Principles Of Education Research Articles

From practice to theory: characterizing the gap in surgical simulation

Abstract Purpose Simulation curricula continue to struggle with adequately preparing trainees for the operating room. One reason for this phenomenon may be the lack of application and enactment of learning and instructional theories into simulation curricular design and practice. Few educators have taken a reflective approach to understand how surgical simulation succeeds and fails to incorporate best practices for learning based on theory. As such, this study aims to examine simulation sessions to identify gaps in practice by nesting two key frameworks from general education into surgical simulation: learning integration and the cognitive apprenticeship model. Methods We conducted an observational qualitative study in which we recorded simulation sessions with fifteen trainees and surgeons and deductively applied components of the above frameworks to transcripts. Subsequently, we analyzed gaps in the transcripts with regard to the application of these frameworks as theoretical concepts informing the analysis and interpretation. Results We organized results around the four fundamental tenets of learning integration, with principles of the cognitive apprenticeship model explored to provide further units of analysis. In doing so, we identified that simulation instructors adequately modeled, coached, and scaffolded to enable early phases of learning integration. However, instructors less aptly enabled reflection and self-guided exploration, which are critical components of learning integration. Conclusions We found areas in which instruction diverged from ideal standards as informed by our theoretical frameworks, thus highlighting the importance of regular simulation review to ensure that well-designed and intentioned simulation curricula continue to reflect the best educational principles when enacted in practice.

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.

Basic Principles of Physical Education in Strengthening the Child's Body

Physical education of children is necessary for the formation of physically healthy, socially perfect and morally pure people. The rules of organization of physical education of preschool children are analyzed. Information on planning physical education and organization of events in preschool institutions is provided. Physical education classes, including morning hygienic gymnastics, athletics, walks and excursions, as well as dynamic games, diversify the physical education work of children. Correct, accurate and timely implementation of these activities contributes to the comprehensive development of children. Information is given on the feasibility of physical education taking into account the age, gender and physical fitness of children. The article highlights the action of the basic principles for all general education.

Community nature journaling: wellbeing and learning outcomes for adult and youth participants

ABSTRACT Nature journaling is a practice embedded within the principles of environmental education and experienced a resurgence as a therapeutic activity during the COVID-19 pandemic. Using sociocultural theories of learning to understand when and how people learn in out-of-school, outdoor settings, this study explored the perceived benefits and learning outcomes stemming from a public community nature journal (CNJ) program. This qualitative research study was conducted over a 12-month period with 153 individuals (112 adults, 41 youth) who were surveyed about their wellbeing and learning outcomes from the program. Thematic analysis of the surveys indicated that community and fellowship was a central component of enjoyment for adults attending the CNJ program, while youth participants appreciated natural history encounters built into the program. This research suggests that nature journaling has the potential to mitigate social isolation among older adults, while fostering a deep sense of awareness of the natural world for younger generations.

Evaluating didactic strategies for teaching mathematics: A Policy–Driven approach to gender equity in Panama’s education system

This article evaluates the Didactic Strategies for Teaching Mathematics (DSTM) program, designed to enhance the teaching of mathematical content in primary and secondary education in a hybrid modality. In alignment with SENACYT’s Gender-STEM-2040 Policy, which emphasizes gender equality as a foundational principle of education, this study aims to assess whether initial teacher training aligns with this policy through the use of mathematical strategies promoting gender equality. A descriptive-correlational approach was applied to a sample of 64 educators, selected based on their responses during the training, with the goal of improving teaching and data collection methodologies. Findings indicate that, although most teachers actively engage in training, an androcentric approach persists, with sexist language and a curriculum that renders girls invisible, hindering the fulfillment of the National Gender Equality Policy in Science, Technology, and Innovation of Panama (Gender-STEM Policy 2040). Additionally, through a serendipitous finding, a significant gap in student activity levels, especially in secondary school, was discovered. While in primary school, activity levels were similar between genders, a decline in active participation among girls in secondary school was observed. This discovery, not initially contemplated in the study’s objectives, provides valuable insights into gender differences in active participation, particularly in higher educational stages. The serendipity suggests the need for further exploration of social, environmental, and family factors that may influence this decrease in girls’ active participation. The article concludes with a preliminary diagnosis and a call to deepen gender equality training and the effective implementation of coeducation in Panama’s educational system.

