Principles Of Education Research Articles

Flipping the Voice Pedagogy Frame: Background, Foundation, and Framework

Abstract: Most music degrees focus on developing successful performers in lieu of developing proficient voice teachers. While they may take one voice pedagogy course as part of their curriculum, most singers do not receive focused training in educational principles. This article presents (1) a foundation for designing learning objectives using Bloom’s revised taxonomy, (2) a rationale for using a flipped pedagogy model, and (3) case study examples for using these models within a voice pedagogy curriculum. This framework develops and refines both marketable voice teaching abilities and so-called “soft skills” for musicians enrolled in voice pedagogy courses.

Effects of Adjectives and Adverbs on Visually Impaired Students in Depicting Contents and Enhancing Retention in Inclusive Classrooms in Katsina State, Nigeria

This study investigated the impact of adjectives and adverbs on the content depiction and retention of visually impaired students within a Nigerian context. By employing a mixed-methods approach, the research examined the effects of these linguistic elements on students’ comprehension, engagement, and overall learning experience. The findings revealed a significant positive correlation between using adjectives and adverbs and students’ academic performance. Students perceived descriptive language as enhancing their understanding, imagination, and recall of information. Teachers predominantly incorporated adjectives and adverbs in their instruction, aligning with inclusive education principles. However, variations in the frequency and priority of descriptive language usage among teachers were observed. The study concludes that incorporating adjectives and adverbs into teaching practices significantly benefits visually impaired students by improving their content depiction and retention. These findings underscore the importance of descriptive language in creating inclusive and engaging learning environments for all students. Further research is recommended to explore the long-term effects of descriptive language on student outcomes and to develop specific pedagogical strategies for maximizing its impact on visually impaired learners.

MỘT SỐ VẤN ĐỀ LÍ LUẬN TRONG ĐÀO TẠO THẠC SĨ QUẢN LÍ GIÁO DỤC ĐÁP ỨNG YÊU CẦU PHÁT TRIỂN NGUỒN NHÂN LỰC CHẤT LƯỢNG CAO, TRÌNH ĐỘ CAO

In recent years, the training of the master's program in educational management in our country has developed strongly, making an important contribution to improving the quality of educational management staff. However, the training courses today still face various limitations and inadequacies that affect the quality of training. Using the theoretical research method, the article has pointed out several characteristics in the training of master's in educational management to meet the requirements of developing high-quality and highly qualified human resources in our country today such as characteristics of students; High requirements for quality, ethics, and capacity of training products; The continuous, systematic and intensive nature of the training process; complexity in designing and implementing training programs to meet the needs of students, and so on. Research results are an important scientific basis for building several specific criteria in training master's in management. Educational principles need to meet the requirements of developing high-quality and highly qualified human resources.

Discourse analysis on academic integrity generative AI: Perspectives from science and mathematics students in higher education

Artificial Intelligence (AI) has significantly influenced the current educational system, offering various benefits to teachers and students. However, the integration of AI in education also poses challenges, particularly in maintaining academic integrity. This study investigates the perspectives of 24 science and mathematics students on the impact of Generative AI (GAI) on academic integrity, a core principle in higher education. Using an exploratory design, the findings reveal a dual perspective: GAI can enhance learning and research by providing advanced tools and resources, yet it also risks undermining ethical standards if misused. The study highlights the importance of balancing technological advancements with the maintenance of academic integrity, emphasizing the need for responsible AI usage and the development of policies to mitigate potential negative impacts. Further research is needed to explore the impact of GAI on academic integrity across different disciplines and educational contexts.

Transformative education applied to the philosophical principles of undergraduate education in psychology.

Transformative education applied to the philosophical principles of undergraduate education in psychology.

The effect of interprofessional education on the surgical team members' self-efficacy perception of interprofessional communication in the healthcare system.

