Educational Paradigm Research Articles

How Does the Novice Become the Expert? An Instrumental Case Study of Procedural Educators

Abstract Purpose The classic paradigm of procedural education in medical training has involved trainees learning and performing invasive bedside procedures and subsequently teaching these procedures to more junior trainees. Many existing resident-as-teacher curricula focus on cognitive domains; there has been a lack of literature examining the transition from learner to teacher in procedural education. This hypothesis-generating instrumental case study explored how expert procedural educators transitioned from novice procedural educators to experts. Method A constructivist approach with semistructured interviews was used to explore the individual narratives and experiences of faculty of the Hospitalist Procedure Service at the University of California San Francisco as they reflected on their journey from learners to teachers, focusing on the faculty of the hospitalist procedure team at the University of California San Francisco. All 12 Hospitalist Procedure Service faculty members received invitations to be interviewed, and 9 agreed to participate. Interviews were conducted between July and October 2023. Results The 9 interviews created a rich and complex picture of the individual experiences and perceptions of procedural teaching. The faculty members varied in experience, ranging from 2 years on the procedure service faculty to more than 15 years of experience. Four main themes emerged from the interviews: methods for building teaching skills, tools that facilitate further educator growth, essential behaviors of effective educators, and common challenges. Inductive thematic analysis revealed trial and error as a major means of building procedural pedagogy and the use of precise communication as a crucial skill to manage learner cognitive load and the emotional challenges associated with learning and teaching procedures. Conclusions The use of precise communication as a tool for both educator and learner to navigate the complexities of procedural teaching highlights the essential role of clear instruction and feedback in the learning process.

The social-emotional competencies of gifted children must be intentionally developed, ideally in inclusive education contexts

Traditionally, giftedness was perceived as a fixed trait, exclusively evaluated through cognitive testing. However, contemporary perspectives view it as a dynamic and socially constructed attribute reflected in many domains. As this paradigm-shift aligns with global movements emphasizing the importance of avoiding labelling students and enhancing the full potential of all students, rather than just a selected few, it puts a spotlight on the social-emotional and character development (SECD) competencies needed to reach one’s potential. What we propose is an educational challenge: to establish increasingly inclusive educational contexts that bring out the potential of all students and extend educational techniques to encompass social-emotional and relational capacities essential for inclusive contexts. This paper introduces teaching techniques that foster these competencies through an SECD framework. This approach not only aims to nurture the potential of gifted individuals but also to cultivate their roles as proactive, engaged community members, emphasizing a comprehensive educational paradigm that integrates SECD into everyday inclusive learning environments.

Enacting Reading Comprehension: Using Diverse Literature to Engage Children's Critical, Sociopolitical Knowledge

AbstractThe current climate of K‐12 education in the United States has seen a narrowing of literacy instructional practices, exponential amounts of book bans, and contrived hysteria about liberal indoctrination and Critical Race Theory (CRT). Yet, as the world becomes increasingly connected across difference, and as research increasingly demonstrates that we must engage young children from all backgrounds in discussions about sociopolitical issues, it is urgent that classroom teachers foreground children's experiential knowledge in comprehension instruction. In this article, we address the following question: In three early elementary literacy contexts, how did educators use culturally sustaining practices with diverse children's literature to enact reading comprehension and engage young children in critical, sociopolitical meaning making? Three teacher educators of Color share findings from qualitative studies in the United States Northeast and Southwest that examine this integration with the use of diverse children's literature. The first finding illustrates how teachers utilized book introductions to situate a diverse group of early elementary‐aged students in various sociopolitical issues and engage them in critical readings about texts. The second finding illustrates how a series of after‐school literature circle discussions enabled first‐grade African American children to make meaning dialogically and communally about enslavement. The third finding illustrates how the teacher created space for second‐grade Latinx students to translanguage as they drew on multiple reading comprehension strategies and made sense of immigration. The implications from these studies invite a rethinking of the dominant paradigm of reading comprehension instruction.