Methodological proposal for the implementation of Emancipatory Education in Ecuador

This paper proposes a methodology to implement the principles of emancipatory education, based on the Pedagogy of the Oppressed by Paulo Freire and other theorists, in the Ecuadorian educational context. The main focus is to propose the strategy and teacher training to promote students' critical thinking and active participation, preparing them to contribute to the transformation of their environment. The results show that a methodological proposal must address economic constraints and limited access to digital resources, promoting critical analysis of social realities and transformative action through dialogue, reflection, and collaborative work.

Enhancing Faculty Work Productivity through Organizational Support and Servant Leadership with the Mediating Role of Work Motivation: A Study Case at University of Muhammadiyah Jakarta

This study aims to examine the influence of organizational support and servant leadership on work productivity, both directly and indirectly through work motivation as a mediating variable. A quantitative approach with a survey method was employed by involving 164 permanent faculty members of the University of Muhammadiyah Jakarta as the sample. Data collection techniques was conducted using questionnaires, and path analysis was performed for data analysis. The results indicate that organizational support (β = 0.309), servant leadership (β = 0.375), and work motivation (β = 0.149) have a direct positive, and significant influence on work productivity. Additionally, organizational support (β = 0.338) and servant leadership (β = 0.303) also exert a direct positive and significant influence on work motivation. Work motivation mediates the relationship between organizational support (β = 0.050) and servant leadership (β = 0.045) on work productivity, although this mediating influence is less effective than the direct influences, which are more dominant. The findings offer recommendations for faculties and stakeholders to enhance work productivity in achieving the Three Principles (Tri Dharma) of Higher Education through strategies that strengthen organizational support, servant leadership, and work motivation.

Principles of practice-oriented mathematics education for future specialists in the financial sector

Principles of practice-oriented mathematics education for future specialists in the financial sector

Virtual Digital Laboratory Vernier as a Tool of Implementing STEM-Education Principles in Physics Lessons

The article highlights the results of the theoretical and methodological analysis of the issue of the use of the Vernier digital virtual laboratory as an innovative tool for implementing the principles of STEM education in physics lessons in high school. The purpose of this research paper is to justify the feasibility of integrating digital laboratories into the physics curriculum, which allows for its modernization through the integration of science, technology, engineering and mathematics. The study's methodological foundation is based on the active learning concept developed by D. Sokoloff, R. Thornton and P. Laws. According to it, the active nature of learning physics using the Vernier digital laboratory is ensured by the ability to conduct real, high-precision, and multiple measurements of various physical quantities, analyze the obtained data, visualize them as graphs or charts, and interactively adjust and generalize the results of the experiment. The main advantages and disadvantages of using this innovative learning tool have been analyzed, and its compliance with safety, accessibility and adaptability requirements has been determined. The content of implementing the scientific, technological, engineering and mathematical aspects of STEM education through the methodology of using the Vernier digital laboratory in physics lessons has been explored. An example of a tentative lesson plan for a physics class using the Vernier digital laboratory is provided. Based on the conducted research and the practice of using the Vernier digital laboratory in middle school physics lessons, it has been concluded that it has significant and comprehensive educational potential as an innovative tool for implementing STEM education principles.

Education for sustainable development: an assessment of Australian and Canadian business schools

Purpose This study aims to investigate whether and how business schools in Australia and Canada advocate for education for sustainable development. Design/methodology/approach This exploratory study used a sequential mixed methods design, using a combination of qualitative content analysis and thematic analysis. During phase 1, sustainability reports developed by Australian and Canadian business schools (SIP reports), which are signatories to the Principles for Responsible Management Education (PRME), were reviewed using qualitative content analysis methods. Following that, a thematic analysis of semi-structured interviews with nine representatives from selected business schools from Australia and Canada were conducted to triangulate and interpret the findings from phase 1. Findings Australian and Canadian business schools incorporate sustainability into their teaching practices through mandatory courses designed around sustainability and its relationship with business and linking sustainability with other business-related courses by including relevant aspects of sustainability with course contents. Sustainability education in Australia and Canada is being addressed through a variety of degree and non-degree programs showing an increasing relevance for sustainability across business schools. However, results also show differences between the two countries, dependence on leadership, at times lack of support and infrastructure and not always clear strategies to place sustainability at the core of business education. Originality/value Despite previous attempts at examining sustainability practices across business schools, there is a dearth of research looking into a cross-country comparison of integrating sustainability in learning and teaching for business education.

