Educational Milieu Research Articles

Digital Storytelling in Listening EYL Context: Students’ Responses

In the contemporary educational landscape, digital storytelling (DST) has surfaced as a promising pedagogical paradigm for facilitating the instruction of English as a Foreign Language (EFL). Nonetheless, its implementation in educational settings has yielded divergent student responses, influencing the efficacy of educational DST as an English language instructional instrument (Baehaki Wahyuni, 2023). This study aims to scrutinize the responses of kindergarten pupils engaged in the DST learning process, with a particular emphasis on nurturing students' listening proficiencies. The investigation was conducted at TK Labschool UPI establishments in Bandung, encompassing a cohort of 10 students aged 5-6 years, employing a qualitative inquiry approach and adopting a case study framework. Data accrual entails classroom observations, while thematic analysis is the methodological scaffold for discerning patterns and discrepancies within the gathered data corpus. The overarching aspiration of this research endeavor is to furnish nuanced insights into the efficacy of DST as a multimodal language acquisition tool in the milieu of kindergarten education. The findings endeavor to elucidate educational practices and enrich the ongoing dialogue of innovative language pedagogical methodologies by augmenting the extant reservoir of knowledge concerning early childhood English language assimilation. The research findings are considered favorable when students exhibit an 80% success rate in behavior and answering questions, indicating a significant response toward achieving the educational objectives.

An argument for open education policy

While many historically contingent barriers to individual liberty have been deconstructed, I argue that current education policy continues to maintain a discriminatory educational milieu that constitutes individuals as dis/abled. I describe this current government formulation of educational spaces as Closed Policy. Various contingent environmental barriers, dynamically intersecting with, for example, gender, class, ethnicity, physiology, and neurodiversity; inhibit individuals due to constructed notions of ability and disability. I draw upon the principles of Open Futures, Open Society, piecemeal social engineering, and prioritarianism to call for a deconstruction of Closed Policy and movement towards Open Policy. I argue that current educational policy is unjust and should be deconstructed to free individuals from coercion, prejudice, and harm. I argue for a shift towards Open Policy so that difference can be celebrated and the potential for Open Futures is maximised.

The Post Pandemic Student and Education: Challenges and Implications

The COVID-19 pandemic forced institutions, faculty, and students to use emergency remote teaching (ERT) in the early stages of 2020. All educational levels, as well as schools and universities around the world, were affected. Although ERT and online education are not necessarily synonymous (see Thorkelson, 2021), most classes were delivered online, demanding an increased use of online tools like learning management systems (LMSs) and applications Zoom, Microsoft Teams, and Google Meet, among others, to meet the educational needs of most students. Post-pandemic students and faculty had returned to face-to-face classes or a hybrid model of education that balances online and offline classes and content as the pandemic faded. (See Thorkelson, 2021). However, both teachers and students gained new skills while losing or weakening some more traditional classroom-related skill sets. To draw some conclusions and make recommendations for establishing a successful post-pandemic educational milieu, this paper examines some of these skills and the related factors as they could affect both students and faculty in the post-pandemic educational environment.

Local Belief and the Negotiation of EFL Teachers’ Identity in an Asian Country

Aim. This study investigates the local belief and the negotiation of English as a Foreign Language (EFL) teachers' identity within the Asian context. Methods. Framed within the Martha Pennington (2014) model, this qualitative research examines the complex interplay between local beliefs and the participants’ identity formation through in-depth interviews. The data was collected from three (3) EFL teachers operating at local Asian schools. Results. The findings reveal the significance of local beliefs in shaping teachers' instructional practices, classroom interactions, and professional identities. This research sheds light on the dynamic nature of EFL pedagogy in culturally diverse settings as it underscores the dialectical process through which EFL teachers negotiate their identities within the local cultural and educational milieu. Conclusions. It can be concluded that this research contributes to the field of EFL education by highlighting the need for teacher training programmes that address the diverse cultural and contextual factors that influence the formation of EFL teachers' identities.