AI in Inclusive Education: A Systematic Review of Opportunities and Challenges in the Indian Context

India’s educational landscape, characterised by its dynamism and diverse student populace, has witnessed a notable shift towards inclusive education principles, aiming to provide equitable learning opportunities for all. The burgeoning advancements in Artificial Intelligence (AI) offer a promising avenue to revolutionise traditional educational paradigms, making the intersection of AI and inclusive education pivotal, especially within India’s unique socio-cultural and economic context. This systematic review explores AI applications in inclusive education within India, highlighting key trends, successful implementations, and challenges. The findings reveal that AI can significantly enhance personalised learning, assistive technologies, and administrative efficiencies, contributing to more inclusive educational environments. However, challenges such as linguistic diversity, varying learning environments, and uneven technological infrastructure pose significant obstacles. The review underscores the need for context-specific AI solutions and robust policy frameworks to address these challenges, providing insights into how AI can be effectively harnessed to foster inclusive education in India, catering to the diverse needs of its student population.

Narratives of Language Teachers in Teaching English in the Post-Pandemic Era: An Interpretative Phenomenological Analysis

The COVID-19 pandemic brought unprecedented challenges to education worldwide, forcing a rapid transition to online learning and fundamentally altering traditional teaching methods. As schools and institutions gradually return to in-person or hybrid models, understanding the narratives of English language teachers is crucial for developing effective pedagogical strategies and policies. This study explored the experiences and perspectives of language teachers in teaching English during the post-pandemic era through an interpretative phenomenological analysis (IPA). The results showed that instructional approaches and developments in technology interact in a complex way. Teachers noted a dramatic change in their pedagogy, stressing the need for adaptability, innovation, and the use of digital resources in language learning. Furthermore, this study discussed the significant changes brought by the crisis to English teachers’ feedback strategies. This research contributes to the understanding of post-pandemic educational landscapes and offers valuable insights for policymakers, educators, and institutions aiming to support language teachers in adapting a new teaching paradigm.

Teacher Support and Student Engagement in the Conduct of Blended Learning Instruction for English as A Foreign Language

With the deep integration of information technology and education, blended learning has emerged as a new paradigm in higher education, combining the strengths of both online and offline learning environments. This approach allows English as Foreign Language (EFL) learners, particularly in the Chinese context, to engage in flexible and continuous learning beyond traditional classroom settings, thereby fostering greater student initiative and self-directed learning. Understanding the impact of teacher support on student engagement within this blended learning framework is crucial for optimizing educational outcomes. This study employed a quantitative descriptive comparative and correlational research design to examine the relationship between various forms of teacher support—instructional, emotional, feedback, and interpersonal—and student engagement among 307 Chinese EFL learners in a blended learning environment. The findings reveal that all forms of teacher support were perceived as high, with feedback provision ranking highest. Similarly, student engagement was also rated highly across behavioral, cognitive, emotional, and social domains. The Pearson correlation coefficient between teacher support and student engagement was found to be 0.75, indicating a significant positive relationship. Based on these findings, a program aimed at enhancing teacher support to further improve student engagement in blended learning environments was developed and recommended.

Evaluating the impact of place-based education: insights from a river environmental program in Taiwan

PurposeThe current education paradigm is often criticized for fostering human dependence and failing to reduce environmental impacts. This has led researchers to propose alternative approaches. One alternative approach, place-based education, integrates a specific location’s natural and social context into learning experiences. By deepening students’ connection to their surroundings, place-based environmental education aims to enhance students’ sense of interdependence with a place and their place attachment in cognitive and affective dimensions. While widely practiced, its effectiveness remains largely unevaluated, particularly in the East Asian context. The gap hinders the development of impactful pedagogical approaches for educators.Design/methodology/approachThe authors examine a river environmental education program located upstream of Taiwan’s capital, offering a valuable case study within the East Asian context. The program’s design is analyzed, and its impact on enhancing students’ place attachment is assessed through a pre- and post-survey approach.FindingsThe results indicate a substantial increase in students’ place attachment following program participation, particularly pronounced among children with limited prior experience with the river. Importantly, this increase is comparable to or exceeds those observed in similar studies from other regions.Originality/valueThe considerable increase in place attachment observed in this program demonstrates its effectiveness in fostering environmental connections, particularly among children with limited prior experience. The magnitude of the increase might be partially attributable to the interdependent orientation of Taiwanese culture. This suggests that place-based education might yield significant positive outcomes in other non-Western countries with strong interdependent cultural orientations.

