Recommendations For Education Research Articles

What do States Recommend We Teach Adolescents about Sexual Consent? A Content Analysis of K-12 Health Education Standards in the US

ABSTRACT Although universities in the US commonly implement sexual consent education programs for students that focus on understanding how to communicate sexual consent, it remains unclear to what extent sexual consent education is taking place in grades K-12. The goal of this study was to assess K-12 health education standards recommendations for sexual consent education. We conducted a content analysis of health education standards from 43 states in the US to evaluate the guidelines provided to health educators across different grade levels. Using inductive and deductive coding, we identified six themes related to sexual consent. These themes were: 1) defining sexual consent, 2) explaining the legal standard of sexual consent, 3) defining personal space, 4) promoting healthy decision-making, 5) emphasizing good communication skills, and 6) defining healthy relationships. Fewer states directly focused on sexual consent education; instead, they provided information that could indirectly relate to consent, such as discussions on relationships and personal space. Across grade levels, topics related to sexual consent became more prevalent as adolescents progressed through school. While many states’ health standards do not explicitly discuss sexual consent, they may implicitly address consent through other topics. Educators and policymakers should advocate for more explicit and detailed education on sexual consent in the K-12 school system. This could help increase the number of students educated on sexual consent before entering higher education, potentially reducing rates of sexual violence, and promoting healthier sexual behaviors and attitudes.

ASPIREAI: AI Chatbot for Career Guidance

This paper introduces AspireAI, an AI chatbot designed for comprehensive career guidance. With the proliferation of Artificial Intelligence (AI), integrating such technology into career counseling is increasingly vital. Leveraging Large Language Models (LLMs), AspireAI provides personalized career information, job search advice, and educational recommendations. Our methods entail training LLMs on vast datasets of career-related content to enhance conversational capabilities. Results demonstrate AspireAI's efficacy in delivering tailored guidance, aiding users in making informed career decisions. Through this research, we highlight the importance and potential of AI-driven solutions in facilitating career exploration and advancement. Keyword: AI Chatbot, Career Guidance, Large Language Models (LLMs), Personalized Guidance, Job Search Advice, Educational Recommendations

THE ROLE OF ENTREPRENEURSHIP EDUCATION IN UNIVERSITIES TO PURSUE SUSTAINABLE DEVELOPMENT GOALS

<p>Flourishing businesses, in contrast to those solely prioritizing profit, have greater potential for innovation, more opportunities, reduced risk, and enhanced resilience in our rapidly changing world. This paper outlines the critical intersection between entrepreneurship education (EE) and the pursuit of UN Sustainable Development Goals (SDGs) within higher education institutions. This paper examines how universities can leverage EE as a stimulant for advancing sustainable development initiatives and fostering a culture of responsible entrepreneurship among students. Drawing on existing literature, the paper explores the multifaceted contributions of EE to the SDGs across various domains, including poverty alleviation, gender equality, environmental sustainability, and economic growth. It highlights the role of EE in equipping students with the knowledge, skills, and mindset necessary to address complex social and environmental challenges through entrepreneurial endeavors. Furthermore, the paper identifies the strategies and best practices for integrating sustainability principles into EE curricula, emphasizing the importance of experiential learning, interdisciplinary collaboration, and community engagement. It also discusses the role of universities as hubs of innovation and research in developing solutions to pressing global issues and fostering entrepreneurial ecosystems that support sustainable development initiatives. Overall, the paper underscores the transformative potential of entrepreneurship education in universities to drive meaningful progress towards the achievement of SDGs. It provides insights and recommendations for educators and practitioners seeking to harness the power of entrepreneurship education to create positive social, environmental, and economic impacts in the pursuit of sustainable development.</p>

Decolonising student services: Implications for conflict management in higher education

This theoretical argument explores the decolonisation of student services in higher education and its implications for conflict management. The study is based on a comprehensive literature review that incorporates decolonial theories, frameworks, and existing discourse on student services. It establishes a theoretical framework that integrates key concepts from decolonial perspectives and conflict management. Using a theory synthesis design and conceptual analysis to advance the argument, the article explores the transformative process of decolonising student services and how it affects conflict management in diverse academic communities. By examining the intersection between decolonial approaches and conflict management, this study highlights how restructuring student services through a decolonial lens contributes to the creation of inclusive and equitable environments. Real-world case studies are also considered, providing an understanding of successful instances where decolonisation positively impacts conflict dynamics. Moreover, the article discusses the challenges and opportunities associated with implementing decolonised student services, offering practical recommendations for educators, administrators, and policymakers. This work contributes to the ongoing discourse on higher education by providing insights into the complex relationship between decolonisation, student services, and conflict resolution. It envisions a future where culturally responsive and decolonised student service practices foster collaboration and prioritise equity, inclusivity, and collaborative conflict management in diverse academic communities.

