Educational Practice Research Articles

Is epistemic injustice a worthy application to mental health nurse education?

This paper explores the philosophical concept of epistemic injustice and contends its significance and relevance to mental health nurse education and clinical practice. The term epistemic injustice may be unfamiliar to mental health nurses, yet the effects are readily visible in the dismissing, silencing, and doubting of service users' knowledge, testimony, and interpretation. Existing professional values and clinical standards lack depth and critical exploration pertaining to epistemology and associated ethical concerns. Despite central tenets of person-centred care and valuing the service users' voice, epistemic injustice continues to occur. Epistemic injustice cannot be summed up merely by asking nurses to listen to service users. This represents an oversimplification of epistemology, ignoring the complexities of social influence and knowledge exchanges. Epistemic injustice brings something new and innovative to the nursing curriculum and fits within the principles of heutagogy. It encourages deep reflexivity surrounding the ethical issues of power inequalities and intersectionality. Inclusion in mental health nursing education allows for the social and political powers of psychiatric diagnosis as a form of silencing and stigma to be examined. Practical application is made to mental health nursing education and practice with epistemological values and ethical reflexive prompts. These can be utilised by educators and lecturers for pre-registration mental health nurse education, post-registration, and continued professional development.

Laissez-faire leadership: a comprehensive systematic review for effective education practices

This analysis addresses the knowledge gap on laissez-faire leadership in organizations. After reviewing 64 articles through the systematic literature review, the study finds that laissez-faire leadership, marked by minimal decision-making involvement, is generally associated with negative outcomes like reduced employee satisfaction and productivity. However, its impact can vary based on context, potentially fostering creativity in highly skilled and motivated teams. The study emphasizes the need for judicious application of this leadership style and suggests that school managers should discern when to use it, considering its suitability for different types of educators. Overall, the research contributes valuable insights for leaders aiming to optimize leadership strategies in diverse contexts.

Enhancing global maritime education: a qualitative exploration of post-internship perspectives and preparedness among cadets

This research investigates the post-internship phase for cadets at the Sekolah Tinggi Ilmu Pelayaran Jakarta with a focus on curriculum effectiveness, vocational training impact, language proficiency challenges, technology integration preferences, and the intricate influence of geographical diversity. Results reveal the integrative curriculum's success in transitioning theoretical knowledge to practical application, emphasizing the critical role of vocational training. Language proficiency nuances and a desire for balanced technology integration emerge, while geographical diversity affects cultural adaptation. Implications include refining maritime education, fostering inclusivity, and aligning educational practices with industry demands. Recognizing limitations, the study advocates for broader institutional research and targeted language proficiency investigations in future studies.

Change starts at home: summary of the 2023 inaugural Small Animal Antimicrobial Stewardship Workshop for US Veterinary Schools.

Small animal antimicrobial stewardship (AS) is emerging as a priority area in the global battle against antimicrobial resistance. Veterinary practices have limited support for implementation of AS programs, and even within veterinary schools, efforts are largely siloed and often limited in scope. Increased collaboration is needed to support and unify AS and infection prevention and control efforts, and to identify priorities for continued research. To address this, a 2-day in-person small animal AS workshop was held in August 2023. Delegates representing 23 US veterinary schools and 4 corporations/government agencies gathered for a series of lightning talks and focused group discussions in 3 domains: implementation of clinical AS programs, research opportunities and needs, and education. The workshop's goal was to identify and propose solutions for AS challenges. Meeting discussion identified a lack of resources and training as the greatest barriers to hospital AS program advancement and suggested creating standards for AS programs and a road map to support program development. Assessing antimicrobial treatment effects and performing studies to establish necessary treatment durations were considered the highest research priorities. Integrated educational practices were recommended to support unified messaging of AS concepts between preclinical and clinical training. The development of strategies to implement these suggestions was delegated to working groups with a goal to continue meeting biennially as a large group. Sharing news of these efforts is considered integral to heightening awareness and promoting implementation of AS practices moving forward in academic, specialty, and primary care settings.

