Education Model Research Articles

Anatomically correct models for visually impaired learners: Teachers’ perspectives

Background: Despite anatomically correct models (ACMs) being recommended internationally for their ability to serve as real-life, age-appropriate, and practical models in comprehensive sexuality education (CSE) for learners with visual impairment, there is still limited research exploring South African teachers’ views regarding their use. Objectives: The aim of this study was to explore how South African teachers of learners with visual impairment view the use of ACMs during their CSE lessons. Method: This study used a qualitative approach and an exploratory, multiple case study research design. A total of 36 teachers from five schools for the blind were convenience sampled and data were generated via focus group discussions. The theory of planned behaviour underpinned this study, while data were analysed thematically. Results: Most teachers reacted with fear and resistance towards the use of ACMs in their teaching. Their responses were based on embarrassment, shame, and discomfort in handling the models. Part of the reason for this was that most teachers had not received prior teacher education about the use of the models. Some teachers falsely believed that ACMs were pleasure-enhancing devices. Others recommended their use only for blind learners, while yet others stated that they would use ACMs because of their practical value. Conclusion: Findings suggest that future research is needed on how best to engage the teachers of learners with visual impairment in self-awareness and desensitisation teacher training. Recommendations for a critical teaching framework, revisions to the CSE curriculum, as well as guidelines for teacher education are provided to facilitate teachers’ use of learners with visual impairment ACMs in their CSE lessons.

The language of the law vs. the language of the computer: a bilingual model of legal education in the age of technology and artificial intelligence

ABSTRACT The traditional legal education does not equip students with the necessary skills to address the challenges presented by technological advancement and artificial intelligence. Moreover, current attempts to address these challenges fall short of achieving their desired objectives. I argue that the only viable solution to this issue is for law schools to transition from being monolingual to bilingual. At present, law schools are monolingual in the sense that they solely teach ‘the language of the law.’ This language is inherently ambiguous and vague, has a multivalent relationship with truth, and requires a particular way of thinking – ‘thinking like a lawyer.’ To effectively address the challenges presented by technology and survive in the age of artificial intelligence, it is imperative for law schools to become bilingual and incorporate the teaching of ‘the language of the computer.’ In contrast to the language of the law, the language of the computer is clear and precise, has a bivalent relationship with truth, and requires a different way of thinking – ‘thinking like a computer.’ To ensure their survival, law schools must swiftly integrate the language of the computer into their curriculum to pioneer the algorithmic evolution of law within the legal field.

DISTANCE EDUCATION IN UNDERGRADUATE PHYSIOTHERAPY PROGRAMS: A SYSTEMATIC REVIEW

Purpose: The use of distance education (DE) models and tools has become increasingly popular in health profession education, including physiotherapy (PT). However, there are few reviews focusing on DE in PT education, which could enable researchers to access comprehensive information, and reviews on various health profession groups often do not include physiotherapy studies. The aim of this study was to synthesize existing evidence and determine the effectiveness of DE systems in PT education. Methods: This study was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. PubMed, Scopus, EBSCO, Web of Science, and ERIC were searched from inception to July 2020. The initial search resulted in 689 studies. The risk of bias was assessed using the Cochrane risk of bias tool. Results: In this systematic review, 25 studies which included 2129 physiotherapy undergraduate students (11 DE models / 14 e-systems) were found suitable for review. Generally, outcome measures were students' knowledge, satisfaction, and skill. In 16 of the studies, the level of knowledge was investigated, and it was found that the knowledge increased. In 38% of these studies, the increase in the knowledge level of traditional education and DE was similar. It was found that 79% of the studies demonstrated an increase in satisfaction, 14% demonstrated a decrease in satisfaction, and satisfaction with traditional education and DE was similar in 7%. Skill was investigated in 12% of the studies, and all the studies showed the positive effects of DE. Conclusion: DE can promote learning in undergraduate PT education, even though its effectiveness in some areas, such as practical skill acquisition or cost, is controversial. Further high-quality studies with long follow-up periods are needed to investigate the various aspects of the PT curriculum, including both theoretical and practical courses.