The current study aimed to assess the effect of interprofessional education on participants' self-efficacy perception of interprofessional communication at different levels of a healthcare system (relationships in the interpersonal, interprofessional, and administration levels). This is a sequential explanatory mixed-method study. Learners include surgical residents, surgical technology nurses, and anesthesia nurses (n = 130) who participated in the intervention and control groups. The quasi-experimental study was conducted in the first step. The educational strategy was interprofessional education and the main teaching method was case-based learning. The self-efficacy perception of the participants was assessed by a 26-item questionnaire before and 1 month after the intervention. The descriptive tests (mean, SD, percentage), student t-tests, and ANOVA were analyzed. The participants' experiences were explored through semi-structured interviews. Qualitative content was analyzed by Lundman and Graneheim's approach. The results showed that the scores of the learners in the intervention group (4.05 ± 0.31) improved significantly compared to the control group (3.35 ± 0.37) (p = 0.0001). In the present study, the experiences of the participants were categorized into a theme "explicit and implicit confrontations with perceived distrust in the system" which includes two categories "failure to internalize professionalism among team members" and "dominance of a paternalistic culture within the health care system". The results showed the positive impact of interprofessional education interventions on participants' self-efficacy perception of interprofessional communication. The results showed that interprofessional education, with the participation of different professionals and managers at different levels of a healthcare system, improved the participants' perception of self-efficacy regarding interprofessional communication. The results showed the improvement in the participants' communication with team members and managers required to solve the perceived explicit and implicit confrontations in the surgical departments. The implementation of an interprofessional education strategy focused on interprofessional professionalism and collaboration principles in clinical activities, formal and informal education in the surgical department is recommended.

Physical fitness of students of different physical health

The main didactic principle of physical education of students is the principle of accessibility (differentiation). Differentiation is based on individual capabilities of groups homogeneous in terms of physical health. Objective: to substantiate the physical prerequisites for differentiated physical education of students, taking into account their level of physical health. Material and methods. The study involved 102 first-year and second-year higher education students. The choice of these students was due to low physical fitness and deteriorating health. The study used analysis and synthesis of scientific and methodological sources, pedagogical testing of physical qualities, express assessment of physical health, and sample statistical method. Conclusions: the content of physical activity (volume and intensity, duration of recovery between bouts and series of exercises) is primarily determined by the level of health of participants. Among female students, this is an average level of physical health, and among male students is an above average level. The worst physical abilities are associated with a below average level of physical health. This may be the basis for a differentiated assessment of physical fitness.

Төвийг хүмүүжүүлэх охидын сургуулийн дүрэм, сургалтын бодит байдлын тухай шинжилгээ

Yuzheng Girls' school is the first girls' school established in the history of Mongolian education. In this article, by comparing the rules of the Yuzheng Girls' school and the Japanese Aristocratic Girls' school, and analyzing the documents, previous studies and articles such as the Yuzheng Girls' school course timetable and exam results, the reality of the Yuzheng Girls' school education is concluded. When the school was established, a Japanese teacher named Misako Kawahara was invited to work, and the rules of the girls' school were drawn up based on the rules of the Japanese Aristocratic Girls' school. As for the content of the training, it contains the principle of education: bottom-up, shallow-deep, and step-by-step. Girls' schools also have rich extracurricular activities. Although the first goal of Gunsennorv's education was not to completely introduce Japanese-style education, but to restore Mongolian ethnic education, behind the educational activities of Japanese female teachers was the tendency of educational aggression and expansion.

Multicultural Education in Xavier Learning Community, Chiang Rai Province, Thailand

The purpose of multicultural education is not only to preserve cultural traditions among multiethnic students but also to foster critical thinking and reflection on their newly acquired knowledge and on the events occurring around them. While many countries have already focused on the different needs of their student population integrating multicultural education, Thailand’s implementation has been limited, particularly at the preschool and secondary levels in some public schools. This research addresses this gap by focusing on a higher education institution in northern Thailand, Xavier Learning Community (XLC), which caters to students from various religions and ethnic backgrounds. The study aims to understand how XLC implements multicultural education to foster an inclusive learning environment. Employing qualitative research methods, such as participant and non-participant observation, interviews with 25 participants (including Jesuit priests, teachers, lecturers, and students), and document analysis, the research examines the curriculum and activities at XLC that promote multicultural education, critical thinking, and reflection. The research findings indicate that XLC embodies the principles of multicultural education by providing equal educational opportunities, preparing students for a diverse society, and promoting awareness of social justice. XLC’s approach effectively integrates students’ cultural backgrounds into the curriculum, creating an inclusive and supportive learning environment. Notably, critical thinking and reflection courses empower students to address social issues in Thailand. This study provides insights into the effective implementation of multicultural education in higher education settings, emphasizing its potential to establish inclusive and equitable learning environments.

