Educational Planning Research Articles

Inclusive Education in Mauritius and Ontario, Canada: An Exploration of Policies and Practices

In this study, we examine inclusive education policies and practices in Mauritius and Ontario, Canada, through a comparative-case-study framework. We assess how policies are experienced by students with disabilities and consider the roles of various stakeholders in implementing these policies. Our research adopts a phenomenological case-study approach, focusing on the personal experiences of six students with different disabilities, supplemented by insights from four parents through interviews and focus-group discussions. The findings revealed a spectrum of experiences influenced by the presence of supportive environments, the availability of individual education plans, and the need for adapted materials and technology. Despite the commitment to inclusive education in both regions, gaps existed in policy awareness and application, suggesting a need for more informed and consistent practice. This study contributes to understanding the lived realities of students with disabilities and underscores the importance of multi-faceted support systems for effective inclusive education.

Инновационные педагогические технологии и роль преподавателей в обеспечении качественного педагогического образования в Саудовской Аравии

Saudi Arabia's education sector has experienced substantial growth, with considerable investment and emphasis placed on teacher education. This qualitative research delves into the specific requirements and challenges faced by teachers in Saudi Arabia to underscore the necessity for comprehensive teacher education programs. Until now, Saudi teachers' colleges trained future school teachers for all school subjects especially English as a second/foreign language. However, there has been a change in teacher education planning and curriculum, and teachers of English (especially for schools) are mostly recruited who have bachelor's or master's degrees in English language/literature. Some researchers and educationalists are always of the view that proper pre-service teacher training is required to prepare effective teachers because school teaching lays a solid foundation for future courses and workplaces including English language institutes (for English teachers). Keeping the crucial roles in view, teacher education is expected to train teachers in digital education in augmented or virtual learning environments which emerged as a need in the post-Covid scenario. To cater to such needs, the researcher employed a purposive sampling technique and recruited 20 experienced school teachers and 5 English language instructors (from King Abdulaziz university, Jeddah-Saudi Arabia) who participated in semi-structured interviews. The study unearthed critical insights into teachers' perspectives, highlighting their needs, experiences, and expectations within the educational landscape. Through thematic analysis, the research identified significant areas for improvement in teacher education initiatives. The outcomes underscore the urgent need for tailored teacher education programs to better equip English teachers, ultimately enhancing the quality of English language instruction in Saudi Arabian schools.

학교현장실습학기제에 대한 사범대학 학생들의 인식

This study analyzes the results of a demand survey conducted among students of the College of Education prior to their participation in a pilot program for the semester-long teaching practicum. Among all the students surveyed, 49.3% expressed their willingness to participate in the practicum, while 50.7% were unwilling to participate. The most common reason for wanting to participate was to confirm their aptitude for teaching, cited by 35.6% of respondents. This was followed by a desire to better understand schools and students, at 30.8%. In contrast, reasons such as preparing for the teacher certification exam and enhancing teaching expertise were less frequently mentioned. The main reasons for not participating were a lack of preparation for the teacher certification exam(29.9%), the burden of major coursework(27.1%), and the belief that the existing four-week practicum was sufficient(27.1%). Based on the results of study, we propose some recommendations for the operation of the semester-long teaching practicum. First, it is necessary to discuss whether it is appropriate to implement the practicum for all students. Second, there was a significant gap between the number of students who expressed a willingness to participate and those who actually participated, indicating a need for incentives to encourage participation. Third, more systematic guidance is required for the education provided before and after the practicum, as well as for mentoring and coaching during the practicum. Finally, while extending the practicum period is important, it is even more crucial to establish a comprehensive educational plan.