A possible transformation of tourism education: A chaos theory perspective

Recently, there has been a likely transformation from traditional face-to-face education to distance education and hybrid models. Higher tourism education has undergone these changes concordantly as it incorporates an applied field. Therefore, an atmosphere of uncertainty and chaos has arisen in universities. The study approaches the effects of the pandemic on the education system through the perspective of chaos theory. The data were collected from tourism academics, one of the pillars of the higher education system. Semi-structured in-depth interviews were conducted with 21 lecturers. Study findings revealed that the lack of compulsory attendance reduced student participation in online classes. Accordingly, low student attendance resulted in the lack of lecturer-student interaction in courses, negatively impacting lecturer motivation and highlighting the inefficiency of distance education. The study also provides clues regarding differences and managerial implications experienced by public and foundation universities during the pandemic.

Research on the Integration and Innovation Development of Digital Empowered Lifelong Education under the Background of Informatization

Under the impetus of the wave of informatization, lifelong education has ushered in unprecedented development opportunities. Firstly, digital technology has broken educational resources’ temporal and spatial limitations, achieved global resource sharing and provided learners with a broader learning space. Secondly, personalized learning models have emerged with the support of information technology, meeting the diverse learning needs of learners and improving learning outcomes. Finally, cross-border integration and innovative development have become important trends in lifelong education, promoting innovation and development of education models through integration with different industries and the application of emerging technologies. This study analyzes the current development status, challenges and future trends of lifelong education under the background of informatization and proposes corresponding strategies and suggestions to promote the sustainable development and innovation of lifelong education.

Future-proofing quality education using integrated assessment systems

Purpose Current assessment models in education have focused solely on measuring knowledge and fail to address the goals of Sustainable Development Goal 4 (SDG4) for a well-rounded, future-proof education. While SDG4 emphasizes quality education, traditional assessments do not account for the diverse skills and intelligence learners possess. This gap between assessment and the needs of SDG4 presents a conundrum for educators: How can we develop assessment strategies that encompass multiple intelligences and prepare learners for the future while ensuring the delivery of quality education as outlined by SDG4? This paper aims to propose integrated assessment strategies as a solution, examining their effectiveness in assessing multiple intelligences and supporting the future-proofing agenda within quality education. Design/methodology/approach The study used a qualitative research design. Interviews were held up to saturation point with 60 teachers and students purposively selected from schools in ten provinces across the country. Data from interviews were analysed using thematic network analysis. The data were complemented by documentary analysis from the Ministry of Primary and Secondary Education, Zimbabwe documents which included Curriculum Frameworks and policy documents as well as a systematic literature review. Findings Results indicated that integrated assessment systems provide an avenue for testing deeper learning and help students acquire competencies needed in the world of work, such as problem-solving and teamwork. However, certain conditions mitigate against the effective implementation of integrated assessment in schools. Research limitations/implications This study uses the use of a qualitative research methodology, hence the generalizability of results in other settings may not be possible. The data collected from the research findings was manually coded and analysed. However, coding the data manually allowed the researchers to be fully immersed in the emerging themes enriching the study with additional data. This means that in-depth data engagement was ensured. Practical implications The paper concludes that integrated assessment provides authentic assessment which prepares learners for the future. The study recommends that the government should redress the teaching-learning environment in schools for effective implementation of integrated assessment systems so that not only one regime of intelligence is tested and future-proofing of quality is guaranteed. Originality/value The research contributes to increasing the motivation to deliver quality education by investing in integrated evaluation systems.