Approaches to Address Cultural Diversity and Attitude Towards Multiculturalism of Grade 2 Teachers

This study investigated the attitudes of Grade 2 teachers towards multiculturalism and the extent of approaches to address cultural diversity within their educational milieu. Utilizing a quantitative research approach, a survey questionnaire was administered to Grade 2 teachers, assessing their attitudes towards multiculturalism and perceptions of various indicators associated with cultural diversity. The results reveal that Grade 2 teachers exhibit very extensive approaches towards addressing cultural diversity, signifying a strong commitment to promoting multiculturalism through policies, representation, intercultural communication, diversity training, and inclusive practices. Furthermore, the study demonstrates that Grade 2 teachers possess extensive attitudes towards multiculturalism, highlighting their openness to diverse cultures, willingness to learn about them, and tolerance of cultural differences. This research underscores the interconnectedness of educators' approaches to cultural diversity and their attitudes towards multiculturalism, emphasizing the significance of institutional efforts in promoting diversity and fostering positive attitudes in educational settings. Additionally, the findings reveal a strong positive relationship between teachers' approaches to address cultural diversity and their attitudes towards multiculturalism, underscoring the pivotal role of institutional policies, diverse representation, and inclusive practices in shaping positive attitudes within the educational context.

Inquiry for Social Transformation: Black Mother Scholars Redefining Scholarly Inquiry Through Black Artistic Expression

Writing, dancing, drawing, spittin’ rhymes, and other artistic expressions have long offered us, Black mother scholars, opportunities to reaffirm our humanity amid oppression (Fearon, 2023). Art offers Black mother scholars space to reconceptualise inquiry in ways that engage our families, challenge injustices, and usher social change within the educational milieu and beyond. The centring of Black artistic expression in educational research invites Black mother scholars to affirm the parts of ourselves, our families, and our communities that dominant forms of inquiry and anti-Blackness have sought to discredit. Educational research grounded in Black artistic expression compels us all to reimagine scholarly inquiry for social transformation. In this paper, I critically reflect on an arts-informed research study I led with a group of Black Canadian mothers who are adult literacy learners. In this reflexive piece, I explore how grounding research practices in Black art allows opportunities for storytelling, story listening, and Black refusal. Specifically, this paper explores the ways Black art supports researchers in addressing power differentials inherent in inquiry processes. The paper concludes with a series of reflective questions challenging scholars, especially Black mother scholars, to redefine traditional academic boundaries and recommit to social transformation through the arts.

A Review of the Teaching Abilities for College Teachers

This review synthesizes the research content and assessment methods of national studies on teaching abilities of college teachers. Teaching ability stands as the cornerstone of a college educator's professional aptitude, serving as a fundamental facet of their internal growth, professional advancement, and societal contribution. It is imperative to fortify teaching abilities of educator’s proficiency, thereby safeguarding higher education's responsiveness to contemporary imperatives and furnishing an optimal educational milieu for student growth. This review could provide valuable guidance for colleges and universities to enhance their teaching abilities.

Olena Kasyanova1, Olga Kvasnyk2, Igor Bodnia3, Iryna Rudnyeva4, Olena Bespartochna5, Tamara Poyasok6 1Doctor of Pedago