The Teaching of Introductory Statistics: Results of a National Survey

The Statistics Teaching Inventory (STI) was designed to assess the teaching practices of U.S.-based, college-level introductory statistics instructors in a variety of institutions and departments. This instrument has now been updated to reflect current trends and recommendations in statistics education. In this study, we used the STI to examine the current state of the curricular and instructional practices being used by U.S.-based, college-level introductory statistics instructors. We explore the extent to which instructors report that their introductory statistics courses are aligned with recommended practices as outlined by the 2016 GAISE College Report. Data were collected from a sample of college-level U.S.-based, college-level introductory statistics instructors. Results based on 228 usable responses indicated that instructors, by-and-large, tended to be following the GAISE recommendations, especially related to content. However, courses may not yet be aligned with newer content recommendations (e.g., provide students opportunities to work with multivariate data), and there is still a large percentage of instructors that are not embracing student-oriented pedagogies and assessment methods. Supplementary materials for this article are available online.

Enhancing biostatistics education for medical students in Poland: factors influencing perception and educational recommendations

BackgroundA number of recommendations for the teaching of biostatistics have been published to date, however, student opinion on them has not yet been studied. For this reason, the aim of the manuscript was to find out the opinions of medical students at universities in Poland on two forms of teaching biostatistics, namely traditional and practical, as well as to indicate, on the basis of the results obtained, the related educational recommendations.MethodsThe study involved a group of 527 students studying at seven medical faculties in Poland, who were asked to imagine two different courses. The traditional form of teaching biostatistics was based on the standard teaching scheme of running a test from memory in a statistical package, while the practical one involved reading an article in which a particular test was applied and then applying it based on the instruction provided. Other aspects related to the teaching of the subject were assessed.ResultsAccording to the students of each course, the practical form of teaching biostatistics reduces the stress level associated with teaching and the student exam (p < 0.001), as well as contributing to an increased level of elevated knowledge (p < 0.001), while the degree of satisfaction after passing the exam is higher (p < 0.001). A greater proportion of students (p < 0.001) believe that credit for the course could be given by doing a statistical review of an article or conducting a survey, followed by the tests learned in class. More than 95% also said that the delivery of the courses should be based on the field of study they were taking, during which time they would also like to have the opportunity to take part in optional activities and hear lectures from experts.ConclusionIt is recommended that more emphasis be placed on practical teaching the subject of biostatistics.

ЗНАЧЕНИЕ УЧЕБНЫХ ФИЛЬМОВ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ ВУЗОВ

This article discusses the advantages and possible problems of using educational films as an interac-tive form of learning in the educational process of higher educational institutions. A list of criteria for an educational film and recommendations for organizing classes using educational films are pro-posed, in the presence of which this form of training can be considered effective

The Impact of Educational Environment and Educational Strategies on Adolescents' Interpersonal Relationships

In modern society, interpersonal relationships at the adolescent stage not only have a profound impact on the development of an individual's social skills but also play a key role in his or her future career, family and social life. With the increasing research in education and psychology, adolescents' interpersonal relationship development has become a focus of attention in the fields of education and mental health. The impact of teaching and learning environments and educational strategies on adolescents' social skills and emotional development has become more pronounced, especially in an increasingly complex and diverse society. Therefore, an in-depth exploration of this topic is important for developing more effective educational policies and fostering good interpersonal relationships among adolescents. This paper analyzes in depth the influence of educational environment and educational strategies on the interpersonal development of adolescents, and through a comparative analysis of previous studies, the author finds that the creation of an open and positive educational environment has a positive influence on the promotion of the development of adolescent interpersonal relationships. Educational strategies of cooperation, communication, and content diversity play an important role in adolescents' maintenance of interpersonal relationships. The paper also points out that while existing research provides valuable insights, further research is needed on other factors that may influence adolescents' interpersonal development. The paper concludes with some recommendations for educators and policymakers aimed at creating more effective teaching and learning environments and strategies to promote healthy interpersonal relationship development among adolescents.