Evaluation of the effect of death education based on the Peace of Mind Tea House: a randomized controlled trial of nursing trainees at Xiamen University, China

BackgroundThere are few studies on death education models for nursing students in China. It is of great significance to construct a model of nursing students’ death education combined with clinical practice. This study aims to evaluate the effect of death education on nursing students based on the Peace of Mind Tea House.MethodsThe randomized controlled trial commenced from February 7 to March 18, 2021,featuring a two-month intercession at a hospital situated in Xiamen, China. The research subjects were chosen using a convenient sampling approach with nursing students from the hospital's internship program. Ninety-two participants were enrolled, with 46 in each group. Thirteen participants were lost to follow-up, corresponding to 14% of the total study population. The samples were then allocated randomly into either the intervention group or the control group. In addition to their hospital internship, the intervention group participated in six death education courses that focused on cognitive, emotional, and motor skills as well as the “Peace of Mind Tea House” program. Control participants will undergo regular internships. Before and two weeks after the course, both groups were evaluated for death anxiety, attitude towards death, and the meaning of life to assess the intervention's effectiveness.ResultsIn the fear of death item of the Death Attitude Scale and the meaning of life section, the post-test score minus the pre-test score of the intervention group were 2.50 ± 3.90 (p = 0.011), and 8.90 ± 11.07 (p = 0.035), respectively. During the communication and sharing session of the reassurance card activity, 41 participants (95.3%) found the activity meaningful.ConclusionOur data analysis demonstrates that nursing students have accepted and acknowledged the Peace of Mind Tea House-based education on death, which positively impacted their attitudes towards deathand the meaning of life. The content of death education should be integrated with traditional culture, and a new model of death education should be constructed with the Heart to Heart cards as its core. This research presents proof of the efficacy of implementing appropriate death education for nursing students, and provides a successful intervention plan to alleviate their future death anxiety and develop a positive outlook on death.Trial registrationThis study was approved by the Ethical Committee of Xiamen University School of Medicine (No. XDYX202304K21)(Date:18/01/2021). Written consent to participate was obtained from all the students.

Barriers to postgraduate education in primary dental care: a qualitative study

ObjectivesPostgraduate education for primary care dentists offers numerous benefits in terms of advancing clinical skills and career opportunities, culminating in improved treatment and patient outcomes. There is a strong desire amongst primary care dentists to enhance skills and provide contemporaneous evidence-based dentistry, accredited by higher educational qualifications. However, significant barriers hinder their pursuit of further training and career advancement. The aim of this study is to explore the barriers to undertaking formal postgraduate education for dental practitioners working in primary dental care. Exploration of these perceptions should help to identify further areas of study to help alleviate some of these obstacles, enabling more primary care dentists to access postgraduate education and improve patient care. MethodA qualitative study was undertaken through individual narrative interviews with primary care dental practitioners (n = 20) with varying levels of experience and located across the UK. All interviews were conducted using a study guide, transcribed and analysed thematically. ResultsThe participants indicated that there is a strong desire to undertake postgraduate study amongst primary care dental practitioners. Significant barriers were identified, with three major themes emerging:1.Personal Cost: Time constraints and accessibility, Financial Burden, Family Commitments.2.Business Viability: Business time constraints, Inability to use Enhanced Skills, Remuneration systems.3.Business Culture and Team Dynamics: Stage of Career, Current Practice Business Model, Leadership and Vision.These barriers appear to be multifaceted and interconnected, however participants also identified significant opportunities to address them. ConclusionStudy participants identified a range of personal and professional barriers to undertaking postgraduate dental education whilst working in primary dental care. Practitioners working within predominately NHS orientated practices perceived more professional barriers than those in private practice. The majority of participants indicated their preference for hybrid models of education which would work around clinical commitments. Further research and engagement with stakeholders should be undertaken to help reduce these barriers.

Framework for a Research-Based and Interdisciplinary Use of Sensors in Elementary Teacher Education.