This study elucidates the theoretical underpinnings and underscores the imperative of enhancing master's training programs for higher education teachers within the educational digitalization landscape on the public health education example. The research elucidates that at the core of this evolution lies the technological concept, necessitating the development of a meticulously grounded model for the purposeful and well-organized training of higher education faculty within a digitally transformed educational framework. This model delineates a meticulously outlined structure, content framework, a judicious selection of methodologies and techniques, and a methodical integration of technological advancements to ensure the realization of desired educational outcomes. The structural-functional model encompasses integral components such as the methodological-objective facet (incorporating societal demands, educational objectives, conceptual approaches to professional development, and digitalization elements), the constructive-procedural dimension (comprising educational directions, organizational forms in the digital paradigm), the profession-specific aspect (encompassing content, technologies, methods, pedagogical tools), and the analytical-effective domain (defining criteria, process metrics, diagnostic tools), in conjunction with organizational-pedagogical parameters. Emphasis is placed on nurturing a tailored educational milieu and fostering educational innovations to augment the efficacy of training enhancements with a specific lens toward public health implications. The article substantiates the criteria and metrics for bolstering master's training initiatives for higher education instructors, underlining the distinct facets of national educational digitalization and the unique dynamics among higher education stakeholders. The contemporary relevance of revamping master's programs for teachers is underscored through exploring diverse digital learning formats employing information technologies, digital resources, and cloud-based tools. Initiatives aimed at reshaping the master's educational landscape to align with the digital era will entail validating the proposed model's efficacy through experimental validation across domestic and international educational realms.

Harmonizing Code and Canvas: The Role of Generative AI in Aesthetic Education for Vocational Students

This paper delves into the pivotal role of generative artificial intelligence (AI) within vocational aesthetic education, specifically focusing on its capacity to augment artistic expression and cultivate technical proficiency. As AI undergoes continuous evolution, it catalyzes significant transformations in educational paradigms by amalgamating creativity with digital acumen, thereby equipping the workforce with adeptness in navigating technologically driven landscapes. The study critically examines how AI reconfigures educational frameworks, enriching learning experiences through tailored, collaborative, and globally oriented approaches. Additionally, it scrutinizes the ethical, pragmatic, and pedagogical hurdles intrinsic to AI integration, encompassing concerns such as data privacy, bias mitigation, and the imperative for perpetual curriculum innovation and educator empowerment. The findings underscore that the realization of AI’s potential in advancing vocational aesthetic education hinges upon strategic deployment, ongoing evaluation, and inclusive discourse among all educational stakeholders, ensuring alignment with educational objectives and responsiveness to global labor market exigencies. This analysis underscores AI’s capacity to optimize educational outcomes and equip students for a multifaceted and evolving future, advocating for proactive and inclusive strategies to harness AI’s advantages within educational milieus.

Upgrading Master's Training for Higher Education Instructors in the Digital Era: Public Health Education as an Example

This study elucidates the theoretical underpinnings and underscores the imperative of enhancing master's training programs for higher education teachers within the educational digitalization landscape on the public health education example. The research elucidates that at the core of this evolution lies the technological concept, necessitating the development of a meticulously grounded model for the purposeful and well-organized training of higher education faculty within a digitally transformed educational framework. This model delineates a meticulously outlined structure, content framework, a judicious selection of methodologies and techniques, and a methodical integration of technological advancements to ensure the realization of desired educational outcomes. The structural-functional model encompasses integral components such as the methodological-objective facet (incorporating societal demands, educational objectives, conceptual approaches to professional development, and digitalization elements), the constructive-procedural dimension (comprising educational directions, organizational forms in the digital paradigm), the profession-specific aspect (encompassing content, technologies, methods, pedagogical tools), and the analytical-effective domain (defining criteria, process metrics, diagnostic tools), in conjunction with organizational-pedagogical parameters. Emphasis is placed on nurturing a tailored educational milieu and fostering educational innovations to augment the efficacy of training enhancements with a specific lens toward public health implications. The article substantiates the criteria and metrics for bolstering master's training initiatives for higher education instructors, underlining the distinct facets of national educational digitalization and the unique dynamics among higher education stakeholders. The contemporary relevance of revamping master's programs for teachers is underscored through exploring diverse digital learning formats employing information technologies, digital resources, and cloud-based tools. Initiatives aimed at reshaping the master's educational landscape to align with the digital era will entail validating the proposed model's efficacy through experimental validation across domestic and international educational realms.

