnected nature of learning and assessment activities in online education, these presences not only create an effective learning environment but also improve the assessment of learners’ performance. While the findings are based on a small online community and may not be universally applicable, they can serve as a starting point for evaluating existing curricula and launching new online programs in translation. Keywords: Online education, translator training, translation teaching, Community of Inquiry

Contribution of Artificial Intelligence to the Development of Metaverses: A Bibliometric Review Study on its Impact on Immersive Learning in Higher Education

Contribution of Artificial Intelligence to the Development of Metaverses: A Bibliometric Review Study on its Impact on Immersive Learning in Higher Education

Enhancing Student Development Through a Virtual Study Abroad Business Course: A Proposed Design for Global Experiential Learning

ABSTRACT Study abroad programs represent an effective way to enhance student learning and development in business higher education, especially in international business, marketing, and trade. However, in the face of disruptors and barriers that affect a student’s ability to travel internationally, virtual study abroad (VSA) programs can be a more accessible alternative to achieving comparable outcomes. This paper presents a purposeful design for VSA programs with comprehensive goals of students’ personal, cultural, and professional development. Our study provides measurement and analysis of their effectiveness and demonstrates notable improvement across twelve essential facets of personal, cultural, and professional learning objectives among participants engaged in a virtual, project-based study abroad program. These findings underscore the significance of VSA programs and advocate for their continued inclusion in university curricula.

Understanding the Role of Technology in Shaping Students' Academic Success in Universities

The current descriptive study aimed to determine the role of digital technology on the academic performance of undergraduate students at public sector universities. The investigation focused on 7628 students studying at public sector universities in the district of Multan, South Punjab, Pakistan. Three hundred and fifty (350) undergraduate students made up the investigation's sample, selected using a simple random sampling approach. The data analysis procedure included descriptive statistics (mean and standard deviation), inferential statistics (Pearson correlation coefficients), and regression models. The findings revealed that the use of digital technologies had a significant impact on students' learning and performance in education. The study recommended that universities should conduct educational campaigns to foster appreciation of the benefits of using technology.

Art and design teachers’ personal rules of thumb while designing instruction for studios

AbstractIn higher vocational education, innovations are shifting from teacher-oriented to student-oriented education and hybrid learning environments. Designing these innovative environments is complex. This study aimed to gain insight into art and design teachers’ rules of thumb when designing instruction in studios. The rules of thumb from experienced designers of design education provide insight into the practical knowledge essential for creating effective studio learning environments. These rules of thumb, derived from teachers' practical knowledge, outline teachers’ ideas about characteristics design education should have to achieve specific student learning outcomes. Six teachers participated in this case study, to investigate this phenomenon in a real-world context. During interviews, they designed a studio for their teaching practice while thinking aloud, expressing their thoughts, actions, and reasoning. These teachers had at least four years of experience in designing art and design studios and were still active in their roles. Within and cross-case analysis revealed that learning theories are recognizable in teachers’ rules of thumb when designing studio instruction. Teachers and their rules of thumb span a spectrum from cognitivism to social constructivism, with most teachers oriented towards social constructivism. This aligns with strategic design considerations at studios, which are also based on social constructivism. Typical social-constructivist rules of thumb focus on student ownership of their learning process and fostering collaboration between various actors in an authentic context. The rules of thumb from experienced designers are incorporated into the training of current and future studio designers and may inspire those who create similar innovative learning environments.

Educational Transformation Through Local Values: Exploring the Effects of Lebur Anyong and Saling Sedok on Community Engagement and Learning Outcomes in the Context of Sustainable Development Goals

Objective: This study investigates the integration of local cultural values, specifically Lebur Anyong and Saling Sedok, into educational practices in East Lombok Regency, with a focus on their impact on school culture formation and educational outcomes. Theoretical Framework: Drawing from theories of multicultural education, inclusive pedagogy, and community-based learning, the research explores how these traditions promote community engagement, enhance social interaction, and improve academic performance while aligning with broader educational frameworks such as Hofstede's cultural dimensions and Johnson’s cooperative learning model. Method: Employing a qualitative case study design, the research involved observations, in-depth interviews with principals, teachers, and community leaders, and document analysis of school policies and curricula. Data were thematically analyzed using NVivo, ensuring rigor through triangulation, member checking, and adherence to ethical guidelines. Results and Discussion: The findings reveal that Lebur Anyong fosters robust community involvement and Saling Sedok enhances interpersonal relationships, contributing to harmonious and inclusive learning environments. These values significantly improve student motivation and academic performance. However, challenges in integrating these values with rigid national curricula and variability in outcomes across schools underscore the need for flexible curricular strategies, proactive leadership, and sustained professional development. Research Implications: This study highlights the importance of culturally contextualized education and its potential to inform inclusive policy development and practice. It emphasizes the transformative role of local traditions in creating relevant and responsive educational models, particularly in culturally rich regions. Originality/Value: By exploring the integration of Lebur Anyong and Saling Sedok, this research offers a novel contribution to the discourse on culturally grounded education, providing actionable insights for improving school culture and educational quality.