Analysis of the Epistemological Potential of Critical Thinking at the Present Stage of the Educational Model

The central focus of our study is the issue of the significance of critical thinking in the system of educational paradigm. The primary goal set by the authors within the framework of the article is the definition of critical thinking of the surrounding reality both at the theoretical and practical levels of knowledge approbation. Essential emphasis in the work is made on the directions of integrative education, didactic approach to understanding the educational system, consideration of species and genus segments of critical thinking, designation of interactive technologies in the dynamics of elements of cognition and consideration of issues in the context of distance learning process. The authors provide a number of doctrinal foundations within the concepts of thinking; binomial system, which includes the concepts of thinking and criticism - critical thinking, as well as the introduction of specific methodologies in the educational hierarchy.

Thinking on your feet: potentially enhancing phylogenetic tree learning accessibility through a kinaesthetic approach.

Phylogenetics is one of the main methodologies to understand cross-cutting principles of evolution, such as common ancestry and speciation. Phylogenetic trees, however, are reportedly challenging to teach and learn. Furthermore, phylogenetics teaching methods traditionally rely solely on visual information, creating inaccessibility for people with visual impairment. Sensory learning style models advocate for tailoring teaching to individual preferred sensory learning style. However, recent research suggests that optimal learning, independently of preferred learning style, depends on the types of transmitted information and learning tasks. The lack of empirically-supported education into the effectiveness of teaching phylogenetics through alternative sensory modalities potentially hinders learning. The aim of this study was to determine whether phylogenetic trees could be better understood if presented in kinaesthetic or multisensory teaching modalities. Participants (N = 52) self-assessed personal learning style and were randomly assigned to: visual, kinaesthetic or multisensory learning conditions. Phylogeny reading performance was better for both kinaesthetic and multisensory teaching conditions, compared to the visual teaching condition. There was no main effect and no interaction effect of personal learning style. This study establishes a baseline for further research by suggesting that easy-to-implement kinaesthetic teaching modalities might support phylogenetic tree learning and reading. This has practical implications for evolution education and accessibility for students with visual impairment, underscoring the need to shift from vision-centric teaching paradigms towards evidence-based instructional strategies that accommodate sensory diversity. The online version contains supplementary material available at 10.1186/s12052-024-00215-y.

CONSTRUÇÃO DE UM CIRCUITO DE MEDIÇÃO TRANSISTORIZADO PARA O ENSINO DA FÍSICA DOS SEMICONDUTORES NO ENSINO MÉDIO

Technology has proven to be an inseparable element in modern society, reshaping the way we live, learn and interact, individually and collectively. In this context, Physics teaching prioritizes the substantive training of subjects capable of analyzing, reflecting and using scientific tools to solve everyday or technological problems. As current technologies are based on the semiconductor behavior of silicon and the various digital electronic automation, control, communication and information systems, present in various sectors of society, semiconductor physics represents important content for high school, allowing greater reach in scientific understanding and technological by the subject. Based on current scientific education paradigms, this article aims to highlight the results of a didactic proposal based on the design and construction of a transistorized water level measuring circuit by students in the 2nd year of high school at a state school, belonging to the Alagoas comprehensive education program (pALei), located in the municipality of Arapiraca, during the delivery of the Integrator Project curricular component, belonging to the program's diversified base. Throughout the development of the component, the students, divided into groups, were led to the question of monitoring the water level present in the school's water tank, being able to size the circuit, assemble it and carry out tests, solving the problem initially presented based on the theoretical contribution developed in the project, based on the principles of electrodynamics and the physics of semiconductors.