“Being heard”: pedagogical strategies that support BIPOC students in postsecondary leadership courses

PurposeOur goals were to explore the pedagogies applied by instructors that supported Black, Indigenous and People of Color (BIPOC) student learning in a leadership course and the leadership behaviors BIPOC students identified as being applicable after the course.Design/methodology/approachThrough survey research and qualitative data analysis, three prominent themes emerged.FindingsHigh-quality, purposeful pedagogy created opportunities for students to learn. Second, a supportive, interactive community engaged students with the instructor, each other and the course material to support participation in learning. As a result, students reported experiencing big shifts, new growth and increased confidence during their leadership courses.Originality/valueWe discuss our findings and offer specific recommendations for leadership educators to better support BIPOC students in their leadership courses and classrooms and for further research with BIPOC students.

Re‐imagining a decolonised, anti‐racist curriculum within initial teacher education in a Welsh university

AbstractChanges to the Welsh curriculum are becoming apparent. The Williams Report culminated in recommendations for schools and initial teacher education (ITE) on the inclusion and teaching of Black Asian and Minority Ethnic histories in Wales. The subsequent Welsh Government ITE action plan was designed to ensure the pro‐active recruitment of trainee teachers from Black and racially minoritised backgrounds in Wales. As a result of this legislation, a team of ITE lecturers in a school of education in a Welsh university formed a research triad and larger research collective, the idea being that we needed to decolonise our own pedagogy and curriculum delivery and re‐imagine ITE within an anti‐racist paradigm. It was key to reflect on our ITE provision, ensuring that our curriculum delivery reflected the ambition of the new Curriculum for Wales,* which encourages practitioners to think differently on what they teach, how they teach and what they want young people to learn. Using a patchwork methodology—which included ‘deep thinking and deep listening’—we examined our current ITE delivery and work that has been done thus far and looked at the gains and areas for development. It became clear that staff within our ‘ITE research collective’ were becoming more knowledgeable and confident in working within a racial dynamic, and consequently felt more able to impart knowledge when engaging with other ITE colleagues and students. This paper charts our ongoing journey and makes recommendations gained from our experiences.

Examining the Influence of Digital Learning on Women's Education in Afghanistan: An In-Depth Analysis of Women Online University

The research aims to address the pressing need for innovative approaches to overcome barriers to education faced by Afghan women, particularly in regions with limited access to traditional learning resources. The study employs a systematic research method, beginning with a thorough review of the literature to establish the context and theoretical framework surrounding e-learning in Afghanistan. It explores the transformative potential of e-learning in empowering Afghan women, while also examining the challenges hindering its implementation. A stratified random sampling technique was utilized to select a representative sample of 150 female students from the Women Online University in Afghanistan. This sample size was deemed sufficient to obtain comprehensive insights into the perspectives and experiences of female students regarding e-learning. Data was collected through structured surveys, designed to assess various aspects of e-learning effectiveness, challenges, and empowerment. Quantitative data analysis techniques, including descriptive statistics and frequency distributions, were employed to analyze the survey responses. The findings reveal insights into the demographic distribution of female students at Women Online University, the distribution of online platforms used for e-learning, challenges in implementation, and perceptions of empowerment. Through a rigorous analysis of the data, this study aims to provide valuable insights into the current landscape of e-learning for female education in Afghanistan. The results contribute to a deeper understanding of the opportunities and challenges associated with e-learning initiatives, while also offering recommendations for policymakers, educators, and stakeholders to enhance the effectiveness and accessibility of e-learning for Afghan women.

Integrating mental health literacy in the English language arts middle school classroom

Mental health challenges are on the rise among today’s youth. Recent reports have noted an acute and significant need for school-based mental health education and supportive interventions for children and adolescents. Among these approaches, a growing focus has centered on improving students’ mental health literacy (MHL) as a foundational component in addressing overall mental health needs. While schools offer an ideal venue for access and implementation, there exist a variety of limitations to integrating MHL content, particularly within the middle school classroom. In this manuscript, we offer recommendations for educators, school social support workers, and administrators who are interested in teaming together to develop and embed a literature-based MHL curriculum into the middle school English Language Arts (ELA) classroom. Our suggestions offer a framework for planning, developing, and implementing such a curriculum within the confines of current school structures and processes while maintaining the teacher’s role as educator.

