Educational Priorities Research Articles

Changing Politics for Changing Times: Rethinking Research Stakeholders and Strategies for Environmental Education

Abstract The history of environmental education in Australia is political, and fraught with power battles. Indeed, environmental education in Australia (as in many places elsewhere) has always been political. The early calls for environmental education came as a response to the perceived growing environmental crises on the 1960s. At this time, it was seen as a scientific and social priority by scientists, environmentalists and academics, but it was not seen as an educational priority by education departments. Rather, environmental educators were treated as yet another adjectival education lobby group wanting space in an already overcrowded curriculum. There was a time when most state education authorities were engaging with environmental education, but the politicisation of the placement of sustainability as (an optional) cross-curriculum priority has enabled avoidance of the politics of environmental issues and thereby a political stance that is tacitly supporting the status quo of the current neoliberal political systems. This article argues that the times have changed and so has the nature of politics and power bases, and it is time to rethink approaches to environmental education research and recognise that the politics of the past may not be the politics of the future as the generations grow different.

Autonomous hunter-gatherer children in hierarchical schools: a review of the literature from the global South

We recently conducted a review of the literature regarding hunter-gatherer children’s schooling experiences in the global South (Ninkova et al 2024). In this research note, we highlight one central finding of our review: that the autonomy granted to hunter-gatherer children determines their participation in school. Children decide for themselves whether they will attend. Children also decide for themselves whether they will pursue alternative endeavours such as subsistence activities or play. When children do attend school, autonomous behaviour is generally not tolerated within the hierarchical classroom structure. Hunter-gatherer children are often reprimanded or punished when they fail to observe hierarchical rules, leading them to drop out. An important conclusion of our review is that if the global development priority of universal education is to be realised, the focus must be on local needs rather than broad global solutions. For hunter-gatherer children, local needs involve designing schools which reflect and respect hunter-gatherer autonomy.

Family Values in the Perceptions of Modern Youth

The article is devoted to the study of modern youth's ideas about family values. The problem of family values is again becoming relevant and in demand in the context of the proclamation of the priority of education, the implementation of working programs of education at all levels of education, which have a single conceptual and value basis for the organization of the educational process, including on the basis of the axiological approach. The analysis of the content of the concept of “family values” is carried out in the context of studying the regulatory legal documentation regulating the activities of educational institutions of higher education in the field of education, and other sources on the basis of an interdisciplinary approach to understanding the categories of “value”, “family values”. The theoretical substantiation of the essay as a method of studying students' ideas about family and family values is given, the structure of analysis and interpretation of the results are given. The conclusions of the study of students' ideas about family values will make it possible to form the image of the family, to identify family values, their place and role in the life values of young people, to identify trends in the development of young people's ideas about family values, to determine the prospects in educational work with students in the formation of traditional national values.

Strategic Vector of Training Business Analysts in the Conditions of New National Priorities of Higher Education

Strategic Vector of Training Business Analysts in the Conditions of New National Priorities of Higher Education

Re-visioning the GeoCapabilities project through the lens of critical realism with a focus on sustainable global citizenship

This article argues that the GeoCapabilities project should be rethought using the philosophy of critical realism. This would resolve issues that some of the project’s main actors regard as outstanding and shed new light on capabilities that are best met in a degrowth society where all actors fulfil their roles as sustainable global citizens. Doughnut economics and the foundational economy offer bridges to degrowth while new insights into the dimensions of sustainable global citizenship offer new pedagogical approaches to global citizenship education that complement those based on agonistic pedagogy. In conclusion the article suggests that the key priority for such education, whether delivered via geography, environmental education, or otherwise, is that it is founded on a critically realist philosophy of knowledge.

Educational priorities for primary care providers on systemic lupus erythematosus in the Caribbean