Research and Analysis in the Cognitive Principles of Vocational Education and Training in Greece at the Beginning of the 21st Century

Research and Analysis in the Cognitive Principles of Vocational Education and Training in Greece at the Beginning of the 21st Century

Incorporating the Pillars of Lifestyle Medicine into Physician Assistant/Associate Education: A Benefit for Patients, Physician Assistants/Associate Education, and Physician Assistants/Associates.

The value of using lifestyle medicine (LM) to prevent disease is well established, yet medical education about LM is inconsistent, for both physicians and physician assistants/associates (PAs). As medical providers, PAs are uniquely positioned, with careers in a variety of disciplines from primary care to intensive care, as well as an ability to move across disciplines throughout their career lifespan. Therefore, the addition of LM principles in PA education can affect patients across the lifespan and in a wide variety of clinical settings. In addition, with burnout prevalent among PA students, the addition of LM to PA education may be able to give these future clinicians the tools they need to manage stress and improve overall wellness. The purpose of this study was to share with PA educators the valuable lessons learned when introducing LM into PA curriculum in hopes of broader adoption. The American College of Lifestyle Medicine (ACLM) provides modules for teaching LM to medical providers which was adopted into the Northeastern University PA Program's didactic curriculum in the summer of 2023. An online survey was administered to first-year PA students in July 2023 to evaluate the PA students' perspectives on the value of adding a LM curriculum as part of their education to care for patients and the content provided through ACLM and to determine their perceived value in using the information for themselves as part of preventing future provider burnout. Most respondents (91%) indicated that they were either "likely" or "very likely" to use the information learned in the LM modules as part of their future patient care, and 86.4% indicated that they would use the information as part of their own self-care. Most PA student respondents (88.6%) thought that the components of LM complemented the existing PA curriculum in primary care and (86.4%) indicated that they will use the information as part of their own self-care. However, given the intense volume of information provided to PA students for their general primary care education, it was suggested to pare down the volume of materials to streamline the curriculum. Overall, these PA students believe that LM should comprise a portion of their PA medical education curricula for their patients and for themselves.

Integrating ethics and democratic principles in chemistry education: a case study

Abstract This study presents a novel approach to integrating ethics and core values into chemistry education through the module “Culture of Democracy Through the Didactics of Chemistry.” Developed as part of a broader initiative aimed at educating future teachers for democracy and human rights, this module explores the ethical dimensions of chemical knowledge and its social and environmental impact. Utilizing the Council of Europe’s Reference Framework of Competences for Democratic Culture, it introduces pre-service teachers to concepts such as responsibility, human dignity, and the rule of law. The module involved six pre-service teachers and two schoolteacher-mentors. Key activities included student-led discussions, such as exploring personal responsibility and moral dilemmas in chemistry, exemplified by the Heinz dilemma, and engaging in discourse on the possibility of breaking a law for morally justifiable reasons to comprehend the delicate balance between legal duties and moral responsibilities. Through reflective exercises and collaborative learning, pre-service teachers engage critically with the ethical implications of their future profession. Initial feedback highlights the value of integrating ethical discussions into chemistry education, fostering deeper reflection and a sense of responsibility among pre-service teachers. The study provides a valuable framework for educators integrating ethics into science curricula, fostering responsible chemistry practice aligned with social values.

Managing Personalization and Collaboration in Education: A Systematic Review of Educational Practices

This systematic literature review analyzes 20 carefully selected documents from the Scopus database. This study explores ways that align with Islamic educational management's principles to balance personalized learning outcomes and community empowerment in academic settings. The selection of documents is based on relevance to the focus and recent developments in Islamic education. The qualitative analysis method uses thematic coding and VOS Viewer. The analysis results indicate that Islamic approaches like collaboration, reflection, and feedback can achieve balanced learning outcomes. Collaborative filtering helps select learning materials according to student's needs, while reflection and feedback strengthen positive interactions and ukhuwah within the learning community. In addition, computer-based learning and e-learning allow students to learn at their own pace. A flexible curriculum allows for adjustments to students' interests by the principle of taysir (making it easy). These findings recommend that educational institutions integrate a multifaceted approach to create an inclusive, adaptive, and Islamic-oriented learning environment.