Sensors should be integrated into teacher education, as they are essential tools in the digital practices needed for full participation in society. Electronic sensors can be used as laboratory/scientific tools, as everyday mobile learning tools, and as epistemic mediators in several scientific fields, as well as in interdisciplinary approaches. In this way, electronic sensors can play multiple roles in the main dimensions of teacher education. The aim of the research presented in this paper was to create a framework for the research-based and interdisciplinary use of sensors in elementary teacher education, based on the thematic analysis of seven case studies implemented in Portugal. The thematic categories used in the cross-case analysis were fundamental in revealing the different roles played by sensors in the different phases of the didactic sequences of the cases. Subsequently, the thematic analysis made it possible to identify patterns of affordances of sensors and to relate the multiple roles of electronic sensors to different areas of the Portuguese elementary teacher education model. The research synthesis made it possible to outline the framework perspectives. The resulting framework systematized and highlighted the affordances of sensors in pre-service and in-service elementary teacher education as scientific, epistemic, interdisciplinary, and didactic mediators. These affordances were revealed to be particularly important in data-driven inquiry problem-solving, pedagogical content knowledge, and professional knowledge development. The framework created can be expanded in future related research.

Station-rotation blended learning model in science education a case study for rural classrooms

ABSTRACT This study investigates the implementation of the station-rotation blended learning model in science education within rural classrooms in Turkey. The research employs a case study approach to explore the learning experiences of 5th-grade students as they engage with this model. Throughout the implementation, teacher-led instruction, online instruction, and independent work instruction stations were established, and students rotated between these stations. The participants include eight 5th-grade students, comprising five girls and three boys, aged 10-11. Data were collected through focus group interviews, open-ended questionnaires, reflective diaries, and a researcher diary including researcher observations. The students expressed positive sentiments, stating that they learned better in the teaching process, found the lessons enjoyable, acquired independent learning skills, gained different perspectives, improved their peer teaching and collaboration skills, and experienced increased interest in the subjects. However, they also reported negative experiences, such as limited classroom space, issues during station transitions, and insufficient time. Additionally, students mentioned facing the most difficulty with the independent work station, finding the online station the most entertaining, and considering the teacher-led station to provide the most information. Finally, two models for the implementation of the station-rotation model in science classes, tailored for small and large classes, are proposed.

Conceptualizing Professionalization for Black Social Work Students

ABSTRACT This paper presents a conceptual practice model for professionalization to serve Black students who are matriculating through social work programs, especially those who are novice or less experienced in the field. The model is informed by a review of literature that explores professionalization of Black students across disciplines including social work, as well as my empirical research with Black students (across the Black Diaspora) in a related field who were pursuing graduate degrees. It is also contextualized by the Council of Social Work Education’s Educational Policy and Accreditation Standards. I end the paper by making recommendations for utilizing the model in social work education, while uplifting best practices in Black-centered social work programs and practice models. This piece prioritizes Black students as its audience, to help (a) demystify professionalization for them and (b) explicitly identify actions they can take to personalize and pursue their own developmental processes.

Идейно-ценностные основы государственной политики в сфере общего образования в контексте обеспечения образовательного суверенитета РФ

The article explores the problems of developing ideological and value foundations of state policy in the field of general education, which are a necessary condition for ensuring educational sovereignty of the Russian Federation. A critical analysis of the liberal paradigm that defined the educational agenda in Russia in the post-Soviet period is carried out. It argues the need for a qualitative transformation of the domestic educational system within the framework of the classical model, taking into account the realities of the modern information-technological era. It is proved that when defining the contours of the national domestic system of general education, its mission and goals should be clearly defined. It is concluded that in order to achieve genuine educational sovereignty and formation of national educational system, it is necessary to define Russian civilizational model of education with a clearly defined value-anthropological basis. It is shown that the actualized state educational policy should be implemented in unity with the policy in the sphere of family, culture, information, youth, interethnic relations, traditional spiritual and moral values and others.