Science in the Language of the Heart: Ukrainian Language and Literature in the New Ukrainiian School as a Driver of STEM Development

The article outlines the pathways for integrating STEM disciplines into the planning of Ukrainian language and literature lessons in secondary education institutions within the framework of the New Ukrainian School. It substantiates the growing need for interdisciplinary approaches that foster the development of core competencies while considering the advantages, potential risks, and limitations of the proposed methods. The emphasis is placed on the importance of combining humanities with natural and mathematical sciences to enhance students' understanding of a holistic worldview, illustrating the need to avoid focusing solely on one aspect of development (so-called «humanitarians» and «technocrats»). The article offers theoretical and practical recommendations for developing STEM projects that engage students in creative literary exploration through applying scientific principles and doctrines. The effective combination of STEM education principles with the field of philology enables the creation of a dynamic and effective educational environment where students perceive the interconnectedness of knowledge, develop a well-rounded intellect, and receive foundational preparation for higher education. Methods of linguistic analysis of scientific texts are discussed, demonstrating how language skills can be enhanced through scientific discourse. To illustrate the material, approximate schemes for planning integrated lessons with specific examples from both linguistic-literary and scientific perspectives are provided. To improve understanding and engagement of modern students, emphasis is placed on using digital tools and platforms that ensure integration, including online resources, interactive modeling, multimedia content and artificial intelligence. The necessity for alignment among educators of various disciplines is evident to ensure a fair assessment of proficiency in the state language and scientific literacy, which is a crucial issue during wartime when language matters become increasingly prominent, alongside scientific and mathematical literacy, for building an intellectually developed country.

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.

Corporate Education And ESG Practices: People Management Strategies To Strengthen Citizenship And Sustainability Within Organizations

Background: The growing demand for sustainable and socially responsible practices has encouraged companies to integrate ESG (Environmental, Social, and Governance) principles into their operations. In this context, corporate education has emerged as a vital tool for promoting corporate citizenship and solidifying sustainability efforts. This article examines the relationships between corporate education, people management, and ESG practices, highlighting their implications for building a more conscientious corporate culture. Materials and Methods: This research employed a qualitative approach aimed at understanding how corporate education and ESG practices can contribute to strengthening citizenship and sustainability within organizations. A bibliographic analysis was conducted, reviewing a wide range of national and international scientific sources covering corporate education, ESG, and their implications for people management. Results: The main objective was to analyze how corporate education and people management practices, guided by ESG principles, can reinforce organizational citizenship and promote sustainability within companies. The analysis in this article offers significant theoretical and practical contributions to the field of corporate sustainability by demonstrating the positive impact of integrating ESG principles into corporate education and people management policies. Conclusion: The study underscores the importance of embedding ESG principles in corporate education and people management strategies as a means to foster a sustainable and socially responsible corporate culture. These findings provide valuable insights for companies aiming to strengthen their organizational citizenship and support long-term sustainability goals.

Examining the Implications of Islamic Teacher Education and Professional Learning: Towards Professional Identity Renewal in Islamic Schools

Teachers in Islamic schools are often required to navigate complex identities. They balance personal and/or school-based religious obligations with contemporary secular-based commitments to meet organisational demands for institutional compliance. Behaviourally, the motivations and attitudes of teachers play a vital role in shaping a learning environment that fosters a sense of community and caters to the needs of students. However, recent studies on Islamic education suggest a real struggle in managing such complexities. Consequently, scholars have called for specialized programs to counter such issues, focusing on the need for schools to renew their commitment to promoting educational values, principles and practices that are rooted in the Islamic tradition. Several higher education institutions have responded to this call by establishing programs in Islamic studies and Islamic education. Nevertheless, there is limited knowledge of the organisational and behavioural significance of such programs on the professional identity of teachers. Using semi-structured interviews, this article presents findings from four teachers who had completed a postgraduate qualification in Islamic education at an Australian university. The six-phase thematic data analysis, informed by Muslim identity and an Islamic worldview, revealed that secular teacher education provided participants with ‘a license to teach’ but lacked in ‘nurturing a purpose for teaching’. The findings also revealed a distinct connection between Islamic teacher education, professional learning and professional identity, whereby Islamic-based pedagogies ‘enlightened and empowered’ teachers toward becoming ‘faith-centred’ in their professional practice. While the study was limited to four teachers, it contributes knowledge to the Islamic education, organizational and behavioural fields of inquiry in two ways, by underlining that (i) the professional identities of Muslim teachers are shaped by a knowledge-seeking mindset, and (ii) Islamic teacher education and professional learning create pathways towards the renewal of teachers’ professional identities in Islamic schools.