Leveraging Digital Media to Promote Youth Mental Health: Flipping the Script on Social Media-Related Risk

Abstract Purpose of Review Despite growing public concern about the negative impact of digital media for mental health problems, there are key ways in which digital media can be leveraged to prevent such outcomes. This article reviews research exploring the ways that digital media, particularly social media, can be used to prevent negative mental health outcomes and promote youth mental health and well-being. Recent findings Research indicates that media can be protective against mental health problems and promote mental health by enabling social support and destigmatizing mental illness, especially for youth with limited resources. Media also can be leveraged to identify those at risk, to educate, provide resources, and promote well-being, and to track symptoms and intervene to prevent or mitigate negative mental health outcomes. There is limited research on interventions designed to reduce the negative effects of digital media on mental health, especially those that harness media itself, a critical area of future research. Summary This article provides a summary of the current evidence on this topic, highlights key directions for future research, and provides evidence-based recommendations for adolescents, families, educators, clinicians, industry, and policy-makers to prevent mental health problems related to media.

INNOVATIVE TECHNOLOGIES IN EDUCATION: A CASE STUDY OF IMPLEMENTATION IN KAZAKHSTAN

This study examines the implementation of innovative technologies in the education sector of Kazakhstan. The use of modern technological tools in teaching has become increasingly important in enhancing the quality of education and preparing students for the challenges of the 21st century. This research aims to explore the current status, challenges, and future prospects of integrating innovative technologies into the educational system of Kazakhstan. The study employs a qualitative approach, including interviews and surveys with educators, administrators, and policymakers involved in the implementation of technology in education. The findings reveal that while there is a growing interest in the use of innovative technologies, there are also significant challenges, including limited access to technology, inadequate training for teachers, and a lack of clear policies and guidelines. Despite these challenges, there is optimism about the potential of technology to improve teaching and learning outcomes in Kazakhstan. The study concludes with recommendations for policymakers and educators to overcome these challenges and fully realize the benefits of innovative technologies in education.

On becoming a queer educator: reflections on queer perspectives and approaches in initial teacher education

ABSTRACT This paper will explores the experiences of embedding queer perspectives and approaches into Initial Teacher Education (ITE). Initial teacher education is a topic of great interest; however, little is known about how teacher educators and teacher training institutions can support queer preservice and graduate teachers’ transition into their chosen profession. Queer educators face unique challenges, including homophobia and transphobia, covert and complex norms that regulate and silence queer identities, and systemic, macro forces that play out in everyday work. This article explores the literature on this topic. A brief review of the literature contextualizes issues relevant to this article to frame an account of four reflective vignettes that illustrate key concepts. Concepts including queerness and queer identities, heterocentricity, heteroprofessionalism, the nature and impact of homophobia and transphobia in educational contexts, neoliberalism, critical theory and critical literacies are used to connect the reflective vignettes to these ideas. It concludes with recommendations for teacher educators and training institutions and future research. Recommendations for teachers and teacher educators are relayed including the facilitation of spaces for queer and allied educators as well as strategies for queering curriculum.

The importance of professional skills within the changing media landscape of the UK screen industries: a case study of the ‘disruptive’ phenomenon of virtual production

ABSTRACT Rapid technological developments are changing media practices within the screen industries, with these shifts exacerbating already existent skills shortages and gaps. This paper focuses on the case study example of virtual production, a new media practice of making film and television content, to demonstrate the continuing importance of professional (or ‘transferable’) skills. Professional skills are skills required to act efficiently in different real life situations, with examples of these skills including communication and team working [Nägele, C., and B. E. Stalder. 2017. “Competence and the Need for Transferable Skills.” In Competence-based Vocational and Professional Education Bridging the Worlds of Work and Education, edited by M. Mulder, 739–753. Springer]. The paper highlights how changes in media practices caused by virtual production actively require workers to acquire and retain professional skills such as patience, adaptability and communication. These professional skills are crucial additions to the specific technical skills already identified within the existing skills literature on virtual production. The paper also identifies existing inclusion issues which relate to virtual production, using these insights to develop recommendations for media educators on how to ensure the cultivation of professional skills for all workers. The article draws on empirical research conducted with 69 individuals working across the screen industries at all levels of their career, with nearly half actively working in the virtual production industry.