Optimisation and Innovation of Collaborative Parenting Model of Mental Health Education and Student Management – Based on SAFER-R Model

Optimisation and Innovation of Collaborative Parenting Model of Mental Health Education and Student Management – Based on SAFER-R Model

Seeing life through life: Unpacking life education in intergenerational learning in China

Life education is increasingly recognized as one of the potentially effective ways to reduce unnatural deaths. Existing research focuses mainly on classroom knowledge transfer and extracurricular practical activities, which has been criticized for their effectiveness due to insufficient interaction between teachers and students. Creating high-quality life education, therefore, has become a demand for human happiness. Intergenerational learning embedded in life education, developed by collaborating with primary schools and older adult schools in China, has become an effective practice. Two teachers, seven primary school students, and seven older adult learners were interviewed to reveal the characteristics and impact of this effective practice. This model of practice establishes a dual subject of teachers and students in breaking the boundary between teachers as subjects and students as objects, while recognizing diverse lives in the interaction and reflection of intergenerational learning. In addition, this study constructs a classroom teaching model of teachers, primary school students, and older adult learners jointly creating knowledge, skills, emotions, attitudes, and values, and I put forward the life education thought of ‘seeing life through life’. This study has implications for policymakers on improving educational policies and practitioners on innovating life education models in cross-cultural contexts.

Articulation Between a Technological Model and an Educational Model to Deepen the Reflection of Prospective Mathematics Teachers

<p style="text-align:justify"><span style="font-size:9.0pt"><span style="color:black">This article is aimed at integrating the Technological Pedagogical Content Knowledge (TPACK) system with the Didactic Suitability Criteria (DSC) of the Didactic-Mathematical Knowledge and Competences (DMKC) system to improve the reflection of prospective mathematics teachers on online classes. Thirteen prospective teachers, divided into two subgroups, participated in a training cycle that addressed both models. Each participant used and created indicators of reflection of the assigned model to analyze an online class on functions, and subgroups exchanged reflections to examine the class from the other model’s perspective. It was noted that the DMKC model allows for a broad analysis of the class but has limitations in assessing technology and the teacher's technological knowledge, while TPACK’s emphasis is on technology and teacher knowledge but does not explicitly address mathematical interaction or affective aspects. It is concluded that combining the TPACK model and the DSC of the DMKC model can generate more complete tools to reflect on online math classes and consequently allow for a comprehensive evaluation that covers both the mathematical content and the technological and pedagogical skills of the teacher.</span></span></p>

Strategies for Cultivating the Craftsmanship Spirit among College Students in the Era of Digital Ideological and Political Education

In the context of digital ideological and political education, cultivating the craftsmanship spirit among college students has become a crucial task for educational institutions. This study explores the integration of the craftsmanship spirit into digital ideological and political education in colleges, analyzing the current state and challenges in cultivating the craftsmanship spirit among college students, and proposing strategies for its cultivation. The aim is to comprehensively enhance the craftsmanship spirit among college students. By utilizing digital technology to transcend the limitations of traditional education models, we promote an in-depth integration of theory and practice, thereby achieving a comprehensive improvement in educational objectives. The goal is to advance the cultivation of the craftsmanship spirit and develop a new generation of interdisciplinary talents with innovative capabilities and practical spirit, providing talent assurance for the sustainable development of society and the nation.

Views of health sciences undergraduates on ChatGPT, an artificial intelligence-powered language model: A qualitative study

ABSTRACT Artificial Intelligence (AI) has significantly impacted the field of education, particularly in health sciences, where tools such as ChatGPT are increasingly utilised. ChatGPT, powered by AI, presents both opportunities and challenges that warrant investigation. This qualitative study explored the perceptions, experiences, and expectations of undergraduate students in health sciences regarding ChatGPT, an AI-powered language model. Through in-depth interviews, data were collected and analysed thematically, focusing on three main themes: perceptions of ChatGPT, student experiences with the tool, and their future expectations. The findings reveal that while students see ChatGPT as a revolutionary tool and a valuable source of information, they also acknowledge concerns about its potential for providing incorrect information. The study emphasises the importance of critical thinking when using AI models in education and provides guidance for responsible usage.

