Educational Settings Research Articles

The Literature Review on Curriculum Implementation Problems

Background: Changes in knowledge and technology are continually shaping the educational environment, thereby influencing curriculum implementation. Innovations are being made to meet the evolving educational goals, which includes overcoming various barriers to curriculum implementation. Objective: The aim of this study was to examine the existing literature on curriculum implementation problems, particularly focusing on the issues faced by educational institutions in effectively applying educational theories and practices. Methods: A comprehensive literature review was conducted, utilizing databases such as PubMed, ERIC, Google Scholar, and JSTOR. Articles published from 1997 to 2022 that discussed challenges and strategies in curriculum implementation across various educational levels and settings were included. Thematic analysis was employed to synthesize the data, identifying common themes related to the challenges and solutions of curriculum implementation. Results: The review identified critical challenges related to four main areas: teachers, students, the curriculum itself, and institutional factors. Teacher-related challenges included inadequate professional development and inefficient teaching methods. Student-related challenges highlighted diverse learning needs and varying levels of engagement. Institutional challenges pointed to resource limitations and insufficient stakeholder support. Curriculum-related challenges were mostly about alignment and compatibility with educational goals. Conclusion: Effective curriculum implementation is pivotal in educational settings and requires comprehensive strategies to address the myriad of challenges identified. Enhancing teacher training, improving resource allocation, and ensuring curriculum relevance are crucial for improving educational outcomes.

Optimizing Higher Education Using Artificial Intelligence

A revolutionary transformation and overhaul of our approach to how we instruct and interact with educational content is being heralded by the simultaneous development of artificial intelligence and education. Businesses dealing with educational technology are greatly engaging and spending exponentially over technologies delivering education by artificial intelligence. Such technologies generate highly interactive and deeply engaging educational experiences for the learners creating an everlasting impact. Some of the cutting-edge technologies that improve student engagement and encourage deeper connections with the educational content or the conversational assistants that interact verbally and virtually. Virtual reality (VR), Augmented reality (AR), holographic simulations, etc. are some more examples of AI generated applications which are now being used to create immersive learning experiences. This paper explores the role of AI in higher education, it’s benefits for both learners & educators, it’s application in H.E. classrooms, utilisation of AI-detection technology, challenges and strategies to implement AI seamlessly in educational settings. It is an effort made in order to discuss this emerging topic and to offer an insight into the constantly evolving relationship between AI an education.

Generative AI and Usage in Marketing Classroom

This article examines the role of Generative Artificial Intelligence (GenAI) in the context of marketing education, highlighting its substantial impact on the field. The study is based on an analysis of how GenAI, particularly through the use of Large Language Models (LLMs), functions. We detail the operational mechanisms of LLMs, their training methods, performance across various metrics, and the techniques for engaging with them via prompt engineering. Building on this foundation, we explore popular GenAI platforms and models that are relevant to marketing, focusing on their key features and capabilities. We then assess the practical applications of GenAI in marketing tasks and educational settings, considering its utility in tasks such as providing information, extracting data, generating content, conducting simulations, and performing data analysis. By examining these areas, this paper demonstrates the integral role of GenAI in reshaping both marketing strategies and teaching methodologies and argues for its adoption as a critical resource for forward-thinking marketers and educators.

Classroom-ready open-source educational exoskeleton for biomedical and control engineering

Abstract In recent years, robotic arm exoskeletons have emerged as promising tools, finding widespread application in the rehabilitation of neurological disorders and as assistive devices for everyday activities, even alleviating the physical strain on labor-intensive tasks. Despite the growing prominence of exoskeletons in everyday life, a notable knowledge gap exists in the availability of open-source platforms for classroom-ready usage in educational settings. To address this deficiency, we introduce an open-source educational exoskeleton platform aimed at Science, Technology, Engineering, and Mathematics (STEM) education. This platform represents an enhancement of the commercial EduExo Pro by AUXIVO, tailored to serve as an educational resource for control engineering and biomedical engineering courses.

