Stage Of Education Research Articles

Empirical Investigation of Work-Family Conflict and Teachers’ Happiness Through Employee Assistance Programs in Yunnan Middle Schools

This study aims to (1) explore the influence of work-family conflict on middle school teachers’ happiness and (2) investigate whether the implementation of the Employee Assistance Program (EAP) affects middle school teachers’ happiness. A quantitative research approach with a sample size of 242 teachers from public and private middle schools in Yunnan province, China, was used, as determined by the Krejcie and Morgan’s (1970) table. The research instruments were two questionnaires: (1) The Work-Family Conflict Scale and (2) the Employee Assistance Program Scale. The results presented that (1) the influence of work-family conflict on middle school teachers’ happiness was mean=3.41 and S.D.=1.13. It was the rating of “moderate,” (2) implementation of the Employee Assistance Program (EAP) had a moderating effect on middle school teachers’ happiness was at the level of mean =3.20 and S.D.=1.10. It was the rating of “moderate” that work-family conflict significantly impacts middle school teachers’ happiness, and employee assistance programs significantly moderate middle school teachers’ happiness. However, this study’s limitations arise from its focus on middle school teachers and the lack of extensive analysis of various EAP dimensions and work-family conflict aspects. Additionally, the findings may not apply to teachers in other educational stages, such as primary schools or universities. Future research could investigate the specific dimensions and implementation items of the EAP for middle school teachers, offering insights into their most pressing needs concerning work, life, and health. Such research would contribute to developing a better working environment and learning atmosphere for teachers and students.

Is Bedtime Procrastination Related to Multidimensional Sleep Health? Evidence from Samples of Different Educational Stages (Aged 10-25) in China.

Bedtime procrastination has been associated with poorer sleep health, but evidence for this association is not sufficient. This cross-sectional study aimed to investigate the relationship between bedtime procrastination and multidimensional sleep health among students at different educational stages (from elementary school to college) in China, and further examine the moderating role of psychological distress in the procrastination-sleep health link. A total of 3539 students (Mage = 15.6 [2.9] years) completed an online survey between December 17th and 31st, 2023. Sociodemographics, bedtime procrastination, chronotype, psychological distress, and sleep health indicators were assessed. Binary logistic regression was used to estimate the association of bedtime procrastination with sleep health. The moderating effects of psychological distress were examined using the Process macro. The results showed that, from elementary school to college, scores of bedtime procrastination displayed a gradually increasing trend. Greater bedtime procrastination across different educational stages was related to poorer sleep health, including satisfaction, alertness, timing, efficiency, and regularity. However, there was no significant association between bedtime procrastination and sleep duration among elementary, middle, and high school students. Moreover, the moderating effect of psychological distress was observed among middle and high school students. The negative association between bedtime procrastination and total sleep health was attenuated in students with high psychological distress than in students with low psychological distress. The findings underscore the importance of early prevention and intervention strategies targeting bedtime procrastination.

Critical Thinking Assessment in K-12 Computing Education: A Systematic Mapping

Critical thinking is a fundamental skill for 21st-century citizens, and it should be promoted from elementary school and developed in computing education. However, assessing the development of critical thinking in educational contexts presents unique challenges. In this study, a systematic mapping was carried out to investigate how to assess the development of critical thinking, or some of its skills, in K-12 computing teaching. The results indicate that primary studies on the development of critical thinking in K-12 computing education are concentrated in Asian countries, mainly focusing on teaching concepts such as algorithms and programming. Moreover, the studies do not present a fixed set of critical thinking skills assessed, and the skills are selected according to specific teaching and research needs. Most of the studies adopted student self-assessment using instruments that are well-known in the literature for assessing critical thinking. Many studies measured the quality of instruments for their research, obtaining favorable results and demonstrating consistency. However, the research points to a need for more diversity in assessment methods beyond student self-assessment. The findings suggest a need for more comprehensive and diverse critical thinking assessments in K-12 computing education, covering different educational stages and computing education concepts. This research aims to guide educators and researchers in developing more effective critical thinking assessments for K-12 computing education.