Identifying the benefits of recovery programs of aquatic gymnastics, aquatic ludotherapy and therapeutic swimming on human motor, kinetotherapeutic and mental capacity

IntroductionThis study aimed to evaluate the motor, kinetotherapeutic, and psychological benefits of three aquatic therapeutic programs—aquagym recovery (AG), aquatic ludotherapy (ALT), and therapeutic swimming (TS)—for students specializing in balneo-physio-kinetotherapy. MethodsThe study group consisted of 101 students, out of which 43 students from the balneo-physiokinetotherapy study program (BFKT) and 67 master's degree students from physical therapy and functional rehabilitation (PTFR). The questionnaire was named Questionnaire regarding the benefits of therapeutic aquatic programs (QBTAP), and included 3 subscales according to the typology of the targeted objectives, namely: motor, kinetotherapeutic and psychological. The items of each subscale correspond to the objectives identified in the content of the 3 aquatic programs stipulated in the content of the courses corresponding to the disciplines in the education plans of academic study programs (BFK, TRFR). The motor subscale included 8 items, the kinetotherapeutic subscale included 16 items, and the psychological subscale included 10 items. The evaluation of the QBTAP questionnaire 5-point Likert scale. The three evaluated programs were: recovery aquagym (AG), aquatic ludotherapy (ALT) and therapeutic swimming (TS). ResultsThe results and conclusion sections should highlight the main findings succinctly. For example: "The QBTAP showed high internal consistency (Cronbach's Alpha >0.9) across all subscales and programs, with significant differences identified between the three programs (p < 0.05). ConclusionThe study concludes that aquagym most effectively improves motor capacity, aquatic ludotherapy enhances psychological function, and therapeutic swimming is most beneficial for recovery and rehabilitation.

Sexual and reproductive health: level of knowledge and source of information in adolescence.

To date, there is a lack of a structured national plan of sexual education in Italy, with large interregional differences and poor uniformity in the promotion and learning of sexual health. The aim of this study was to evaluate the level of knowledge on sexuality and reproductive function among adolescents before and after a sexual education program, considering gender differences in the results. A longitudinal and interventional study was conducted on high school students. Six sessions for each class were carried out by a multidisciplinary team. Anonymous questionnaires were administered to investigate basic knowledge of human sexuality and reproduction before and after intervention. Participants were high school students who completed the questionnaires. Outcomes included pre and posttest answers on the knowledge questionnaire in study population. We obtained data from 842 high school students (mean ± SD age, 16.11 ± 1.74years). The main informative sources on sexuality were social media in 37.9% of participants; family, school, and scientific material were the main source in 15.1%, 5.2%, and 4.4%, respectively. A total score of 12.6 ± 3.4 (range, 1-20) was obtained on the knowledge questionnaire; specifically, the score was higher in females than males (12.8 ± 3.4 vs 11.9 ± 3.4, P = .0001). In males and females, a statistically significant increase in level of knowledge was found after the multidisciplinary intervention (14.5 ± 3.6, P = .0001). The lack of sexual education programs in schools in Italy compels adolescents to refer to frequently unreliable sources, such as social media and peers, contributing to misinformation and adoption of risky sexual behaviors. This study is based on a large sample size and highlights the importance of sexual education programs. The main limitations are a greater representation of the female population and the inclusive nature of the school (ie, an artistic school), attracting students who identify with sexual minorities. Adolescents have limited knowledge about sexuality and reproduction, with a notable gender disparity; sexual education programs in schools, providing information from sexuality experts, led to a substantial increase in knowledge and a reduction in the gender gap.

Normalising the Implementation of Pharmacogenomic (PGx) Testing in Adult Mental Health Settings: A Theory-Based Systematic Review.