IntroductionSystemic lupus erythematosus (SLE) is highly prevalent in the Caribbean, with limited access to specialist care. Primary care providers (PCPs) must play a key role in SLE management but lack specific knowledge on high-impact diagnostic and management strategies for the Caribbean SLE patient. The Caribbean Association for Rheumatology (CAR) supports PCPs with educational material tailored to the Caribbean but is limited by poor regional data on SLE educational needs. The aim of this project was to achieve consensus amongst CAR members on SLE educational priorities for PCPs based on individual experience.MethodsThe nominal group technique was used to achieve consensus. Participants were asked to generate, record, discuss and rank ideas, which were organized by emergent categories. Each participant assigned a score to their top ideas, generating a group-level score for each topic. A threshold of at least 70% agreement was set for consensus. Narrative comments from the discussion and ranking survey provided context for the consensus topics.Results13 providers (9 rheumatologists and 4 internists), mostly female (92%), mean age 42.4 (8.2) years, participated. There was consensus on 15 topics which emphasized early diagnosis, early rheumatology referral and reproductive health. Of the top-ranked topics, there was a trend towards a primary care focus amongst internists.ConclusionPriority topics for PCP education focused on early diagnosis, early referral and reproductive health in SLE. Non-rheumatologists prioritized primary care interventions reflecting a misalignment in the perception of the Caribbean PCP's role in SLE, reinforcing the need for a focused educational program.

Federal focus on education initiatives wins broad public support Findings from the 56th annual PDK Poll

Preparing students to enter the workforce and attracting and retaining good teachers are Americans’ top educational priorities for the next administration in Washington, regardless of who wins the upcoming presidential election, the 2024 PDK Poll finds. While eight in 10 or more Americans pick those two items as priorities, other policy priorities also win broad support. Seven in 10 — or more — favor an increased focus on addressing student mental health, helping students who have fallen behind academically, and college affordability. The survey was produced by Langer Research Associates for PDK International, with data collected June 21 to July 1, 2024, in English and Spanish, among a representative, random national sample of 1,009 adults.

Mathematical Literacy as a Key Competency for Maritime Education: Systematic Review of Cadet Competencies

This study discusses the role of mathematical literacy as the main competency that cadets need to have in the field of maritime education. Through a systematic literature review (SLR), the mathematical literacy competencies needed by cadets in the maritime field are navigation, problem solving, use of modern technology, operational management, critical and logical thinking, and accurate data-based decision making. This systematic review provides an illustration of literacy mastery Mathematics not only supports cadets' understanding of basic maritime concepts, but also improves cadets' abilities in dealing with challenges or unexpected situations on board ships and while at anchor. Therefore, developing mathematical literacy must be a priority in cadet education and training programs to produce graduates who are competent and ready to face the complexity of the global maritime industry.

Analysis of Educational Needs for the Development of a Clinical Practice Adaptation Program for Nursing Students

Purpose: This study aimed to identify the educational needs for developing a clinical practice adaptation program for nursing students.Methods: This descriptive survey collected data through a questionnaire from 124 third- and fourth-year nursing students in Daegu. The data were analyzed using frequencies, the t-test, one-way analysis of variance, importance-performance analysis (IPA), and Borich's needs analysis method with IBM SPSS Statistics 25.0.Results: IPA identified 11 educational items requiring intensive improvement. Additionally, Borich's needs analysis method was utilized to establish educational priorities. Among these, the highest educational need was for “understanding and precautions of significant drugs in internal medicine and surgery.”Conclusion: This study's findings have implications for developing a clinical practice adaptation program for nursing students.

Comparison of education using the flipped class, gamification and gamification in the flipped learning environment on the performance of nursing students in a client health assessment: a randomized clinical trial

BackgroundSince effective education is one of the main concerns of every society and, in nursing, can lead to the education of successful people, the development of learning and teaching methods with greater effectiveness is one of the educational priorities in every country. The present study aimed to compare the effect of education using the flipped class, gamification and gamification in the flipped learning environment on the performance of nursing students in a client health assessment.MethodsThe present study was a Parallel randomized clinical trial study. The participants were 166 nursing students. The clinical trial data was collected from December 14, 2023, to February 20, 2024. The inclusion criteria were nursing students who had passed the first semester, who were willing to participate and install the app on their mobile devices, and who had no experience with the designed application for this study. The participants were allocated to four groups with colored carts. In the first group, teaching was performed via gamification in a flipped learning environment; in the second group, teaching was performed via the gamification method. A flipped class was implemented in the third group. In the fourth group, the usual lecture method was used. The practical performance to assess the physical health assessment with 10 questions using the key-feature questions, along with the satisfaction and self-efficacy of the students, was also checked with questionnaires.ResultsIn this study, 166 nursing students, (99 female and 67 male), with an average (standard deviation) age of 21.29 (1.45) years, participated. There was no statistically significant difference in the demographic characteristics of the participants in the four intervention groups (P > 0.05). Comparing the results before and after the intervention, the results of the paired t test indicated a significant difference in the satisfaction, learning and self-efficacy of the learners (P < 0.001). In the comparison of the four groups, the ANOVA results for the comparison of the average scores of knowledge evaluation and satisfaction after intervention among the four groups indicated a statistically significant difference (P < 0.001). When the knowledge evaluation scores of the groups were compared, the scores for gamification in the flipped learning environment were significantly different from the other methods (P < 0.05), and there was no significant difference between the scores for the flipped class and lecture methods (P = 0.43). According to the ANOVA results, when comparing the satisfaction scores of the groups, the students in the flipped learning environment and gamification groups were more satisfied than the flipped class and lecture groups (P < 0.01).ConclusionBased on the results of the present research, it can be concluded that teaching methods have an effect on students’ learning and satisfaction. The teaching method has an effect on the satisfaction of the students, and the use of the flipped class method with the use of gamification was associated with more attractiveness and satisfaction in addition to learning. Teachers can improve the effectiveness of education with their creativity, depending on situation, time, cost, and available resources, by using and integrating educational methods.