Radical Feminism Analysis in the Novel Kim Ji Young, Born 1982

Conducting empirical research is crucial as it endeavours to uncover the challenges faced by women concerning the issue of feminism depicted in literary works. Essentially, the feminist movement emerges from a pressing desire to achieve equality between men and women, highlighting the perceived lack of respect for women in accessing opportunities and making decisions in life. The research aims to identify instances of radical feminism that appear in the novel Kim Ji Young, Born 1982. In this research used a qualitative descriptive method to find out the appearance of radical feminism in the novel Kim Ji Young, Born 1982. From the analysis, the researcher found that there are 13 data that show the problem of radical feminism during that period in the novel, the novel illustrates the pervasive nature of gender-based discrimination and inequality, reflective of the broader societal structure rooted in patriarchal values. The data points consistently depict the deeply ingrained gender roles, biases, and discriminatory practices that manifest within familial, educational, and professional settings.

Longitudinal study examining immersing students with IEPs in argument-based inquiry to improve the learning of science

ABSTRACT The purpose of this study was to examine the long-term effect of the Science Writing Heuristic (SWH) approach, an argument-based inquiry approach, on the science achievement growth of students with and without Individualised Educational Programmes (IEPs). Through a longitudinal study design students were divided into control (no or less than one-year of SWH experience) and treatment (at least one-year of SWH experience) groups. A polynomial growth mixed modelling was used to analyse a longitudinal data set collected from elementary (grade 4) to high school (grade 11) – utilising Iowa Assessment Test data. Two major outcomes emerged: younger students in the SWH approach had better achievement growth, and years of experience with the SWH approach resulted in a differential impact on science achievement for students with and without IEPs. The findings are consistent with previous studies on the importance of early intervention for students with disabilities in inclusive education settings.

The Effectiveness of Inclusive Education Policies for Students with Disabilities

Purpose: This study sought to examine the effectiveness of inclusive education policies for students with disabilities. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the effectiveness of inclusive education policies for students with disabilities. Preliminary empirical review revealed that such policies played a vital role in promoting educational inclusion and academic success within mainstream educational settings. Despite encountering challenges such as inadequate resources and negative attitudes, inclusive education policies showed promise in creating equitable learning environments. The study emphasized the importance of addressing systemic barriers, promoting positive attitudes, and continuously monitoring and adapting policies to meet the evolving needs of students with disabilities. Overall, the findings underscored the potential of inclusive education policies to foster academic achievement and social inclusion for students with disabilities, contributing to a more equitable and supportive educational system. Unique Contribution to Theory, Practice and Policy: The Social Model of Disability, Ecological Systems theory and Critical Disability theory may be used to anchor future studies on inclusive education policies for students with disabilities. The study provided provided recommendations that enhanced theoretical frameworks, improved practice, and informed policy in inclusive education. It emphasized the importance of refining theoretical understandings of disability, providing professional development for educators, and developing comprehensive transition services for students with disabilities. Additionally, the study advocated for policy reforms that promote equity and social inclusion, fostered collaboration among stakeholders, and called for increased funding and support for inclusive education initiatives. These recommendations contributed to advancing inclusive education by promoting more responsive, equitable, and supportive educational environments for students with disabilities.

Bridging cognitive neuroscience and education: Insights from EEG recording during mathematical proof evaluation

BackgroundMuch of modern mathematics education prioritizes symbolic formalism even at the expense of non-symbolic intuition, we contextualize our study in the ongoing debates on the balance between symbolic and non-symbolic reasoning. We explore the dissociation of oscillatory dynamics between algebraic (symbolic) and geometric (non-symbolic) processing in advanced mathematical reasoning during a naturalistic design. MethodEmploying mobile EEG technology, we investigated students' beta and gamma wave patterns over frontal and parietal regions while they engaged with mathematical demonstrations in symbolic and non-symbolic formats within a tutor-student framework. We used extended, naturalistic stimuli to approximate an authentic educational setting. ConclusionOur findings reveal nuanced distinctions in neural processing, particularly in terms of gamma waves and activity in parietal regions. Furthermore, no clear overall format preference emerged from the neuroscientific perspective despite students rating symbolic demonstrations higher for understanding and familiarity.

Integrating Artificial Intelligence (AI) Into Adult Education

This conceptual article provides a comprehensive overview of the current status of Artificial Intelligence (AI) integration and its influence on adult education. It discusses generative AI technologies and their potential applications in adult education settings, examines the opportunities and ethical challenges associated with integrating AI, and provides insights into emerging trends. The article consists of five sections. The introduction provides a rationale as to why AI should be integrated into adult education. Second, it describes evolving AI technologies such as Large Language Models (LLM) for personalized learning, Machine Learning Algorithms for adaptive learning systems, Virtual Reality (VR) and Augmented Reality (AR) for immersive learning experiences, Chatbots and virtual assistants for learner support and guidance, and Data Learning Analytics (DLA) for tracking learner progress and performance into adult education. Section three explores the ethical implications of AI in adult education, including academic honesty and integrity, data privacy, and algorithmic bias. In section four, emerging trends and future directions are discussed. The final section considers policy implications and makes recommendations for adult educators working to develop AI-enriched adult education.