Pharmacogenomic (PGx) testing can help personalise psychiatric prescribing and improve on the currently adopted trial-and-error prescribing approach. However, widespread implementation is yet to occur. Understanding factors influencing implementation is pertinent to the psychiatric PGx field. Normalisation Process Theory (NPT) seeks to understand the work involved during intervention implementation and is used by this review (PROSPERO: CRD42023399926) to explore factors influencing PGx implementation in psychiatry. Four databases were systematically searched for relevant records and assessed for eligibility following PRISMA guidance. The QuADS tool was applied during quality assessment of included records. Using an abductive approach to codebook thematic analysis, barrier and facilitator themes were developed using NPT as a theoretical framework. Twenty-nine records were included in the data synthesis. Key barrier themes included a PGx knowledge gap, a lack of consensus in policy and guidance, and uncertainty towards the use of PGx. Facilitator themes included an interest in PGx use as a new and improved approach to prescribing, a desire for a multidisciplinary approach to PGx implementation, and the importance of fostering a climate for PGx implementation. Using NPT, this novel review systematically summarises the literature in the psychiatric PGx implementation field. The findings highlight a need to develop national policies on using PGx, and an education and training workforce plan for mental health professionals. By understanding factors influencing implementation, the findings help to address the psychiatric PGx implementation gap. This helps move clinical practice closer towards a personalised psychotropic prescribing approach and associated improvements in patient outcomes. Future policy and research should focus on the appraisal of PGx implementation in psychiatry and the role of pharmacists in PGx service design, implementation, and delivery.

Adapting to Changing Landscape: Strategic Planning and Change Management in Islamic Higher Education

This study aims to analyze the concept and process of strategic planning that can contribute to the success and effectiveness of strategic planning in Islamic universities by following the steps of strategic change developed by John Moore Bryson. The background of this study is based on the fact that the university environment, especially Islamic universities, generally still needs significant breakthroughs in strategic planning. The mixed method is used to consider the aspect of academic usefulness. First, the mixed method strategy gradually expands the findings. Second, the mixed method strategy combines quantitative and qualitative data into one piece of information to obtain a comprehensive analysis. The research findings show that the strategy model is an effort to integrate the main objectives and policies of the organization into a series of actions that can be relied on in achieving the organization at a certain point. The results of this study are expected to provide an essential contribution by identifying the gap between the John Moore-Bryson model and the strategic change model in the organizational environment of Islamic universities.

On the Reform and Development of Practice Teaching of Undergraduate Law—Taking the Mooot Court Course as an Example

Legal education has the dual attributes of academic and practical, and cracking the "paradox" between them is the basic problem facing legal education. Undergraduate law education is the basis of law education in China. To improve the quality of training legal personnel, it is necessary to continuously deepen the teaching reform of undergraduate law education. Since the implementation of the national and local excellent rule of law (legal) talent education and training plan, the education model based on the single transfer of theoretical knowledge has been challenged to a considerable degree. After a long period of exploration, the "moot court" has been widely recognized as a "standing course" in undergraduate law education, but problems such as the vague positioning of the "moot court" still exist. Under the situation of "encouraging universities to develop practical teaching courses", undergraduate law education must further improve the undergraduate law practice teaching system through effective measures to reform the undergraduate law practice teaching and promote the development of undergraduate law education in China.

Addressing staffing challenges through improved planning: Demand-driven course schedule planning and instructor assignment in higher education

This paper presents a novel decision support system (DSS) to address the University Course Timetabling Problem (UCTP). The solution decomposes the NP-complete UCTP into two sub-problems, allowing a structured approach to addressing the complexities inherent in the UCTP process. A mixed integer linear programming (MILP) model is proposed to integrate academic year course schedule planning and instructor assignment, accommodating various constraints to meet student demands. The model optimizes the number of course sections and strategically schedules instructors, aiming to reduce the number of new and distinct courses assigned to them. Historical data from an academic department encompassing multiple disciplines, including Computer Information Systems, Business Management, and Business Analytics, at a large public university in the U.S. is used to develop the model, and the results are compared with the actual course schedule and instructor assignment. The results demonstrate that the proposed DSS would result in a 14 % reduction in the number of course sections offered, translating to approximately $130,000 in annual savings. Additionally, it could significantly reduce the number of new courses assigned to instructors by up to 81 % and the number of distinct course sections assigned to them by 29 %.