“Pioneers, yes. We all should think that way” Improving Papua New Guinea Cancer Nurses Education through an International Partnership

ObjectivesFirst, to understand Papua New Guinea (PNG) oncology nursing issues perceived through the nurses’ lens of unmet supportive care needs of people affected by cancer and to identify nurses’ self-perceived educational priorities in cancer care. Second, to evaluate the tailored bidirectional learning and knowledge transfer among the participants of the Australia Capital Territory Health and PNG Oncology Nursing Development Program hosted in Australia in June 2023. MethodsA qualitative descriptive study was conducted. Two focus groups were audio-recorded, transcribed, and analyzed using inductive thematic analysis. Based on PNG oncology nurses’ experiences and self-assessed educational needs, the findings were analyzed and presented separately for Time 1 before the PNG Oncology Nursing Development program and Time 2 following the completion of the program. ResultsThe findings from the Time 1 focus group identified four themes: (1) educational priorities, (2) system-wide challenges, (3) patient unmet care needs, and (4) cultural beliefs. After the completion of the educational program, there were four emergent themes: (1) new educational experiences, (2) learnings into practice, (3) culturally sensitive nursing, and (4) leadership (PNG nursing trailblazers). This study, for the first time, provided the PNG RNs with a “voice,” to empower them to take more leading roles in important decision-making regarding care structures and management. ConclusionPolicymakers, government officials, and international cancer organizations must continue to work together to support cancer control in PNG in light of the current and projected limited resources and barriers to timely cancer diagnosis and treatment in PNG. Implications for Nursing PracticeThrough observing and learning from a modern cancer department, PNG oncology nurses have gained insight into what is needed for a safe cancer service for both patients and nurses. Oncology nursing education in PNG needs to be further developed, enhanced, and supported for sustainability of cancer nurses in the long term.

Challenges for Technical and Vocational Education in Achieving Gender Equality in Nigerian Polytechnic

Gender equality in Technical and Vocational Education should be viewed as both a fundamental aspect of the right to education and as rights inherent within the educational system. A balanced participation of both men and women in the education system can facilitate progress toward achieving the highest levels of educational attainment. This study aimed to elucidate the advancements made in promoting gender equality within Technical and Vocational Education in Nigeria. Both international and national consensus on priorities in Technical and Vocational Education emphasize the significance of achieving gender equality within educational spheres. To assess progress toward this goal, an evaluation was conducted on the nature of advancements made and the barriers impeding equal participation. While recognizing the efforts made by the Government of Nigeria and the governing councils of tertiary institutions to enhance gender equality across various courses offered at Polytechnics over the years, challenges persist, particularly in fields such as Engineering, Sciences, and others. The research methodology employed a questionnaire-based approach, where respondents provided information for further analysis, supplemented by observations and document analysis. It was observed that while Polytechnics have strived to enroll equal numbers of men and women, challenges remain, with disparities evident even from secondary school intake. Meaningful gender equality necessitates the establishment of mechanisms to ensure equal treatment. These mechanisms hinge on a commitment to non-discrimination, the eradication of social norms that perpetuate gender inequality, and the concerted effort of all stakeholders to eliminate stereotypes and attitudes that reinforce disparities in resource distribution.