The crucial role of education in fostering sustainability awareness and promoting cybersecurity measures

This study examines the critical role of education in fostering sustainability awareness and promoting cybersecurity measures, amidst the evolving challenges of the 21st century. Employing a systematic literature review and content analysis, the research scrutinizes the intersection of education with sustainability and cybersecurity, aiming to uncover innovative pedagogical approaches and the significance of interdisciplinary strategies in enhancing learning outcomes. The methodology encompasses a comprehensive search across major databases, adhering to strict inclusion and exclusion criteria to ensure the relevance and timeliness of the literature reviewed. Key findings reveal a pressing need for educational frameworks to integrate sustainability and cybersecurity comprehensively, highlighting the transformative potential of education in preparing students for a sustainable and secure digital future. The study identifies gaps in current educational practices and proposes solutions, emphasizing the importance of standards and regulatory bodies in shaping effective educational practices. Furthermore, it outlines the consequences for stakeholders, including educators, policymakers, and industry leaders, underscoring the collaborative effort required to address these challenges. Conclusively, the study offers strategic recommendations for enhancing the integration of sustainability and cybersecurity within educational curricula. It calls for a concerted effort among educators, policymakers, and industry leaders to foster a more informed, ethical, and environmentally conscious society. Future research directions are suggested to explore innovative educational technologies, pedagogies, and frameworks that further integrate these critical areas, ensuring the advancement of education for sustainability and cybersecurity.

Enhancing computational thinking in children through logical puzzles: A machine learning approach for early coding education

This recent growth in early education in coding evidences the rising need for the computing-thinking-skills development in children. Though most of the programming curricula are based upon syntax and other basic concepts of coding, computational thinking encompasses broader cognitive skills, such as problem-solving, abstraction, and logical reasoning. This research therefore intends to fill a gap in research and will investigate the ways pre-coding games employ logical puzzles as an enhancement in developing computational thinking skills in children aged 7-10 years and how these affect the acquisition of programming knowledge. In all, there will be two groups assigned: one will be exposed to logical-oriented puzzle training, Group A, and the other will be a control group, Group B, which receives only regular standard lessons in programming introduction. Pre- and post-measures of computational thinking and basic programming skills will be obtained from the participants. The machine learning algorithms, such as Random Forest for prediction in terms of improvement in subject performance in computational thinking and K-Means clustering to identify patterns in their development of skills, will be implemented in their pure or integrated forms to analyze data. Logistic Regression will be executed in order to model the odds of improved performance in programming given an intervention of exposure to puzzles. The research study will, therefore, apply these algorithms in comparing the performance of the two groups and reveal the aspects of computational thinking to which the greatest influence in a positive way through puzzle activities is exerted. It is expected that children exposed to logical puzzles may show significant improvements in both computational thinking and programming skills. These findings should be useful to educators in their effort to show how logical puzzles can be integrated into the curricula of early coding education to build foundational skills and thereby contribute to a refinement of best practices in STEM education.

AI and Thinkable-Assisted learning media for physical education: a descriptive study on collaborative lecturer education

This research aims to determine the role of Artificial Intelligence (AI) and Thunkable interactive learning media application design in cerebrating practices of lecturer education in the context of physical education (PE) methods integrated training. Questions arise on how lecturers can reinforce PE lessons with technologies such as AI and Thunkable and what challenges they face in doing so. This study utilized descriptive research design and data was collected by means of semi-structured interviews with PE lecturers who were knowledgeable about and had utilized AI or Thunkable in their teaching practice. Analysis of quantitative data was also descriptive but focused on transcribing the qualitative data based on, among others, lecturers' technological competence, benefits and challenges of the implementation, student outcome, and qualitative, lecturers' responses. Results found out that despite 70% of lecturers’ awareness of AI in PE lessons, only 30% of them used the available AI tools for the lessons. Out of the few lecturers who attempted to use the Thunkable application, only 25% were able to generate apps which is the focus of the application. Lecturers suggested that students would benefit a lot from AI especially through active participation rewarded by instant feedback without possibilities of concerns being addressed properly due to insufficient training and technical infrastructures. The implications of this study will focus on educational linguistics considering practical uses of AI tools in the language of education in terms of physical education. The use of AI systems in PE lessons can enhance communication and interaction in a multilingual setting that promotes both language and movement skills. This research aims to determine the role of Artificial Intelligence (AI) and Thunkable interactive learning media application design in cerebrating practices of lecturer education in the context of physical education (PE) methods integrated training. Questions arise on how lecturers can reinforce PE lessons with technologies such as AI and Thunkable and what challenges they face in doing so. This study utilized descriptive research design and data was collected by means of semi-structured interviews with PE lecturers who were knowledgeable about and had utilized AI or Thunkable in their teaching practice. Analysis of quantitative data was also descriptive but focused on transcribing the qualitative data based on, among others, lecturers' technological competence, benefits and challenges of the implementation, student outcome, and qualitative, lecturers' responses. Results found out that despite 70% of lecturers’ awareness of AI in PE lessons, only 30% of them used the available AI tools for the lessons. Out of the few lecturers who attempted to use the Thunkable application, only 25% were able to generate apps which is the focus of the application. Lecturers suggested that students would benefit a lot from AI especially through active participation rewarded by instant feedback without possibilities of concerns being addressed properly due to insufficient training and technical infrastructures. The implications of this study will focus on educational linguistics considering practical uses of AI tools in the language of education in terms of physical education. The use of AI systems in PE lessons can enhance communication and interaction in a multilingual setting that promotes both language and movement skills.