Expert panel opinion on the optimal educational pathway for diabetes educators for training people with type 1 diabetes on the MiniMed™ 780G system: a Delphi consensus.

The MiniMed™ 780G system is an advanced insulin pump system incorporating an AHCL (Advanced Hybrid Close Loop) algorithm that automatically adjusts insulin delivery based on glucose levels. All guidelines recommend the use of Automated Insulin Delivery therapy for people with type 1 diabetes (PWT1D) and they highlight that a specifically trained and expert team should provide training on HCL systems for PWT1D, but none of the publications detail the curriculum profile that diabetes educators should have. This paper aims to establish a consensus on the optimal educational pathway for diabetes educators on the MiniMed™ 780G system. An Expert Panel (EP) of 11 key opinion educators in diabetes technology in the EMEA area was assembled. Using the Delphi method, a consensus questionnaire based on the literature research was created, discussed and validated by the EP members. An agreement level of ≥ 75% was considered a strong consensus. EP members had on average 16.3 years of clinical experience and followed at least 50 PWT1D using the MiniMed™ 780G system. All EP members agreed that a structured educational pathway to train diabetes educators in the use of the MiniMed™ 780G system is needed. 100% of the EP members agreed that the pathway should include a mentorship programme and in-field training; 90% agreed on using face-to-face training with the support of e-learning modules. The EP members believed that minimum competency standards for diabetes educators around the principles of diabetes care and education are needed. The educational pathway created by the EP showed that skills are needed at an advanced level and that mentorship in developing these skills is critical. This pathway is vital for supporting the implementation of diabetes technology into everyday life and can remove barriers and increase access to PWT1D.

Rediscovery and Restoring Forgotten Principles: Returning to the Past to Transform and Shape VET for the Future. Back to the Basics in VET

The article explores the historical foundations and contemporary practices of Vocational Education and Training (VET), uncovering a cyclical relationship between past and present methodologies. It begins by analysing the traditional apprenticeship systems of medieval Europe and their counterparts in Asian contexts, demonstrating how these early models laid the groundwork for modern vocational education. The article then traces the historical origin of VET in response to shifting economic conditions and technological advancements, identifying key contemporary practices—such as competency-based education, work-based learning, and experiential learning—as rebranded versions of historical approaches. The analysis emphasizes that many of these so-called “innovations” are not entirely new but are instead adaptations of time-tested methods that have been revitalized to address current educational demands. This historical perspective underscores the importance of integrating traditional practices to enhance the effectiveness and relevance of modern VET systems. The discussion stresses the importance of learning from historical experiences to inform future developments in vocational education, suggesting that a deep understanding of VET’s historical context can provide valuable insights for educators and policymakers alike. The article also addresses the potential pitfalls of renaming and rebranding educational approaches, which can lead to misleading perceptions and adverse effects, hindering educators and policymakers from recognizing foundational principles that remain pertinent today. Additionally, the uncritical dismissal and rejection of past educational principles signifies a denial of the cultural and educational traditions that informed their development and shaped them. Acknowledging and recognizing these historical influences can enrich contemporary educational frameworks and promote a more nuanced understanding of the current educational landscape.

Cultural aspects of modern education

INTRODUCTION. Consideration of cultural aspects in education is a relevant issue today, as it enhances the overall cultural level of individuals and aids in addressing key tasks facing education in the Russian Federation. Addressing these aspects at different levels of education, such as primary, secondary, and higher education, primarily involves exploring the cultural traditions of the country, as it is a complex of knowledge and value representations related to artistic, aesthetic, physical, political, familial, behavioral, and other components that define harmonious interactions among individuals within a cohesive society. The purpose of the study is to reveal the importance of applying the main cultural aspects at different stages of personality development in education.MATERIALS AND METHODS. The material presented is derived from methods of analysis, generalization, and systematization of knowledge regarding the role of cultural aspects and principles in modern education, as well as their applicability.RESULTS AND DISCUSSION. By exploring various cultural traditions, learners acquire the basics of intercultural communication and the unique cultural characteristics of each nation, which enables them to understand the historical, sociocultural, and spiritual traits of the Russian people and the possibilities for peaceful, respectful coexistence among nations.CONCLUSION. Cultural aspects serve as a guiding framework for the development of a creative, self-developing personality.

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.