Admiration by secondary school students in Port Sudan locality

The study aimed to identify cognitive flexibility among secondary school students in Port Sudan district, in light of the variable, gender, age and grade level. The researcher used the descriptive approach to apply her study on a simple random sample of secondary school students in Port Sudan district, where the number of students were the 0.05 level. There are differences in cognitive flexibility among secondary school students in Port Sudan district according to age, as the (f) value was (2.665) and probability value (0.008) at a significance level of 0.05, there are differences in cognitive flexibility among secondary school students in Port Sudan district according to the class level. It is noted that the value (F) (5.296) and the probability value (0.001) at a significant level of 0.05, the researcher recommends: The necessity of preparing training programs aimed at developing cognitive flexibility skills among secondary school students, subjecting students with average and low grades of training programs aimed to improve their cognitive flexibility. The necessity for secondary school teachers is to have cognitive flexibility, so that they can train their students on how to perceive, interpret and find alternatives to confront and control difficult educational situations, conducting experimental studies aimed at identifying the effect of training programs based on cognitive flexibility skills in modifying students’ behavior at various educational stages.

A Validity Study of the Traditional Chinese Version of the Claremont Purpose Scale for Taiwanese Adolescents

This study aimed to evaluate the psychometric properties and gather evidence supporting the validity of scores from a traditional Chinese version of the Claremont Purpose Scale (TC-CPS) among Taiwanese adolescents. The TC-CPS, measuring meaningfulness, goal directedness, and beyond-the-self orientation, was administered to 233 high school and 445 university students. Confirmatory factor analysis supported a second-order model with three first-order factors. Scores from the instrument demonstrated evidence of good internal consistency and test-retest reliability. Additionally, evidence supporting concurrent validity was observed through correlations with scores from measures of identified purpose, search for purpose, life satisfaction, and depression. Each purpose dimension was significantly related to youth’s well-being, except for the beyond-the-self dimension, which showed no significant link to depression. Measurement invariance across gender and educational stages was established. The TC-CPS exhibited robust psychometric properties, suggesting its utility for assessing purpose in life among Taiwanese youth. This evaluation of the psychometric properties and validity evidence of scores from the TC-CPS supports its potential to serve as a valuable instrument for understanding and promoting adolescent purpose development in Taiwan. The instrument can be particularly useful in the current educational context in Taiwan, which emphasizes self-exploration and meaningful goal-setting.

A systematic review of soft skills interventions within curricula from school to university level

BackgroundSoft skills are increasingly promoted in curricula, writ large in its scholarly interest over the last decade. Yet systematic literature reviews covering all educational stages are lacking. This review addresses this gap by examining soft skills interventions across all educational levels, evaluating their characteristics, design quality, and outcomes.MethodsA comprehensive search was conducted across ERIC, Scopus, Informit A+ Education, and Google Scholar databases from 2012 to 2022 to identify peer-reviewed studies on soft skills interventions within education curricula at all levels. Study characteristics were extracted, analysed and synthesised to inform conclusion. Quality assessment was performed using The Critical Appraisal Skills Programme (CASP) and the Effective Public Health Practice Project (EPHPP) evaluation tools. This study is registered at PROSPERO (CRD42022309833).ResultsThe search yielded 5,689 records, and after eligibility assessment, 38 studies were included. These studies employed various interventions that span three categories namely, workshop-based, creative-based, and project-based approaches, to enhance students’ soft skills. Reported outcomes encompassed improved soft skills, employability, career planning, social–emotional learning, academic performance, and reduced issues like violence, drug abuse, depression, and bullying. Quality appraisal using CASP and EPHPP tools identified three studies as “best practice” among the 38. The review highlights diverse interventions and positive impacts on students’ holistic development through soft skills programs.ConclusionThe analysis of 38 studies underscores the shortage of literature on soft skills in primary and secondary schools compared to universities, a lack of high-quality “best practice” resources for soft skills development, and a tendency for control group participants to miss vital soft skills training. While randomised controlled trials (RCTs), considered as gold standard, informed ‘best practice’ studies, RCTs may not fully capture the nuances of complex social interventions like soft skills programs. Therefore, there is need for alternative approaches, such as continuous quality improvement studies using mixed methods. Consequently, we recommended that future research consider these aspects to enhance the effectiveness of soft skills development in curricula.Systematic review registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42022309833, identifier CRD42022309833.