The Effects of the Economic Valuation of Education from the Aspect of the Distance Learning System

The aim of the work is to confirm the issues of economic evaluation of education and distance learning systems, and to affirm the methodology of valuation and economic valuation as a key issue of objective valuation and reasoning. The subject of research in this paper is the evaluation of the quality of teaching delivered through distance learning studies, i.e., how students perceive the quality of this kind of teaching. A particularly significant research problem posed in this work is whether and to what extent the effectiveness of the economic adoption of the distance learning system is influenced by the current education system. In writing this paper, the author relied on previous research in the area of economic growth and development analysis, as well as technology evaluation and invisible capital. A comparative analysis of the distance learning system, which the author has been dealing with for many years, is also provided. The results certainly indicate important trends, which were expected. The conducted analysis only gives indications for further research, which is certainly lacking in Bosnia and Herzegovina at the level of tertiary education. In the context of harmonizing policies on the labor market and education policy, it would be interesting to observe the speed of employment of students who graduate from certain economic universities and professional studies in the country, but for such adequate monitoring, it is not enough to analyze the data alone from the employment office, it would be necessary to analyze the quality of individual faculties. The key conclusion: E-learning is an educational process realized using computer and information technologies, enabling spatial distance between the user and the provider of educational services. E-learning, as one of the alternative methods, forms, or technologies of education, has evidently gained primacy in learning and work in recent years. All educational processes are simultaneously economic processes with the primary goal of minimizing investments and maximizing economic gains. Keywords: Economic Valuation, Economic Development, Education.

Enhancing public participation in environmental decision-making through environmental education: A Sri Lankan Perspective

The Sustainable Development Goals (SDGs) recognize the interdependence between development and the environment. Therefore, environmental education (EE), which changes people's behavior toward the environment, is crucial to achieving the Sustainable Development Goals. Environmental education (EE) aims to improve people's knowledge and comprehension of the environment through a thorough learning process. It focuses on expanding knowledge and strengthening one's capacity to understand and address environmental issues. Environmental Education aims to develop a populace that is dedicated to working both independently and jointly to address current issues and prevent the emergence of future ones. The primary objective of this study is to enhance public participation in environmental decision-making through giving environmental Education. This study is based on an Online questionnaire which is distributed among 90 people in Sri Lanka. The sample is selected using a convenient sampling method and data is analyzed using SPSS software. The study identifies that environmental education is classified into 3 subsections formal education, informal education, and experiential learning. All these categories have statistically significant strong positive correlations with intention to public participation. Sri Lanka can enhance its environmental education efforts by developing national standards for climate change education, training of teachers, strengthening community-based programs, planning to strengthen community-based diversity, and mass communication, use of digital channels and social media to expand the reach and impact of educational programs. This will promote sustainable practices and better-informed decision-making, strengthening the nation's environmental sustainability and resilience. The future of Sri Lanka's environment rests on the joint efforts of its citizens, and effective environmental education can significantly increase public involvement.

Leveraging Instructional Routines to Facilitate NGSS Implementation in High-School Science

ABSTRACT This study employed a collective case study approach to understand how science teachers, who had participated in a sustained professional learning community, leveraged routines to implement NGSS-aligned instruction after professional learning supports had been removed. The theoretical framework was drawn from studies that suggested high leverage practices, such as routines, can support ambitious teaching if embedded within professional learning that incorporates situated and proximate learning opportunities. Qualitative data were collected and coded for each of the three case study participants, including individual interviews, focus group discussion, and low-inference transcripts of classroom observations. The findings indicated that the teachers believed that the routines were supportive in increasing student engagement and equity and were valuable tools in NGSS implementation. They found the immersive and collaborative professional learning valuable in unpacking the NGSS. However, little evidence was observed for the implementation of routines or NGSS-aligned instructions in two of the three cases. The lack of transferability of the routines to new contexts may be due to significant contextual barriers such as time constraints, lack of administrator buy-in, and the misalignment between the standards and high-stakes standardized exams. Some participants were not successful in navigating external barriers to fully realize the potential of instructional routines in their classroom. These findings have implications for state and district policymakers to ensure the alignment of standards, curriculum, instruction, and assessment while providing time for professional learning for educators to understand both barriers and levers for implementation.

Thai International Students' Experiences in Studying Islamic Education in Indonesia: Challenges and Opportunities

This study explores the experiences of international students from Thailand in pursuing Islamic Religious Education in Indonesia, focusing on the challenges and opportunities faced. Using a qualitative approach with a case study design, data were obtained through observation, interviews, and case study analysis using the Cresswell (2016). The results of the study revealed that students faced major obstacles in the form of limitations in understanding the language of instruction, local cultural differences, and difficulties in understanding contextual religious terminology. Barriers to integrating technology into Islamic Education learning also exacerbated the existing challenges. However, significant opportunities also emerged, such as enriching religious knowledge through comparing theological perspectives, openness to religious interpretations, and learning experiences in an inclusive multicultural environment. In addition, limited support from peers and lecturers also helped Thai students overcome these obstacles. The contribution of these findings lies in a deeper understanding of the dynamics of religious learning in a cross-cultural context and the importance of adapting more inclusive teaching strategies. The results of this study can be a basis for educational institutions in designing learning programs that support international students, especially in overcoming linguistic, cultural, and technological challenges, in order to improve the quality of their learning experience in Indonesia.