Financial Capacity of Indonesian Schools and Community Learning Centers in Kota Kinabalu: A Comparative Analysis

This study aims to analyze the financial capacity of Indonesian Schools (SIKK) and Community Learning Centers (CLC) in Kota Kinabalu, focusing on the comparison of resources and financial management strategies. The research was motivated by the fundamental differences in access to and management of funds between these two types of educational institutions, which potentially impact the quality of education provided. A qualitative research approach was employed, with data collected through in-depth interviews, observations, and analysis of financial documents from SIKK and CLC. The data were analyzed using thematic analysis techniques to identify key patterns and differences in financial capacity between the two institutions. The findings reveal that SIKK has a more stable and structured financial capacity compared to CLC, which often faces uncertainties in funding. This instability is attributed to CLC's reliance on inconsistent funding sources, while SIKK benefits from greater government support. These findings highlight the need for a more sustainable and equitable funding model for CLCs to ensure their ability to provide quality education. The implications of this study suggest that improving financial capacity and better management in educational institutions can significantly impact the delivery of more equitable and high-quality education. Stakeholders, including the government and non-governmental organizations, should consider these recommendations in future educational policy planning.

Financing Higher Education in Kenya, 1960-2012

In the last two decades or so Kenya has witnessed increased demand for university education. This has forced education planners to experiment with a number of strategies to admit these increased numbers of qualified students to existing public universities. These strategies have seen remarkable flexibility in public university programs and admission requirements. Some of these strategies include: evening programs, weekend programs, holiday programs, and open and distance learning programs. But one which has raised enough public attention is the variedly labeled parallel, module two or self- sponsored students programs. Although this program has substantially increased access to public university education in Kenya, it has equally been criticized particularly on its ability to deliver quality university education. The argument has been that the programs were primarily tasked with the purpose of raising income and ensuring institutional survival in the prevailing harsh economic conditions. What is however unknown is the extent to which the program has promoted quality training for students and improved skills for public university academic staff. The brief paper seeks to address this gap. The paper is extensive review of secondary data and personal observations. The paper concludes that the introduction of cost sharing and the increasing need for the universities to fundraise to effectively meet the budgetary deficits has negatively affected the quality of public university education in Kenya

An Evidence-Based Measure to Assess Self-Efficacy Among Adolescents With Type 1 Diabetes Mellitus in Jordan.

The purpose of the study was to assess self-efficacy among adolescents with type 1 diabetes mellitus and to identify its contributing factors using a new measure based on the International Society for Pediatric and Adolescent Diabetes Guidelines: the Type 1 Diabetes Mellitus Self-Efficacy Scale (T1DM-SES). A descriptive, cross-sectional design was used to collect data from 161 adolescents ages between 12 and 18 via an online questionnaire survey, including demographic and management-related variables and the 21 items of T1DM-SES. Results demonstrated that adolescents had high self-efficacy levels regarding the basic needs to manage their diabetes and relatively moderate and low levels regarding more sophisticated needs, such as adjusting insulin dose to correct fluctuated glucose levels, covering carbohydrates, and managing ketoacidosis at home. Adolescent females and adolescents who have working mothers or caregivers demonstrated higher levels of self-efficacy, whereas adolescents who have another family member with T1DM reported lower levels. Assessing adolescents' self-efficacy using evidence-based measures is crucial for informing health education plans. There should be a greater focus on acquiring the advanced knowledge and skills necessary for adolescents to manage the constantly evolving challenges of diabetes management. Access to health care and sufficient health insurance coverage that encompasses modern technology are fundamental for the effective management of T1DM.