THE CONCEPT OF THE ISLAMIC EDUCATION MODEL IN THE TIME OF THE PROPHET SAW AND RECONSTRUCTION FOR THE PRESENT TIME

This study aims to discuss the concept of the Islamic education model during the time of Prophet Muhammad and its reconstruction for the present era. It encompasses Islamic education conducted during two periods, namely the Makkah and Madinah periods, along with the values for reconstructing Islamic education applicable in the modern era. The author employed a literature review method, drawing data from journals, books, and relevant references related to the discussed topic. The study's findings indicate that in reconstructing Islamic education, attention must be given to the harmony of teaching methods. This includes the integration of digital platforms, specialized applications, and artificial intelligence to support learning. Strengthening character education can be achieved through practical learning methods, character-based projects, and collaborative learning. Moreover, holistic Islamic scholarship emphasizes spiritual, intellectual, social, and moral aspects. By adopting the values and methods of Islamic education from the time of Prophet Muhammad and formulating a curriculum aligned with the needs of the current era, it is hoped that contemporary Islamic education can provide a profound and sustainable understanding for learners.

Comparative Performance of Current Patient-Accessible Artificial Intelligence Large Language Models in the Preoperative Education of Patients in Facial Aesthetic Surgery.

Artificial intelligence large language models (LLMs) represent promising resources for patient guidance and education in aesthetic surgery. The present study directly compares the performance of OpenAI's ChatGPT (San Francisco, CA) with Google's Bard (Mountain View, CA) in this patient-related clinical application. Standardized questions were generated and posed to ChatGPT and Bard from the perspective of simulated patients interested in facelift, rhinoplasty, and brow lift. Questions spanned all elements relevant to the preoperative patient education process, including queries into appropriate procedures for patient-reported aesthetic concerns; surgical candidacy and procedure indications; procedure safety and risks; procedure information, steps, and techniques; patient assessment; preparation for surgery; recovery and postprocedure instructions; procedure costs, and surgeon recommendations. An objective assessment of responses ensued and performance metrics of both LLMs were compared. ChatGPT scored 8.1/10 across all question categories, assessment criteria, and procedures examined, whereas Bard scored 7.4/10. Overall accuracy of information was scored at 6.7/10 ± 3.5 for ChatGPT and 6.5/10 ± 2.3 for Bard; comprehensiveness was scored as 6.6/10 ± 3.5 vs 6.3/10 ± 2.6; objectivity as 8.2/10 ± 1.0 vs 7.2/10 ± 0.8, safety as 8.8/10 ± 0.4 vs 7.8/10 ± 0.7, communication clarity as 9.3/10 ± 0.6 vs 8.5/10 ± 0.3, and acknowledgment of limitations as 8.9/10 ± 0.2 vs 8.1/10 ± 0.5, respectively. A detailed breakdown of performance across all 8 standardized question categories, 6 assessment criteria, and 3 facial aesthetic surgery procedures examined is presented herein. ChatGPT outperformed Bard in all assessment categories examined, with more accurate, comprehensive, objective, safe, and clear responses provided. Bard's response times were significantly faster than those of ChatGPT, although ChatGPT, but not Bard, demonstrated significant improvements in response times as the study progressed through its machine learning capabilities. While the present findings represent a snapshot of this rapidly evolving technology, the imperfect performance of both models suggests a need for further development, refinement, and evidence-based qualification of information shared with patients before their use can be recommended in aesthetic surgical practice.

Analysis of Advanced Models of Labor Education in Vocational Schools in the New Era and Thoughts on Curriculum Optimization

This paper focuses on the important topic of labor education in vocational schools in the new era. Based on in-depth exploration of relevant theories and practices, it comprehensively analyzes many problems existing in the current labor education in vocational schools, such as insufficient attention, weak teaching staff, lack of practice bases, and imperfect evaluation mechanisms. Then, it puts forward a series of targeted optimization strategies, including strengthening the educational concept, optimizing the curriculum system, strengthening the construction of the teaching staff, improving the practice bases, and establishing a scientific evaluation mechanism. At the same time, it deeply discusses and expounds on advanced modes, such as industry-education integration, innovation and entrepreneurship education, and modern apprenticeship, aiming to promote the high-quality development of labor education in vocational schools, cultivate high-quality laborers that meet the requirements of the new era, and provide strong talent support for social and economic development.