Exploring Emotional Preparedness of Novice English Teachers Using Grounded Theory in China

Evolving educational paradigms and cultural expectations present distinct challenges for novice English teachers. This study explores the crucial role of emotional preparedness in novice English teachers, particularly in China, where gaps in understanding and support are evident. Employing a qualitative grounded theory approach, the study identifies key emotional management skills and institutional support factors via in-depth interviews, incorporating a psycho-social framework to explore how emotional regulation and self-awareness are crucial for teacher resilience and effectiveness. The findings underline the importance of personal emotional management skills, such as self-awareness and emotional regulation, alongside institutional support mechanisms, including professional development and peer networks. The research underscores the need for targeted training programmes that enhance personal and organisational support to boost teachers’ emotional resilience. These insights are pivotal for developing interventions that improve novice teachers’ emotional capabilities, promoting a more supportive educational milieu in China.

ChatGPT Unveiled: Understanding Perceptions of Academic Integrity in Higher Education - A Qualitative Approach

AbstractThe purpose of this research is to gain a complete understanding of how students and faculty in higher education perceive the role of AI tools, their impact on academic integrity, and their potential benefits and threats in the educational milieu, while taking into account ways to help curb its disadvantages. Drawing upon a qualitative approach, this study conducted in-depth interviews with a diverse sample of faculty members and students in higher education, in universities across Lebanon. These interviews were analyzed and coded using NVivo software, allowing for the identification of recurring themes and the extraction of rich qualitative data. The findings of this study illuminated a spectrum of perceptions. While ChatGPT and AI tools are recognized for their potential in enhancing productivity, promoting interactive learning experiences, and providing tailored support, they also raise significant concerns regarding academic integrity. This research underscores the need for higher education institutions to carefully navigate the integration of AI tools like ChatGPT. It calls for the formulation of clear policies and guidelines for their ethical and responsible use, along with comprehensive support and training. This study contributes to the existing literature by presenting a comprehensive exploration of the perceptions of both students and faculty regarding AI tools in higher education, through a qualitative rich approach. By delving into the intricate dynamics of ChatGPT and academic integrity, this study offers fresh insights into the evolving educational landscape and the ongoing dialogue between technology and ethics.

Evaluating the Impact of the Basic for Girls (B4G) Project in Zambia on Menstrual Hygiene Management

Purpose: The primary objective of this research is to rigorously determine the effectiveness of the B4G project, an MHM intervention, in the Zambian context. In particular, this study will focus on the project's potential to improve and uphold the reproductive rights of adolescent girls. Originality: This research seeks to fill a gap in the academic landscape by carefully evaluating the effectiveness of comprehensive MHM initiatives in educational institutions in Zambia. Methodology: Using a Difference-in-Differences (DID) analytic approach, the research draws on data collected between 2019 and 2022. A methodologically matched comparison group was used to discern the impact of the B4G initiative on the target population, adolescent girls in Zambia. Result: The B4G program in Zambia had significant positive effects on various key areas related to MHM, empowerment, and hygiene practices among young girls. It specifically improved attitudes towards menstruation, increased self-efficacy, and bettered problem-solving skills. However, while there were observed increases in both the MHM knowledge and gender gap indices, these were not statistically significant, potentially due to external factors such as the COVID-19 pandemic's effect on schooling. Conclusions and Implication: This scholarly endeavor provides critical insights into the field of holistic MHM programs, particularly within the educational milieu of Zambia. It resonates with the evolving conceptual shift that advocates for educational institutions as the epicenter of MHM interventions, deviating from the conventional locus in health-centered institutions. The study underscores the critical nexus between education, empowerment and MHM.