Trainee Involvement and ERCP Complications: A Systematic Review and Meta-Analysis.

Therapeutic endoscopy and gastroenterology fellows often participate in endoscopic retrograde cholangiopancreatography (ERCP) during their training period. However, it is generally feared that trainee involvement may increase ERCP-related complications, mainly because of the side-viewing nature of the endoscope and the higher risk of pancreatic duct cannulation. There is no concrete evidence to support this notion. This systematic review and meta-analysis aims to investigate the resultsof trainee participation on adverse events related to ERCP. PubMed, EMBASE, Google Scholar, SCOPUS, and Web of Science databases were searched from inception to 31 May 2023 for studies evaluating the ERCP outcomes defined as success rates, procedure time, failed attempts, and adverse events with and without trainee participation. A random effect model was used to perform the meta-analysis, and heterogeneity was assessed using the I2 statistics. Seven studies were included in the final analysis, including 17,088 ERCPs. The pooled odds ratio (pOR) of success rate, incomplete/failed attempts in the trainee and no trainee groups were 0.466 (95% CI 0.13 to 1.66, I2=97.8%, p=0.239) and 3.2 (95% CI 0.70 to 14.55), I2=98.5%, p=0.134), respectively. The pOR of post-ERCP pancreatitis and bleeding in the trainee vs. no trainee groups was 0.97 (95% CI 0.76 to 1.23, I2=0%, p=0.78) and 1.3 (95% CI 0.59 to 2.83, I2=49%, p=0.54). The pOR of all adverse events in both groups was 1.028 (95% CI 0.917 to 1.152, I2=0%, p=0.636). Surprisingly, the pooled std mean difference for the procedure time was 0.217 (95% -0.093 to 0.05, I2=98.5%, p=0.17). This meta-analysis comprising of 17,088 ERCPs in seven studies demonstrated comparable ERCP outcomes related to trainee participation regarding success rates, procedure time, and adverse events. Trainees' involvement in ERCP within a proper teaching setting appears safe and does not compromise the overall procedure's success.

Gender disproportionality in special education: An analysis of odd ratios and trends

AbstractIn Turkey, the special education population has steadily increased since 2006. By generating a 16‐year period of data obtained from the National Education Statistics (NES) published annually by the Presidency of Strategy Development of the Ministry of National Education, we synthesize the gender odds ratios and trends by special education categories and/or educational settings. We used odds ratios and the Mann‐Kendall test for data analysis. Gender disproportionality exists in favour of males with special needs in the majority of educational settings. In addition, we found uptrends, downtrends, and no trends for gender odds ratios. Gender disproportionality is discussed, along with implications for research and practice.

Designing experiential learning activities with generative artificial intelligence tools for authentic assessment

Purpose This article investigates the application of generative artificial intelligence (GenAI) in experiential learning for authentic assessment in higher education. Recognized for its human-like content generation, GenAI has garnered widespread interest, raising concerns regarding its reliability, ethical considerations and overall impact. The purpose of this study is to explore the transformative capabilities and limitations of GenAI for experiential learning. Design/methodology/approach The study uses “thing ethnography” and “incremental prompting” to delve into the perspectives of ChatGPT 3.5, a prominent GenAI model. Through semi-structured interviews, the research prompts ChatGPT 3.5 on critical aspects such as conceptual clarity, integration of GenAI in educational settings and practical applications within the context of authentic assessment. The design examines GenAI’s potential contributions to reflective thinking, hands-on learning and genuine assessments, emphasizing the importance of responsible use. Findings The findings underscore GenAI’s potential to enhance experiential learning in higher education. Specifically, the research highlights GenAI’s capacity to contribute to reflective thinking, hands-on learning experiences and the facilitation of genuine assessments. Notably, the study emphasizes the significance of responsible use in harnessing the capabilities of GenAI for educational purposes. Originality/value This research showcases the application of GenAI in operations management education, specifically within lean health care. The study offers insights into its capabilities by exploring the practical implications of GenAI in a specific educational domain through thing ethnography and incremental prompting. Additionally, the article proposes future research directions, contributing to the originality of the work and opening avenues for further exploration in the integration of GenAI in education.