Analysis of Islamic Religious Education in Responding to the Challenges of Globalization

Globalization brings significant changes in various aspects of life, including education. In schools, Islamic Religious Education faces substantial challenges in the face of current globalization, which often affects local cultural values and identity. This journal aims to analyze how Islamic Religious Education can adapt and respond to the challenges of globalization in schools. This research uses a qualitative approach with literature study methods and in-depth interviews with educators and educational practitioners. The results of the analysis show that P.A.I. in schools needs to integrate global values while maintaining the basic principles of Islamic teachings. The proposed strategy includes adjusting the curriculum to include international issues with an Islamic perspective, training educators to face global challenges, and developing relevant learning media. It is hoped that these findings can guide the development of educational policies and practices that are more responsive to the challenges of globalization while still maintaining the integrity of Islamic values.

Intra-articular knee injections in patients with primary osteoarthritis in a tertiary clinical setting: a best practice implementation project.

This project aimed to improve physicians' adherence to evidence-based practices regarding the selection and administration of intra-articular knee injections for patients with osteoarthritis. The project also aimed to empower patients by increasing their awareness of these evidence-based practices. In the management of knee osteoarthritis, intra-articular injections are commonly used when initial treatments prove inadequate. However, issues such as patients' demand for rapid relief and variability in physicians' familiarity with optimal practices often lead to suboptimal treatment decisions and potential adverse outcomes. This project followed the JBI Evidence Implementation Framework, which is grounded in an audit, feedback, and re-audit process. Initially, physicians were surveyed on the topic under consideration, and hospital records were reviewed. Subsequently, targeted interventions were implemented, including briefings and the distribution of informative flyers. The baseline audit indicated low adherence with all audit criteria. Various parameters, such as adherence to best clinical practices, informed decision-making by patients, and the recommendation of alternative treatment modalities, were significantly lacking. Following the interventions, substantial improvements were observed, including higher rates of adherence to best clinical practices by physicians for multiple criteria, such as stepwise referral to conservative therapy options and the content of intra-articular injections. Adherence to best clinical practices can be improved through educational briefings for physicians on the most current evidence-based treatment practices for injectable substances in knee osteoarthritis. The active engagement of patients, facilitated by informative flyers and physician assistance, contributed to better involvement in their treatment choices. However, the participation of health care institutions and providers as well as lifelong education practices may be necessary for more comprehensive and sustainable changes. http://links.lww.com/IJEBH/A277.

The impact of a block-based visual programming curriculum: Untangling coding skills and computational thinking

Backgroundand Context: Computer programming is increasingly being taught to young children worldwide. Quality programming curricula are needed to enable students to explore computer science concepts and develop a positive attitude towards programming. However, few studies have been conducted on the available curricula for young learners. ObjectiveThis study aims to provide an evidence-based, public, and free computer science curriculum for early childhood education by investigating the efficacy of the CAL-ScratchJr curriculum, among second graders. MethodA cluster-randomized controlled trial involving 11 schools and 21 second-grade classrooms was conducted to examine the impact of the 24-lesson curriculum on students’ coding proficiency and computational thinking. FindingsThe results indicated that the CAL-ScratchJr curriculum intervention had a medium positive effect on second graders’ coding skills, but no significant impact on computational thinking. ImplicationsResults caution against incorporating disconnected abstract computational thinking practices in education. The features of the curriculum were discussed.

Reshaping Educational Leadership Learning: Adding Politics to Practice

AbstractDuring a distinguished academic career, Professor Martin Thrupp alerted diverse audiences to the politics shaping educational practice in Aotearoa New Zealand and beyond. The focus of this commemorative article is on Martin’s teaching legacy, in particular, the re-design and enduring impact of a compulsory postgraduate leadership paper at Te Kura Toi Tangata, University of Waikato. Key themes include the three neoliberal policy technologies of markets, managerialism and performativity, and the contested notion of context. Qualitative data from this year’s online student cohort illustrate in representative ways the profound influence that adding politics to practice has had on their educational leadership thinking and practice. This attests to the ongoing importance of sociopolitical insight in informed, responsive and successful leadership praxis.