Migrant Children and Integration-Related Challenges in Lithuania: The Opinions of Educators (A Case Study)

The number of migrant children in Lithuania is increasing every year. For many years, the majority of migrants (around 82%) were returning Lithuanians, but since 2022, due to the ongoing war between Ukraine and Russia, a large influx of Ukrainian immigrants has been observed: 7761 children have arrived in Lithuania since the outbreak of the full-scale invasion. This study aims to highlight the integration-related challenges that educators face in the context of the increasing number of migrant children. Qualitative, semi-structured interviews (N = 9) were applied to investigate the issue and outline possible solutions from the point of view of educators. The study was conducted in a school with 875 students, including 31 (3.5%) immigrants. The empirical study revealed that the school implements the integration of migrant children in accordance with the recommendations issued by the Ministry of Education, Science, and Sport. Upon the arrival of a migrant child, the committee assesses the child’s knowledge, interviews the parents, and determines the appropriate class placement and learning methods. An individual education plan is then devised based on the expectations of both the child and their parents. Teachers face challenges related to language barriers and cultural differences. The provision of courses developing intercultural competence, more language lessons, and training for both children and their parents are considered to be the most important conditions for the successful integration of migrant children into the education system.

The Ethical Challenges Faced by Nurses Providing Care to Patients with COVID-19: A Qualitative Content Analysis

Background: Nurses most frequently face ethical challenges due to their direct contact with patients. Accordingly, the present study aimed to investigate the ethical challenges faced by nurses who provided care to patients with COVID-19. Methods: This qualitative study was conducted using conventional content analysis. A total of 13 nurses who were selected through purposive sampling participated in the study. Data were collected via in-depth and semi-structured interviews until data saturation from June to late November 2021. Data were analyzed simultaneously with data collection using qualitative content analysis based on the steps proposed by Graneheim and Lundman. Besides, data accuracy and robustness were checked, and ethical standards were followed. Results: Data analysis led to the identification of two main themes including threatening adherence to professional obligations and experiencing moral distress in patient care. Conclusion: Based on the findings, nurses mentioned a large number of ethical challenges such as the risk of injustice and loss of responsibility in providing care, decision conflicts, weakening ethical concepts such as patience and kindness, conflict between professional obligations and personal commitments, and the lack of attention to metaphysical beliefs. The results of this study highlighted the importance of educational planning, psychological and economic support, gratitude and empathy shown by authorities, providing security in the workplace, and developing face-to-face psychological interventions based on nursing needs.

Transnational lives interrupted: The Canadian state and Indian international student experiences during the COVID‐19 pandemic

AbstractCanada has emerged as a major education destination for international students from across the world. International students are understood to significantly contribute towards the labour market and economic growth of Canada including the higher education sector that has come to financially rely on international students. India has emerged as the largest source of international students to Canada in recent years making them a significant category of migrants impacted by the covid‐19 pandemic and the subsequent lockdown measures implemented by the Canadian state. This paper looks at the experiences of Indian international students already in Canada and prospective students in India planning to pursue their studies in Canada. The pandemic delayed international education plans for many students in India while causing significant disruption to the studies, employment, and living arrangements of international students in Canada. Such disruptions created considerable uncertainty over their financial situation including meeting various eligibility requirements for work permit after graduation. This paper reveals the deeply embodied and personalised consequences for students in the face of state responses to balancing pandemic control and retaining financial and economic contribution during the pandemic.

Heads of Schools Preparation of School Environment for Actualizing Student Mothers’ Continuation with Education in Public Secondary Schools in Dodoma Municipality

This study aimed to investigate the heads of schools' preparation of the school environment in actualizing student mothers’ continuation with education in public secondary schools in Dodoma municipality. Guided by the Clinical Supervision Model (CSM) developed by Goldhammar in 1969, the study used the convergent design under a mixed methods research approach. Targeted 40 heads of schools, 312 secondary school teachers, and 291 student-mothers, a sample of 6 heads of schools, 60 teachers, and 12 student-mothers was drawn, making a total of 78 respondents. Data was collected using questionnaires and interview guides whose validity was ensured by education experts in educational administration and planning. Based on the pilot test data, the reliability of teachers' and student mothers’ questionnaires was established through Likert-type items where 0.81 and 0.75 Cronbach-Alpha coefficients were separately obtained with the aid of SPSS version 22. The credibility and dependability of the qualitative data gathered through interview guides were carried out through instrument triangulation and peer debriefing approaches. At the same time as the qualitative data were analyzed thematically and presented in quotations, the quantitative data were analyzed descriptively and tabulated in frequencies, percentages, and means. The study revealed that public secondary schools in Dodoma Municipality did not have on-site childcare facilities. The study also exposes that schools are striving for inclusive learning, but lack counseling, mentorship, financial aid collaboration, teacher professional development, and flexible academic programs. The study concluded that there are still inadequacies in assistance, even if school administrators have made strides toward fostering inclusive learning environments and honoring the accomplishments of student mothers. As adaptive academic programs are being introduced, additional supportive measures should be strengthened. Student mothers should participate in school-run initiatives and programs intended to assist them.