“El nombre de nuestro país está en nuestros corazones”: exploring the impact of school-based identity messaging in Central American immigrant youth

ABSTRACT For immigrant youth, the development of a bicultural identity is associated with well-being and academic achievement. The institutional and social contexts of the receiving society, including public schools, shape processes of bicultural identity development. This exploratory qualitative study, which employed a phenomenological design, explored the experiences and perspectives of 20 Central American immigrant youth, with specific attention paid to messaging received about their identities of origin in the educational milieu. Despite experiences of both positive and negative identity messaging, all participants described an enduring sense of pride from and a strong desire to retain a meaningful connection to their identities of origin. Building on these participant perspectives, this study offers a preliminary exploration of identity resilience in this population of immigrant youth. These perspectives challenge previous theoretical models and empirical work related to the effects of acculturative stress, negative identity messaging, and collective identity trauma on connection to identity of origin.

Critical assessment of the Lesotho minimum accreditation standards for Open and Distance Learning (ODL)

ABSTRACT In 2021 Lesotho adopted a quality assurance framework for Open and Distance Learning (ODL) for higher education sector. Globally, governments use quality assurance frameworks as strategies to address productivity, efficiency and effectiveness within the higher education sector. By adopting ODL discourses, this paper critically assessed the adequacy of the Lesotho Minimum Accreditation Standards for Open and Distance Learning framework in responding to the needs of students within the sector. From the findings it emerged that the framework used largely strategic indicators as aspects of quality failing to apply pointers that reflect authentic learning. It has been argued that the strategic indicators do not necessarily address the issues of learning. Furthermore, the framework failed to address central issues in ODL. Couched in general and discreet terms, the framework ran short of addressing issues of quality within the contexts of ODL. While it is generally acknowledged that quality assurance models have taken centre stage globally, it is important that such a framework should be responsive to the educational milieu of the country and, in particular, to the nature of ODL. The paper recommended that the quality assurance framework for ODL should identify the essences of ODL and develop key components to inform implementation thereof.

Developing Online and Hybrid Courses with the Learning Ecology Matrix

Educational technologies are now an integral part of the educational milieu. All educators are expected to be able to use technologies and design courses using these technologies. One framework that can guide the course design process using various technologies is the Learning Ecology Matrix (LEM). The LEM, focusing on learner autonomy and instructor guidance, aids in tailoring courses to be learner-centered or teacher-centered. This article reviews the LEM and explores how the LEM can be used in practice to design courses.

Teachers’ experiences of school violence: Case of three rural high schools in King Cetshwayo District

In South Africa, education is recognized as an inherent entitlement for every child. However, the integrity and security of educational institutions, which are intended to serve as supports of knowledge acquisition, are frequently compromised by pervasive acts of violence. This research explores the firsthand experiences of educators contending with this prevalent issue within the South African educational sphere. A qualitative method grounded in an interpretive paradigm was used to gain insights from ecological systems theory to study the multifaceted nature of school violence. The researchers conducted semi-structured interviews and reviewed pertinent documents to capture the perspectives of educators. Specifically, the study targeted three heads of departments and three educators from rural high schools situated in the King Cetshwayo District, selected purposively to ensure a diverse range of viewpoints. Through an inductive thematic analysis, the study uncovered a myriad of factors influencing the educational milieu, with various manifestations of violence emerging as a prominent theme. Educators recounted enduring physical assaults, verbal harassment, and derogatory remarks from both students and members of the community. Furthermore, the proliferation of dangerous weapons among students exacerbates the gravity of school violence. The findings underline the pressing necessity for community development initiatives and heightened parental involvement as indispensable interventions. By advocating for such measures, educators can be better equipped to effectively confront and mitigate the scourge of school violence. This, in turn, cultivates an environment conducive to optimal teaching and learning outcomes.