Colourism and indigeneity: the portrayal of Tuareg Amazighs in EFL textbooks in Algeria

ABSTRACT There are quite a few studies that adopted a critical perspective to the analysis of the narrative of standardized school textbooks and their impact in the process of ‘the interpellation of individuals as subjects’. While these studies examined narratives on racial/ethnic identity in different national contexts, both the Global North and the Global South, they all address the way mechanisms of exclusion and inclusion play out to define ‘sense of belonging’ ersus ‘otherness’. In the Maghreb region, studies that depict the representation of Amazighs in school textbooks remain scarce. Therefore, guided by Multimodal Critical Discourse Analysis conceptual framework, this study focuses on the textual and visual representation of Algerian Tuareg Amazighs in the textbooks that are currently used in Algerian Middle schools. The findings suggest that the portrayal of the Tuareg Amazigh Sahrawi ethnic group is characterized by the ‘markedness’ of their blackness. This visibility affirms their ‘local Otherness’ in three different ways: deagentialization, folklorization, and disempowerment. Some pedagogical recommendations are suggested to foster inclusive and equitable language learning materials and spaces.

Mapping of Co-curricular Achievements in Kurikulum Merdeka with the Problem-Centered Thinking Skills Model

This study aims to illustrate the mapping of co-curricular achievements in Kurikulum Merdeka as an effort to build adaptive co-curricular programs utilizing the Problem-Centered Thinking Skills (PCTS) model. By analyzing the relevant documents and regulations, including the implementation guidelines of Kurikulum Merdeka, the dimensions, elements, and sub-elements of the co-curricular programs are analyzed. The findings indicate that a significant portion of co-curricular achievements can be effectively developed into adaptive programs through the application of the PCTS model. This study highlights the importance of integrating the PCTS model in shaping adaptive co-curricular activities that promote critical thinking skills and enhance students' critical thinking within the framework of Kurikulum Merdeka. These insights provide practical recommendations for educators, curriculum designers, and policymakers to facilitate the formation of adaptive co-curricular programs that foster student engagement and develop essential skills. By incorporating the PCTS model, co-curricular activities can become dynamic platforms for students to actively participate in real-world problem-solving, nurturing their critical thinking abilities.

Development of language competence of future defectologists in the context of bilingualism

Relevance. The development of special education in Kazakhstan is associated with legislation in the education sector, the country's policy in relation to children with special needs, the level of development of special (correctional) science as an integrated (psychological, pedagogical, medical) field of knowledge. The system of higher education in Kazakhstan is forced to revise the goals and strategies for the development of professional education of future special education teachers. One of the main tasks of which is the transition from the qualification training of a specialist to competence based, by changing the training strategy, where the student learns to achieve the set goal, work for the intended result, i.e. the development of professional competencies is expected. Purpose. The purpose of the study is the scientific and theoretical substantiation of the need to develop the language competence of future defectologists with the consideration of bilingualism and educational and methodological support of the process. Methodology. The fundamental method of the research was pedagogical design, during which a pedagogical model of the language competence development in future special education teachers was designed. Within the framework of a comprehensive program for the development of the language competence in special education teachers, the following methods have been developed: an elective course �Fundamentals of the speech culture of a defectologist�; project complexes, bilingual creative tasks, exercises; methodological measures. Results. During the approbation of the developed model, it was revealed that the introduction of the proposed active methods, means and forms of teaching into the language teaching process can be an effective way to solve the issue under consideration. Conclusions. Theoretical substantiation and the results of experimental work in the future can be used in the accumulation of content and the development of educational recommendations, teaching aids and methods of teaching languages. Keywords: special education; language peculiarity; communication; specialist

Promoting UAV autonomous aerial video to improve cross-cultural understanding, historical knowledge, and students’ perception

ABSTRACT We designed a cross-cultural learning activity leveraging unmanned aerial vehicle (UAV) technology to enhance historical and cultural understanding among twenty university students from Indonesia and China. By recording and exchanging aerial videos of local cultural and historical sites using UAVs equipped with the latest AI features, students gained unique perspectives on these landmarks, unavailable through traditional ground-level photography. This study examined how such activities foster cross-cultural understanding and deepen historical knowledge, alongside participants' perceptions of UAV video production. Employing a mixed method approach, including video analysis, questionnaires, and interviews, we discovered that UAV technology not only facilitated a unique learning experience but also significantly impacted participants' cross-cultural and historical insights. The ease of UAV use and its effectiveness in cross-cultural education were particularly noted, with participants expressing intentions to use UAV technology in future learning contexts. Based on these findings, we offer recommendations for educators and researchers to integrate UAV technology into educational settings.