A Retrospective Study Distinguishing between Hyperacusis and Misophonia in children with Auditory Processing Disorder (APD)

ObjectivesDecreased sound tolerance (DST) is common in children with auditory processing disorder (APD). This study aimed to differentiate between hyperacusis and misophonia in children with APD. DesignA retrospective study evaluating outcomes of structured history and co-morbidity following Research Domain Criteria (RDoC) frame-work. Misophonia was considered as oversensitivity to eating/chewing sounds and hyperacusis as oversensitivity to other sounds. Study sampleTwo hundred and seventy-nine children (160 males; 119 females), 6-16 year-olds with NVIQ ≥80, diagnosed with APD between January 2021 and December 2022. ResultsOne hundred and forty-three out of 279 children with APD had DST, of which 107 had hyperacusis (without misophonia) and 36 had misophonia. Misophonia co-existed with hyperacusis in 35 children (97 %), and in one child misophonia occurred without hyperacusis. Misophonia was prevalent in older children, in females, and those with tinnitus. Fear and being upset were predominant emotional responses in hyperacusis (without misophonia) while disgust and verbal abuse were prevalent in misophonia (with or without hyperacusis). Compared to children without DST, the hyperacusis (without misophonia) and misophonia (with or without hyperacusis) groups had significant higher prevalence of ADHD, anxiety, and language impairment. Educational difficulties were similar in APD irrespective of the presence or absence of DST. Despite higher tinnitus prevalence in misophonia (with or without hyperacusis) along with similar co-morbidities and educational difficulties in both hyperacusis (without misophonia) and misophonia (with or without hyperacusis), the misophonia (with or without hyperacusis) group surprisingly had less support at school which was reflected in fewer Education, Health and Care Plan (EHCP). ConclusionsIn APD misophonia mostly co-exists with hyperacusis, with differences in emotional responses, tinnitus prevalence, and gender distribution when compared to hyperacusis (without misophonia). Increase in awareness about misophonia is needed, as children with misophonia may have unidentified needs. Larger scale prospective study is required to clarify if misophonia evolves from hyperacusis, and to explore the factors underlying ‘misophonia with hyperacusis’ and ‘misophonia without hyperacusis’. For clarity, DST studies need to specify if hyperacusis or misophonia co-existed when referring to hyperacusis or misophonia.

Leveraging Sankey diagrams for enhanced curriculum planning in higher education

Leveraging Sankey diagrams for enhanced curriculum planning in higher education

Study of College Counselor Team Building to Enhance College Students' Career Planning Education

Study of College Counselor Team Building to Enhance College Students' Career Planning Education

Technology adoption in the academic community: a multi-perspective study

ABSTRACT This study utilizes the UTAUT model, one of the technology acceptance models, and discusses tourism academics’ adoption of technology in teaching and research practices in the context of this model. The data collection process of the study was completed with the help of a survey, one of the quantitative research methods data collection tools, and analyzes were carried out on the data received from 403 tourism academics in Türkiye. The results of the study some descriptive features of faculty members affect their expectations from technology and attitudes towards technology. This study is limited to tourism academics in Türkiye. It demonstrates to decision makers that technology is a factor to be considered in the development of educational plans and policies.