Management Strategies for Higher Education Institutions Based on the Principles of Education for Sustainable Development in the Lower Northern Region

Education for sustainable development is globally acknowledged as crucial for fostering knowledge, skills, and values essential for sustainable living. This research aimed to (1) examine the current and desired conditions of administrative strategies in higher education institutions in the lower northern region based on the concept of education for sustainable development, and (2) develop corresponding strategies focusing on economic, social, environmental, and systemic dimensions. A mixed-method approach was employed, with a sample of 243 administrators and personnel from 12 universities in the region. Research instruments included a conceptual framework assessment, a questionnaire, and structured interviews. The findings revealed that current administrative practices ranked as follows: (1) curriculum development, (2) teaching and learning management, and (3) educational measurement and evaluation. While all aspects showed a good level of development, the desired conditions indicated the need for further improvement, with the ranking of (1) curriculum development, (2) educational measurement and evaluation, and (3) educational management. The study identified three core strategies: (1) reforming integrated curriculum design to align with sustainable development by emphasizing comprehensive systems that connect theory to practice; (2) enhancing the quality of educational measurement and evaluation to support sustainability-focused skills and concepts; and (3) transforming teaching and learning management by utilizing technology to foster an environment conducive to learning and innovation. These strategies are essential for guiding universities toward sustainable development and align with Thailand’s higher education standards focused on producing skilled, knowledgeable, and sustainability-minded graduates.

Reflections on the principles of human rights and inclusive education: a qualitative and quantitative analysis with master's students

Evidenciamos a importância de se debater com discentes sobre a educação inclusiva para a promoção dos direitos humanos nos processos educacionais. Objetivamos analisar e refletir sobre os princípios dos direitos humanos e seus impactos para uma educação inclusiva, sob o ponto de vista dos discentes no Programa de Mestrado Profissional em Educação Inclusiva (PROFEI). De natureza qualiquantitativa, composto por um questionário com 19 perguntas estruturadas em três eixos: o perfil do estudante do PROFEI; a caracterização da área de atuação; e, por último, reflexões críticas dialogadas sobre direitos humanos como prática inclusiva. A pesquisa foi realizada no período de 11 e 12 de dezembro de 2024 e contou com a participação de 12 discentes, durante a finalização da disciplina de Princípios da Educação Inclusiva em Direitos Humanos. O debate teórico foi refletido pelo viés freiriano. Para a análise dos dados qualitativos, os resultados foram examinados via análise de conteúdo de Bardin (2004) a partir da exploração do material, para que as unidades de significado semelhantes fossem agrupadas, considerando recortes semânticos (temas). Os dados quantitativos foram sistematizados no programa Microsoft Excel, resultando em gráficos e tabelas, sendo posteriormente analisados. Entre os resultados observamos unanimidade entre os participantes pela atuação como docentes da Educação Básica, inseridos numa diversidade cultural, de pensamentos e de contextos educacionais, verificando-se a necessidade de formação continuada. Conclui-se a precisão de se firmar um compromisso com práticas pedagógicas críticas associadas ao currículo, com base na promoção dos direitos humanos a fim de se construir uma educação inclusiva.

Paideia Patristic Education

The acquisition of soft skills is increasingly recognized as a crucial component of higher education, essential for preparing students to meet the challenges of the modern workforce. This study investigates the process of acquiring soft skills through Paideia Patristic Education (PPE) in universities in Machakos County, Kenya. This quantitative study aims to evaluate the effectiveness of the PPE framework in promoting key soft skills such as communication, teamwork, critical thinking, and flexibility. Purposive sampling technique was used to target specific faculty members and students. Data was collected using structured and semi-structured questionnaires. The study's results show that PPE has a positive effect on students' soft skills, particularly in enhancing their ability to work effectively in teams and collaborate. Universities in Machakos County and beyond should strongly consider incorporating Paideia Patristic Education principles into their curricula. This would help cultivate crucial soft skills in students, better equipping them for the challenges of the contemporary job market.