О практике развития некоторых элементов конвергентного образования в технологическом вузе

The article examines the experience of the Faculty of Humanities and its Center for Cognitive Psychology at the University of Technology in involving students in research and applied scientific projects through cooperation and integration of the humanities and technology departments of the University. The ideas of the transformation of the country's educational system and the change of its methodological, pedagogical and technological guidelines in response to modern challenges and risks are analyzed, primarily for the younger generation in need of social adaptation and deeper natural science and humanitarian training for professional and personal growth. The attempts to substantiate the definition of "convergent education" are analyzed. All of them are based on an understanding, to one degree or another, of an interdisciplinary methodological approach to the formation of educational programs, in order to overcome the highly professional training of specialists and avoid formalizing the content of educational material, taking into account the productive interaction of the fundamental component of humanitarian and professional knowledge, the use of modern methods of automation of various types of information activities using information and computer technologies (algorithmization of learning, information modeling). In general, the convergence of education is defined as a process of learning and upbringing, which is a consequence of the implementation of the modern educational paradigm aimed at understanding, rather than memorizing, education for change, the ability to withstand stress, live in a digital world, preserving humanity, sociability and collectivism, ensuring teamwork, preservation and development of the humanitarian and intellectual component "in the context of the interpenetration of sciences and technologies in the implementation of the convergence of real and virtual communications. The scientific and methodological basis for the development of convergent education at the first stage was the development of scientific and pedagogical practices. This can include the management of students' research activities (R&D), involving them in the development and implementation of various projects of scientific laboratories and centers of departments and faculties. The article summarizes some of the experience of the Center for Cognitive Psychology of the Faculty of Social Sciences and Humanities - SGT (until 2022 – ISGT– Institute) of the Federal State Educational Institution of Higher Education "K.G. Razumovsky Moscow State Technical University (PKU)", which was actively involved in the process of cluster formation in the conditions of the university's transformation into an innovative expert–analytical platform, the formation of an expert-educational cluster of excellence "NBICS-technologies of the food industry".

A systematic review on robot-assisted language learning for adults

In the 21st-century era of globalization, language proficiency is a pivotal connector across cultures, with artificial intelligence (AI) revolutionizing educational paradigms through Robot-Assisted Language Learning (RALL). This systematic review examines the role of RALL in adult second language acquisition, focusing on its pedagogical strategies and learner engagement. Unlike the previous systematic reviews that explore the multifaceted roles of robots in language learning, including as teachers, tutors, assistants, and peer learners, we identify explicit and implicit instructional strategies within RALL, highlighting the unique learning landscape of adult learners characterized by self-regulation and self-direction. We assess the latest advancements in RALL for adult learners through three research questions, compare the effectiveness of explicit versus implicit instructions, and investigate affective factors enhancing RALL performance. Our review contributes a comprehensive status analysis, in-depth exploration of interaction modes, and insights for future research directions, providing a roadmap for academic research and practical guidance for educators and robot developers. This study aims to optimize RALL strategies to better meet the needs of adult learners, fostering a more efficient and engaging language learning experience.

Учебник РКИ делового (профессионального) общения: принципы моделирования

In the conditions of the new government demand for training foreign specialists of various profiles in Russian higher education, the task of optimising the existing educational paradigm in the field of teaching Russian as a foreign language for special purposes is actualised, the most important link of which is the methodological goal set for the formation of the learners' (foreign or Russian universities’ students) ability to overcome the ideological threshold in professional interethnic (intercultural) communication. The analysis of research and methodological literature gives grounds to assert that Russian linguodidactics is ready to ensure the convergence of the pedagogical process, in which formal language teaching, professional training and education in line with the Russian culture and value paradigm can be presented syncretically within the framework of problem-based and / or interactive approaches in one (unified) teaching tool — a textbook / workbook / training manual / training course / educational-methodical complex. As one of the possible strategies for a comprehensive solution to the problem of compliance of educational resources with the latest social challenges, the potential of a new method of creating teaching tools — the method of casual illustrated narrative (CIN), which provides synergetic presentation of the language and culture of business (professional) communication in the framework of the scenario form and thus determines the possibility of building a model of the space-time continuum of professional communication, is substantiated. As a proof of the success and practical significance of the proposed strategy — the SIN method — we present the online course "Russian for Life and Work" developed in 2024 for migrant workers from CIS countries (SPbU, Uzbek national version), the results of the approbation of which led the Russian government to instruct a number of Russian universities to create additional national versions.