Education’s primary motive of overall human development in India: Case based perspective of Dayalbagh Educational Institute

The Indian higher education system faces significant challenges in integrating value-based education, sustainability, and consciousness, often prioritizing academic achievements over holistic development. This case-based research explores how Dayalbagh Educational Institute (DEI) effectively addresses these challenges by incorporating sustainability, value, and consciousness into its educational framework. DEI was selected for its distinctive approach, which emphasizes moral and social responsibility, fostering not only academic success but also the ethical development of students. The study draws on document analysis and observations to illustrate how DEI’s educational practices serve as a model for other institutions. The research underscores the urgent need for educational reforms in India that go beyond traditional metrics of success, addressing the gaps in moral education and sustainable practices. By fostering critical thinking, ethical decision-making, and social responsibility, DEI demonstrates how an education system can prepare students for future challenges while promoting a deeper consciousness about their role in society. The findings suggest that integrating value-based education with sustainability and consciousness not only enhances students’ holistic development but also contributes to broader goals of national development. DEI’s model offers practical insights and evidence for other educational institutions to adopt similar strategies, ensuring that future generations are better equipped to address societal challenges with a strong ethical foundation. This research thus provides a comprehensive view of the essential elements needed in modern education to create responsible and conscious global citizens.

Kendra's journey: an intrinsic case study of a deaf autistic child.

This study used an intrinsic case study to investigate how interventions from applied behavior analysis impacted language development, academic progress, and the reduction of severe challenging behaviors for an 8-year-old child who is Deaf and autistic. 3 main themes were identified: language acquisition, behavioral change strategies, and academic performance. Additionally, 2 common threads wove in and out of each and connected all 3 themes: language access and qualified providers, including Deaf professionals. This study expands the literature about using behavioral strategies with children who are Deaf and autistic and discusses implications for clinical and educational practice.

Mediating Role of Aesthetic Experience between Environmentally Aesthetic and Sustainable Development in Primary School Education System

Researchers in Guangxi Province, China, are doing research on primary school teachers to investigate the relationship between environmental aesthetics, aesthetic experiences, and sustainable development. To conducting an analysis of the data collected from 435 elementary school teachers who participated in a structured survey, Structural Equation Modeling (SEM) with SMART PLS software was utilized. According to the conclusions of the study, there is a large and beneficial association between environmental aesthetics, aesthetic experiences, and sustainable development. Based on the findings, it is possible that enhancing environmental aesthetics could result in an increase in the number of aesthetic experiences, which could be beneficial to educational sustainable development. The research is restricted to a narrow geographic area and relies on self-reported data, both of which may restrict its capacity to be generalized. The research demonstrates that environmental aesthetics influence the educational experiences of primary teachers, notwithstanding the constraints that have been mentioned. The knowledge of this fact may have an impact on educational practices and policies pertaining to sustainability. Doi: 10.28991/ESJ-2024-SIED1-013 Full Text: PDF

A narrative review of the potential use of generative artificial intelligence in educational research practices in higher education

A narrative review of the potential use of generative artificial intelligence in educational research practices in higher education

Enhancing Digital Education: A Model for Effective Mobile Learning Implementation in Malaysian Higher Education

This study investigates the implementation of mobile learning (m-learning) services in the smart environment at Kolej Poly-Tech MARA (KPTM) in Malaysia, focusing on establishing effective practices for digital education. Despite the potential of m-learning as an educational tool, its adoption in Malaysia remains limited, with the COVID-19 pandemic highlighting the need for innovative approaches to learning. The research employs a mixed methods approach, gathering quantitative data from 365 respondents, including students, lecturers, and administrators, through Likert-scale questionnaires distributed via Google Forms. Qualitative data were obtained through interviews with 10 selected participants. The study identifies existing practices in m-learning, explores its benefits, and examines challenges faced during implementation. Utilizing descriptive analysis, one-way ANOVA, Independent T-Test, and Regression Correlation, the findings reveal a positive perception of m-learning among stakeholders, alongside challenges related to infrastructure and training. The primary contribution of this research is the development of a model of good practice that provides guidelines for KPTM and other higher education institutions aiming to enhance the quality of mobile learning services. This model emphasizes the importance of accessibility, professional development, and stakeholder collaboration, positioning KPTM toward a more effective digital education landscape. Overall, the study underscores the critical role of m-learning in fostering flexible and engaging learning environments while addressing the barriers to its implementation in Malaysia.