Becoming community researchers: The development and implementation of a competency-based program enabling older adult learning of qualitative research in a public health setting

ABSTRACT Partnering a local nonprofit social agency, the authors developed and implemented a learning program for a group of older persons preparing them to conduct qualitative research within a healthcare setting as community researchers in Singapore. This paper illustrates how learning for new occupations, job identities, and work can be supported via a competency-based approach that enables and clarifies links between research work, older adult learning, and assessment. It demonstrates how learning processes and contexts matter as much, if not more than outcomes, skills, and tasks typical of conventional competency-based training. Thus, the paper builds upon but also challenges the paradigm of competency-based training. It offers a more developmental approach or strategy for older adult learning that promotes dialogic, reflexive, and hands-on/applied learning, corresponding with educational gerontology principles.

The Role of Islamic Education in Building Collaborative Cultures within Nigerian Schools

This study investigates the role of Islamic education in fostering collaborative cultures within Nigerian schools. Recognizing the historical and cultural significance of Islamic education in Nigeria, this research explores how its principles and practices can contribute to building an environment of cooperation and mutual support among students. Utilizing a mixed-methods approach, data were collected through surveys and interviews with educators, students, and administrators from various Nigerian schools. The findings indicate that Islamic education promotes values such as community support, respect for diversity, and collaborative learning, which are essential for creating a cooperative school culture. The study highlights the potential of integrating Islamic educational principles into broader educational practices to enhance collaboration and improve educational outcomes. The implications of these findings suggest that policymakers and educators should consider the benefits of Islamic education in fostering a more inclusive and collaborative educational environment.

Development of Guidelines for Edutourism Facilities through Research Instrument Preparation Based on Ecological Architecture

Abstract Sustainable tourism development is an important issue in maintaining environmental sustainability and providing economic and social benefits for society. Ecological architecture and educational tourism have similar concepts, namely, complementing each other to create harmony between humans and the environment. This study investigates the integration of environmental architecture principles into sustainable tourism, mainly focusing on educational tourism (edutourism) development in Indonesia. It seeks to establish eco-friendly edutourism standards by analyzing ecological architecture, educational tourism principles, and Sustainable Development Goals (SDGs). Utilizing a literature review, questionnaires, and interviews with edutourism managers, the research assesses infrastructure and educational aspects while emphasizing alignment with sustainability, stakeholder collaboration, and environmental awareness. Findings underscore edutourism’s potential in promoting sustainability and community welfare, contributing to setting standards for managers and enhancing visitor experiences. Recommendations include improving stakeholder communication and ongoing research for refined edutourism standards, highlighting the importance of integrating ecological architecture into edutourism for environmental sustainability and responsible tourism practices.

Adapting Japanese Methods of Holistic Education in Ukrainian Higher Education: Advantages and challenges

This study examines the potential benefits and challenges of integrating Japanese holistic education methods into Ukrainian higher education. Japanese holistic education, characterised by an emphasis on the development of the whole person, including emotional, social and moral aspects, has demonstrated success in nurturing well-rounded individuals. In contrast, Ukrainian higher education emphasises academic achievement, often overlooking holistic development. This study aims to address this gap by exploring how Japanese educational principles can be adapted to the Ukrainian context. Through a comprehensive literature review, surveys and interviews with educators and experts from both countries, the study identifies key principles of Japanese holistic education and assesses their applicability in Ukraine. The findings suggest that the application of these practices can significantly improve students’ well-being, critical thinking, and social skills. However, the study also identified a number of challenges, including cultural differences, resistance to change and logistical constraints. The study concludes with practical recommendations for policymakers and educators in Ukraine, emphasising the need for a gradual and context-sensitive approach to implementing holistic educational practices. By addressing these challenges and building on the identified strengths, Ukrainian higher education can continue to evolve to support the holistic development of students better and prepare them for the complexities of the modern world.