Students' Readiness and Perceptions of Autonomous Learning: A Case Study of UMI students

This paper aims to investigate the readiness and perceptions of students towards autonomous learning at the Faculty of Arts, Moulay Ismail University, Meknes, English Department, a concept that emphasizes learner independence and self-regulation in the educational process. As educational paradigms shift towards more student-centered approaches, understanding how prepared students are for such autonomy is crucial for successful implementation. This case study uses a mixed-methods approach, combining surveys and interviews to assess students' self-efficacy, motivation, and attitudes towards independent learning. It involves 120 participants, the research focuses on the impact of demographic variables such as age, gender, and educational background on students' readiness and attitudes, the factors influencing their readiness for autonomous learning, their perceptions of the benefits and challenges of autonomous learning compared to traditional learning, and the relationship between self-efficacy and perceived readiness. The findings reveal varying levels of readiness among students, influenced by factors such as prior learning experiences, access to resources, and personal motivation. While a significant portion of students express enthusiasm for the flexibility and empowerment associated with autonomous learning, others indicate concerns about the challenges it presents, including time management and the need for self-discipline. The study concludes by discussing the implications for curriculum design and the support structures necessary to enhance students' readiness for autonomous learning at UMI.

Redefining educational paradigms: Integrating generative AI into society 5.0 for sustainable learning outcomes

The digital era has ushered in significant advancements in Generative Artificial Intelligence (GAI), particularly through Generative Models and Large Language Models (LLMs) like ChatGPT, revolutionizing educational paradigms. This research, set against the backdrop of Society 5.0 and aimed at sustainable educational practices, utilizes qualitative analysis to explore the impact of Generative AI in various learning environments. It highlights the potential of LLMs to offer personalized learning experiences, democratize education, and enhance global educational outcomes. The study finds that Generative AI revitalizes learning methodologies and supports educational systems’ sustainability by catering to diverse learning needs and breaking down access barriers. In conclusion, the paper discusses the future educational strategies influenced by Generative AI, emphasizing the need for alignment with Society 5.0’s principles to foster adaptable and sustainable educational inclusion.

Integration of interdisciplinary connections between chemistry, physics, and biology in the education of secondary school students

The incorporation of interdisciplinary connections is a key element of contemporary education and plays a crucial role in the development of secondary school students. The purpose of the study is to analyze the features of the introduction and influence of interdisciplinary education on the study of physics, chemistry, and biology in the secondary school. To achieve research goals, various works of authors were used, who studied the issues of interdisciplinary connections of natural sciences, as well as such methods: generalization, survey, and axiomatic. The results of the work determined that interdisciplinary education of schoolchildren in Kazakhstan plays an important role in the development of complex and critical thinking, as well as the ability to apply knowledge in various contexts. This approach to learning integrates physics, chemistry, and biology to help students see the connections between them and apply what they have learned to real situations. As a result of the analysis, it was found that the implementation of interdisciplinary connections had a positive effect on about 90% of schoolchildren who, within the framework of this educational paradigm, learned to develop integrative abilities, the ability to see the relationship between subjects, apply analytical and creative skills, and work in a team. Moreover, the study highlighted that interdisciplinary education fostered greater student motivation and enthusiasm for learning, as it provided a more comprehensive understanding of how their subjects could be applied in practice. However, the research also identified several challenges, with the most significant being the insufficient preparation and readiness of teachers to engage in collaborative and integrated teaching activities.

Educational Risk Management to Prevent Stakeholder Decline

In carrying out management education, there is something that is adapted to the culture. This article is inseparable from the educational management paradigm, using educational risk management to prevent a decline in stakeholders. The writing design used in this paper is exposition (descriptive). Explaining risk management to prevent the decline in risk. Various data are taken from several opinions and research results. The conclusion is that there is a crisis of survival of stakeholders and institutional capabilities in the form of uncertainty, inadequate information, weak control, and external observation. Then risk management needs to be carried out to prevent a decline in stakeholders by identifying, measuring and dealing with the causes and consequences of uncertainty in an organization