Psycho-Sociocultural Determinants of Code-Switching among Igbo- Speaking English Language Undergraduates in Southeastern Region, Nigeria

The present investigation aimed to ascertain the psychological, social, and cultural determinants propelling code-switching behaviours among Igbo-speaking English Language undergraduates in the southeastern region of Nigeria, as perceived by students enrolled at Nnamdi Azikiwe University, Awka, in Anambra State, and Alvan Ikoku Federal University of Education, Owerri, in Imo State, Nigeria. Employing a quantitative descriptive survey research design, the study comprised the entire population of regular Igbo-speaking English language students from the aforementioned region, with a sample size of 735 participants selected through a multi-stage sampling technique. Guided by four research questions and two null hypotheses, data were collected utilizing a 34-item researcher-structured questionnaire entitled the Psycho-sociocultural Determinants and Code-switching Questionnaire (PDCQ). The validity of the instrument was established through extensive use of relevant literature and also peer-reviewed by experts in English, Research Methods, and Psychology all from the Faculty of Education at Nnamdi Azikiwe University, Awka. The reliability of the instrument was established using Cronbach's alpha coefficient (α = 0.76). Analysis of the research questions relied on measures of central tendency and dispersion, while Simple Linear Regression was employed to test the hypotheses. Findings unveiled a prevalent pattern of code-switching among undergraduates, attributed to a complex interplay of psychological, social, and cultural incentives, including the desire to foster solidarity and belongingness within diverse social circles, the conveyance of bilingual prestige, and the authentic expression of personal identity and ideas. In light of these findings, recommendations were proffered for governmental, policy-making, and university administrative entities to collaborate in formulating inclusive language policies that acknowledge and respect the cultural diversity of students, thereby fostering an educational milieu that is both inclusive and culturally attuned.

Exploring the mediating role of self-efficacy beliefs among EFL university language learners: The relationship of social support with academic enthusiasm and academic vitality

This study explores the intricate relationship between social support, academic enthusiasm, and academic vitality among English language learners (ELLs) in 2023, with a specific emphasis on the intermediary role of self-efficacy beliefs. Despite the existing body of literature, there has been a notable dearth of discussions concerning the influence of social support on academic enthusiasm and vitality. In 2023, the educational landscape is evolving rapidly, demanding a deeper understanding of the factors that drive student motivation and academic engagement. This study addresses this gap by investigating the role of social support and self-efficacy beliefs in shaping academic enthusiasm and vitality among ELLs in this contemporary educational context. Through a quantitative research approach, this study engaged a cohort of 242 ELLs from Zanjan University, encompassing both genders. Data were diligently collected through the administration of four distinct questionnaires by using multiple-stage cluster sampling. To unearth insights into the complex relationships under scrutiny, data analyses were meticulously conducted using SPSS 25 and AMOS 24. The consequential findings underscore the paramount significance of cultivating a supportive educational milieu that effectively bolsters self-efficacy beliefs. This nurturing environment, in turn, begets heightened academic enthusiasm and vitality among ELLs. The implications of these findings are manifold, offering universities a valuable toolkit to forge strategies and interventions aimed at fostering not only social support but also the crucial underpinning of self-efficacy beliefs. By doing so, these institutions can effectively nurture the academic enthusiasm and vitality of ELLs, thereby enhancing their educational experience and outcomes.

Влияние цифровых технологий и дистанционного обучения на развитие социальных навыков и оффлайн-коммуникацию курсантов в образовательных организациях Федеральной службы исполнения наказаний России

This article explores the influence of digital technologies and distance learning on the cultivation of social skills and offline communication among cadets in the educational institutions of the Russian Federal Penitentiary Service. The relevance of this study lies in the active integration of emerging digital technologies into the educational milieu, coupled with the imperative to discern the ramifications of digital technologies and distance learning on the enhancement of social skills and offline communication among cadets in these institutions. The object of this study is cadets of universities of the Federal Penitentiary Service of Russia. The aim of this article is to ascertain the impact of the global transition to digital technology-infused education and distance learning on the development of social skills and offline communication of cadets. Analysis of the results of a sociological study conducted by the authors shows that the global transition towards digital learning and the complete transition to distance learning negatively affect the development of social skills and offline communication among cadets. However, the authors do not completely exclude the positive aspects of the use of digital technologies, provided that there is a partial digital transformation of education in universities, as well as with the unconditional priority of full-time education in higher education institutions.