AIMING FOR MORE INCLUSIVE SOCIETIES THROUGH EDUCATION: A COMPARATIVE STUDY BETWEEN IRAN AND ITALY

Abstract. This study provides an in-depth analysis of two education systems which, at first glance, differ widely both geographically and culturally. This initiative stems from the desire to share knowledge and practices between countries to respectively improve levels of inclusion in schools. In Italy, inclusive education, a cultural and political priority within the education sector since the 1970s, aims to ensure equal opportunities for development and access to education for all students, regardless of their individual characteristics such as gender, origin, religion, and ability. In Iran, on the other hand, although in recent years there has been more awareness regarding inclusive education, few measures have taken place. These have generally been initiatives from teachers, school principals and other stakeholders aimed at ensuring access to education for all students. Both countries recognise the importance of a student-centred approach and consider collaboration among educational actors fundamental. Iran and Italy also face similar challenges, even if at different levels and perspectives, related to the need for further teacher education and broader awareness of diversity and the risks of exclusion. In line with the principles underpinning the inclusive paradigm, these differences and similarities between the two contexts represent a wealth of opportunities for those seeking reflections through comparison to address emerging needs in the respective countries. This paper highlights the benefits of intercultural education to promote inclusive and equitable quality education for all in both countries.

PEDAGOGICAL PRACTICES AND TEACHER COLLABORATION IN INTERCULTURAL RECEPTION CLASSES IN GREEK PRIMARY SCHOOLS

This study, which utilizes Basil Bernstein’s theoretical framework, aims to investigate the pedagogical practices implemented in the Reception Classes in Educational Priority Zones (RC EPZ) in primary schools, which were set up in Greece as support for the educational needs of socially and interculturally vulnerable student groups (such as refugee children). In addition, it aims to investigate the development of collaborative relationships between the teachers in these reception classes and their colleagues who teach in the normal classes that the RC EPZ pupils come from. The research was conducted using semi-structured interviews and with the participation of 18 teachers who taught in RC EPZ primary schools in the region of Central Greece. The main findings of this study revealed that the pedagogical practices of the teachers in the RC EPZ are characterised by weak classification and framing and lean towards the rules of implementation of an invisible pedagogical practice. What’s more, it emerged that collaborative relationships between the RC EPZ teachers and the normal class teachers were significantly limited and scant.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0871/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Introduction to the Contemporary Assessment and Recommendations to Enhance Surgical Education and Training: Reports of the Subcommittees of the Blue Ribbon Committee II.

The BRC II was a panel of 67 experts selected on the basis of experience and leadership in surgical education and training. It was organized into subcommittees, each of which was asked to prepare a manuscript on their findings and recommendations. The BRC II Subcommittees were: Blue Ribbon Committee 1 Review and Assessment; Surgical Workforce; Medical Student Education; Work Life Integration; Resident Education; Goals, Structure and Financing of Training; Education Support and Faculty Development; Research Training; Educational Technology and Assessment. BRC II used the Delphi approach with consensus defined as equal to or greater than 80% and identified and recommended 31 priorities for surgical education in 2024. The initial findings were presented to a general surgery and related specialty resident and fellow focus group for comments and written feedback, and they were asked to prepare a manuscript as well. The reports of the Subcommittees of the BRC II provide an assessment and key recommendations concerning surgical education and training in 2024.

Determining the Key Education Priorities Related to Heart Failure Care in Nursing Homes: A Modified Delphi Approach.

There is currently a limited understanding of what nurses in nursing homes view as the key education priorities to support their ability to provide the appropriate care for residents with heart failure (HF). A modified Delphi technique was utilized to gain a consensus on the key education priorities for nurses working in nursing homes in Northern Ireland. An initial list of items (n = 58), across 19 domains, was generated using the findings of a scoping review and stakeholder interviews, and a review of available clinical guidelines. Two rounds of surveys were undertaken. Items were presented using a 5-point Likert scale, with an additional exercise in the second round to rank the domains in order of importance. Fifty-four participants completed the first-round survey and 34 (63%) returned to complete the second. The findings highlight the importance of providing nurses in nursing home settings with general HF education and the delivery of person-centered care. Participants perceived education around technology for the management of HF and quality improvement or research methodologies associated with HF in nursing homes as lower priorities. This study illuminates key priorities from nursing home nurses regarding HF education that are applicable to this care setting.