Empowering Future Bilingual Educators: Integrating Trauma-Informed Approaches in Bilingual Teacher Education

The impact of trauma on children's social, emotional, and academic growth is profound, yet teacher preparation programs, particularly in bilingual and multicultural contexts, often lack comprehensive training in trauma-informed practices. This qualitative study investigates the integration of trauma-informed approaches into a bilingual teacher education course at a university in West Texas. The study included 59 undergraduate pre-service teachers enrolled in a course on bilingual and multicultural education. Data were collected through preliminary and concluding written interviews, alongside ongoing instructional interventions, including discussions, case analyses, and trauma-informed strategies. Initially, participants demonstrated a limited understanding of trauma, associating it primarily with extreme events such as accidents or death. Post-course assessments, however, revealed a broadened understanding, recognizing everyday traumas like poverty, bullying, and family instability. Findings suggest that integrating trauma-informed approaches significantly enhances pre-service teachers' ability to identify and apply practical strategies to support trauma-affected students. The study introduces the Trauma-Informed Bilingual Teacher Preparation Model, focusing on key components such as foundational trauma knowledge, recognizing trauma symptoms, culturally responsive teaching, creating supportive environments, and fostering teacher resilience. By embedding trauma-informed practices in teacher education, this model prepares future educators to cultivate compassionate, inclusive classrooms, particularly in bilingual and multicultural settings. The study emphasizes the importance of curriculum reform to equip teachers with the necessary skills to support both students' emotional well-being and academic success.

Simulation learning: exploring its transformative influence on nursing practice.

Simulation in nursing education enables nursing students to develop and practise their clinical, critical thinking and decision-making skills within the safety of a realistic learning environment. Evidence suggests that this method of learning can enhance nursing students' confidence, enabling them to navigate the current challenges in healthcare and consider new ways of working. This article outlines the benefits and challenges of simulation and discusses the implications of the use of this learning technique in nurse education for future nursing practice.

Teacher Performance in the 21st Century: Examining the Roles of Leadership, Self-Efficacy, Compensation, and Job Satisfaction

The main purpose of this study is to examine the effect of leadership on teacher performance via self-efficacy and job satisfaction, a mediating variable, as well as compensation. Based upon an Indonesia study, the research engages a meta-analysis of these relationships for illuminating insights on optimizing teacher performance in educational environments. We collected data from a sample of 680 teachers 87% response rate and analyzed them using SmartPLS, the evaluation comparable to complex social science models. The results suggest that both self-efficacy and compensation affect teacher performance directly, respectively, through job satisfaction; principal leadership only has a significant direct effect on the dependent variable without being mediated by job satisfaction. These results may have implications for how intrinsic and extrinsic factors, motivation, rewards, and leadership styles influence faculty outcomes. The practical implications include a call for targeted teacher professional development and compensation policies that are more equitable and effective educational leadership practices to improve teaching performances, which will in turn favorably impact the quality of education generally.

Mental health needs of tribal college students in Araku Valley

The indigenous tribal population in India, often residing in remote and underserved regions, represents a marginalized minority with limited access to healthcare, particularly mental health services. Despite the pressing need, there is a scarcity of research focusing on the mental health challenges faced by adolescents and young adults within these communities. This study addresses this gap by examining the mental health needs of tribal college students in the Araku Valley region of Andhra Pradesh, India. The study sample comprised 291 participants (118 males, 173 females), representing adolescents and young adults from various tribal backgrounds. Utilizing the Students Counseling Needs Questionnaire and the General Health Questionnaire-30, the study identified alarmingly high prevalence rates of mental health concerns, including uncontrollable disturbing thoughts (73.18%), loneliness (62.19%), depression (57.04%), phobias (54.97%), and suicidal ideation or attempts (39.16%). Notably, the study revealed a trend of decreasing mental health needs with advancing age, suggesting that adolescents are more vulnerable than young adults. Furthermore, significant gender differences were observed, with female students reporting higher family-related needs compared to male students. These findings provide critical insights into the mental health challenges faced by tribal college students and have important implications for policy development and educational practices aimed at addressing the unique needs of this population. Educators at tribal institutions can use these findings to address the mental health needs of tribal students.