Research on the New Era’s Road for Reforming School Sports Instruction

Background: The emphasis on holistic development in school has significantly changed in recent years, placing equal emphasis on academic success and physical and mental well-being. This change has led to a critical analysis of the teaching of sports in schools, which has historically placed a strong emphasis on competitive and performance-oriented goals. Growing worries about the health, involvement, and general development of students highlight the need for reform in school sports instruction. Purpose: The purpose of this study is to examine and assess current reform efforts in school Sports instruction in light of the emerging educational paradigm. Finding workable solutions to raise the standard of sports instruction, increase student engagement, and promote a more inclusive and comprehensive approach to physical education are the goals. Method: Using a mixed-methods approach, the study combines qualitative interviews with quantitative surveys. Information was gathered from a wide range of educational institutions' instructors, students, and policy officials. Analyzing survey data on existing sports curriculum, instructional strategies, and student attitudes toward physical education comprised the quantitative component. In-depth interviews were a part of the qualitative component, which aimed to provide insights into the difficulties and achievements faced by reforming schools. Findings: The study presents a number of important conclusions: First, the necessity of switching from conventional, competition-focused models to more inclusive and diversified sports programs that accommodate a range of interests and ability levels is becoming increasingly apparent. Second, the incorporation of contemporary pedagogical strategies that encourage higher levels of engagement and enjoyment—like cooperative learning and student-centered activities—marks effective reforms. Third, there are still issues like scarce resources and opposition to change, but creative solutions and helpful legislation have made progress toward getting past these obstacles. Overall, the study emphasizes how crucial it is for educators to continue their professional development and how systemic support is required to maintain successful reforms in the teaching of sports in schools. This study offers insightful information to stakeholders, educators, and policymakers that want to improve.

Paradigm Shifts in Education: An Ecological Analysis

Purpose The purpose of this article is to analyze educational changes, in particular transformational changes, and suggest a new approach to shift the paradigm in education using an ecological conceptual framework. Design/Approach/Methods An ecological analysis of two key factors in education: prescribed curriculum and student autonomy. Findings Paradigm shift can happen in schools, but it cannot be imposed by systems, and systems typically are unable to propose transformational changes. Such changes should happen within schools, but not affecting the entire school. Thus a “school within a school” approach is proposed with some examples. The small change could affect entire systems from the perspective of panachy theory. Originality/Value This article brings a fresh perspective on making the much needed transformational changes possible in schools. AI partnership, personalized learning, student autonomy and self-determination, self-directed learning are all fascinating and hopeful ideas that could bring the best education possible for all students. But implementing these would demand a paradigm shift in schools. Schools are the most resilient social entities, but they are also the easiest to change organizations. For over 200 years, the essence of schooling has not changed, but there have been significant changes in curriculum, textbooks, testing, and pedagogy. Today, we need schools to operate with a different education paradigm to enable students to have more autonomy and control of their learning in order to survive and thrive in the uncertain age of Artificial Intelligence. It seems apparent that the school system has successfully resisted paradigm shifts or transformational changes.

유아교육 전공 대학생들의 셀프리더십, 학습태도, 학업성취와의 관계에 대한 연구: 플립드러닝을 적용한 교직수업을 중심으로

Objectives As learner-centered teaching methods emerge as a new paradigm in education, the flipped learning approach is increasingly being utilized in universities. This study aims to identify the relationship between flipped learning attitudes and self-leadership among university students majoring in early childhood education, partic-ularly within teacher education courses. It seeks to determine which specific self-leadership strategies sig-nificantly influence learning attitudes and academic achievement. Through this analysis, the study intends to ex-plore the potential for effectively utilizing self-leadership in flipped learning in the future. Methods The subjects of the study were 61 first-year students majoring in Early Childhood Education at B University in Seoul. Data collection took place from March to June 2024. The collected data were analyzed using Jamovi 2.25 for correlation analysis, multiple regression analysis, and ANOVA. Results A positive correlation (r = .53) was found between flipped learning attitudes and self-leadership. Among the three self-leadership strategies, the constructive thought pattern strategies significantly influenced flipped learning attitudes. Differences between academic achievement groups were confirmed, particularly between the A-grade group and the B-grade group, in terms of flipped learning attitudes, self-leadership, and the constructive thought pattern strategies as a sub-strategy of self-leadership. Conclusions Self-leadership, particularly the constructive thought pattern strategies, plays an important role in the effective application of flipped learning and can enhance students' academic achievement. Instructors need to develop support measures that can strengthen this self-leadership for the successful implementation of flipped learning. The significance of this study lies in confirming the influence of self-leadership, especially the con-structive thought pattern strategies, in a flipped learning environment. Based on these findings, universities could establish strategies for teaching and learning and support students by utilizing self-leadership.