Behavioral insights in education: Intellectual data analysis for management

This research utilizes intellectual data analysis to deepen insights into educational dynamics by examining university professors' behavioral responses to education management amidst socioeconomic uncertainty. The study applied sophisticated regression and cluster analysis tools to sociological survey data, focusing on professors' attitudes toward distance education. The survey assessed perceptions of its advantages and disadvantages, aiming to uncover factors influencing professors' inclinations toward this mode of teaching. Results revealed six distinct behavioral "profiles" or clusters of professors, each with unique responses to distance education. These insights guide recommendations for educational policy priorities aimed at addressing weaknesses in education management. Key strategies proposed include forming databases of behavioral responses and employing algorithms for deep intellectual analysis. Such measures intend to align educational practices with the values, welfare needs, and communication preferences of the scholarly community, thereby enhancing their propensity for distance education. The study concludes that a higher level of academic engagement in distance education can be achieved by tailoring educational strategies to the specific needs and values of different professor groups. This approach promises to improve the effectiveness of education management and the overall quality of education, benefiting both professors and students by creating a more supportive and effective teaching environment.

66 Contouring practices and educational priorities in Southeast Asia: Results from a SEAROG survey

66 Contouring practices and educational priorities in Southeast Asia: Results from a SEAROG survey

Impact of an automated patient outcome feedback system on emergency medicine resident patient follow-up: An interrupted time series analysis.

Emergency medicine (EM) residents desire, but often lack, reliable feedback of patient outcomes following handoffs to other providers. This gap is a substantial barrier to calibrating their diagnostic decision making and learning. To address this educational priority, we developed and evaluated the Post-Handoff Reports of Outcomes (PHAROS) system-an automated system within our electronic health record (EHR) to deliver provider-specific patient outcome feedback. PHAROS includes: (1) individualized lists of patients seen and brief summaries of each case, (2) flags for important posthandoff events, and (3) links to charts to facilitate review. Starting June 2020, we coupled PHAROS with a resident educational session and individualized emails every 2 weeks outlining patients seen, number of posthandoff events, and instructions on how to access the PHAROS system. From July 2017 through April 2022, we measured the proportion of handoffs followed by reaccessing patients' charts between 2 and 14 days posthandoff-a proxy for following up on the patient's outcomes. We performed an interrupted time series analysis on this outcome to determine if PHAROS was associated with a significant change in the trend of our outcome over time. Our secondary outcome was the number of times PHAROS was viewed each month. Our primary outcome had a significant increase in the slope over time (+0.13%/month, p = 0.03) after the introduction of the personalized reports and a nonsignificant change (-1.6%, p = 0.07) at the time of the intervention. The median (IQR) number of views of PHAROS per month was 33.2 (23.75-38.75). The PHAROS system was associated with a significant increase in the rate of posthandoff chart reaccess among EM residents over time. The PHAROS project demonstrated the feasibility of harnessing the capabilities of the EHR to create an automated system to support EM trainee feedback of patient outcomes-a key component of diagnostic calibration and learning.

The integration of 21st century skills in the curriculum of education

The premise of this study, utilizing content analysis and descriptive qualitative designs, posited that teachers' comprehension of 21st-century/4Cs skills' could define the caliber of educational materials in higher education institutions. The study aimed to ascertain how 21st-century skills were incorporated in teachers' term evaluations and instructional plans, and to explore teachers' understanding of these skills. From 2022 to 2023, this research was carried out at the Faculty of Education in one university in Indonesia. There were 54 documents collected, which included 27 teachers' term evaluations and 27 instructional plans. Four teachers were interviewed to collect information related to their 4Cs competencies’ familiarity, opinions, and the challenges of the 4Cs competencies integration. To evaluate the collected documents, this study utilized the Career Technical Education (CTE) Career Ready Practices checklist, a 21st-Century Skills/4Cs rubric encompassing “Communication,” “Creativity,” “Critical Thinking,” and “Collaboration.” The research indicated that teachers' term evaluations and instructional plans have incorporated 4C skills in the categories of “Not yet reached competency” and “Approaching competency.” The research suggests that teachers' understanding of 4Cs competencies can be initially assessed through their instructional materials, 4Cs competencies, familiarity, positive opinions, and challenges. Teachers must have familiarity with 4Cs competencies in order to provide these skills in their instructional materials/plans and develop teaching with the 4Cs competencies. A multifaceted strategy is needed for the next research, including focused professional development, collaboration among educators, institutional leaders' support, and alignment with larger educational priorities and goals.