Parental Allyship for Children With Dyslexia: A Conceptual Lens on Disability Experience

Current understandings of disability experience are centered around individuals who hold the disability identity and membership in the marginalized group. This perspective does not include the experiences of disability allies, such as parents, who act alongside their children to support their access and engagement in the education setting. This partial perspective is of concern because it does not reflect the depth and complexity of disability experience for those in allyship roles. This paper builds on current understandings of disability experience by introducing an emerging conceptual lens that defines and describes the nature of disability experience for those acting in allyship roles. Attention is focused on children with dyslexia and their parents to illustrate this conceptual lens. Extending on ecological models of interactions and understandings of subjective experience, the authors highlight how the proximity of the parental experience to the child’s dyslexic identity shapes parental allyship and present a lens of disability experience that includes primary, vicarious, and primary adjacent experience. The proposed conceptual lens offers researchers and educators an opportunity to view disability experience and allyship from an alternative perspective, and in doing so, consider a broader understanding of disability experience and allyship that would potentially provide insights into parent–school partnerships.

Blended Learning in EFL Classrooms at a Vietnamese University from Students’ Perspectives

Blended Learning in EFL Classrooms at a Vietnamese University from Students’ Perspectives

The unfinished business of conceptualising young children’s rights in early childhood and educational care settings

The unfinished business of conceptualising young children’s rights in early childhood and educational care settings

Student Perceptions of Bilingual Teaching Practices: Evidence from a Colombian University

ABSTRACT Recent studies in higher education suggest that teaching academic content using English as the Medium of Instruction (EMI) seems impractical and ineffective in countries where English is the second or foreign language. Additionally, students’ resistance to an English-only format remains problematic. University first language-English bilingual courses are a legitimate possibility to promote the internationalization of higher education in countries where English is the second or foreign language. However, little is known about students’ perceptions of Bilingual Teaching Practices (BTPs) in university courses and the Bilingual Study Techniques (BSTs) they use to deal with this type of practice. In this cross-sectional study, the 30-item questionnaire was adapted to explore the students’ (N = 1,615) perceptions and BSTs in a Colombian university. The results reveal that 50.8% of the respondents preferred the use of both Spanish and English in their university courses. “Discipline-specific vocabulary” was the most recurrent difficulty that students had in their bilingual courses. Moreover, we found that participants overused “online translator” as BST. Furthermore, the results show that participants had positive perceptions towards the use of English in educational and professional settings. Implications for bilingual education policy and practice are discussed.

Campus Connect : Student management system using reactjs, nodejs and mongodb Dadan Umair Altaf,

The management of student information is crucial for educational institutions to streamline administrative processes, enhance communication, and facilitate data-driven decision-making. This research paper investigates student management systems, encompassing software solutions designed to efficiently handle student records, attendance tracking, grading, and communication between stakeholders. It examines the benefits of implementing such systems, including increased administrative efficiency, improved transparency, and enhanced parent and teacher engagement. Additionally, the paper explores the challenges and considerations associated with selecting, implementing, and maintaining student management systems, such as data security, customization needs, and integration with existing technology infrastructure. By synthesizing current research and practical insights, this paper offers a comprehensive overview of campus Connect and their significance in modern educational settings.

Promoting a thriving school community: Investigating the effectiveness of positive psychology interventions for improved teacher-student and staff relationships: A critical review

Promoting a thriving school community: Investigating the effectiveness of positive psychology interventions for improved teacher-student and staff relationships: A critical review

DRONE POWERED CLASSROOM PRESENCE TRACKER

DRONE POWERED CLASSROOM PRESENCE TRACKER

Unraveling the Nexus Between Organizational Culture and Teachers’ Organizational Commitment in Private Tertiary Institutions

In this quantitative study, a descriptive-correlational research design was employed to assess the levels of organizational culture and organizational commitment among 100 teachers in private tertiary institutions in Tagum City, Philippines. The study aimed to determine if a significant relationship existed between these variables. Data collection involved the utilization of two survey questionnaires, with analysis conducted through frequency counts, percentages, means, and Pearson correlation coefficient (r). Findings indicated a high level of both organizational culture and organizational commitment, with a positively moderate relationship between them. The relationship between respondents' organizational culture knowledge and organizational commitment was particularly significant. These results underscored the importance of organizational culture in shaping teacher commitment in educational settings.