The Death Penalty, Its Pros and Cons, When and Why it Can be Justified (A Field Study for Students of the Faculty of Arts, Al-Ahliyya Amman University)

The aim of this research was to identify the death penalty in terms of its pros and cons, and when and why it can be justified, through a field study on students of the Faculty of Arts at Al-Ahliyya Amman University, using the descriptive approach, and by applying it to a sample of (450) male and female students who were chosen randomly, With the design of a questionnaire to collect information, the research concluded that the positives of the death penalty are attributed to the benefit of males, while the negatives are attributed to the benefit of females. Also, when the death penalty is justified is attributed to the benefit of married people, while why the death penalty is justified is attributed to the benefit of the educational stage.

CHALLENGES OF GREEN SCHOOL QUALITY ASSESSMENT

The Green School Quality Standard offers criteria for integrating holistic institutional and sustainable development education, that demonstrate commitment to green education, integrate environmental principles and climate action into the delivery of school educational services. The ultimate goal of the standard is to provide a complete educational roadmap, that ensures continuity and interdependence between educational stages, from early years to higher education. In article recommendations are made for improving the implementation of the audit for quality of green education, discussing also the road map for completing audit processing of the results from activity of the green school.

Action research plan: a methodology to examine the impact of artificial intelligence (AI) on the cognitive abilities of university students

This research suggests a methodology to examine the effectiveness Artificial Intelligence (AI) on the cognitive abilities of college students so that future researchers can utilize this experimental project to focus on how AI-powered Intelligent Tutoring Systems (ITSs) affect learning outcomes. As AI continues to revolutionize all walks of life, so has its integration with education. ITS is a key application of AI in education, providing a personalized learning experience by analyzing student data and tailoring instructional materials accordingly. This provides a research program to study the effectiveness of ITS in improving cognitive skills such as memory, critical thinking, and problem solving abilities in college students. The research project combined quantitative and qualitative research methods including surveys, pre-tests, post-tests, and in-depth interviews to assess the cognitive differences between students using ITS and those using traditional learning methods. The research project also recognized potential challenges, such as dependence on technology and the risk of increased educational inequality. The action research program concluded by advocating for a balanced integration of AI into education, highlighting the need for ongoing research to optimize its use across different stages of education and to ensure equitable access to AI-powered tools.

From otherness to belongingness: the role of co-ethnic relationships in Korean New Zealanders’ ethnic identity formation

ABSTRACT This study examines the social inclusion and identity formation of newer-generation Korean New Zealanders, focusing on their preference for co-ethnic relationships during their transitions to high school and university. Through interviews with thirty individuals, the research highlights early experiences of societal minoritisation and internalized racism, leading to ethnic identity suppression. Despite efforts to assimilate, participants faced identity struggles. Increased ethnic diversity in later educational stages facilitated co-ethnic engagement, fostering belonging and ethnic identity affirmation. The study underscores the critical role of co-ethnic relationships in navigating identity conflicts and promoting inclusion, offering insights into fostering an inclusive environment for ethnic minorities.

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.

Analysis of the Current Situation and Optimization Paths of Teaching Quality in Rural Primary Schools in Ganzi Prefecture under the Background of “Double Reduction”

To further implement the fundamental task of strengthening moral education and cultivating people, the country issued the “double reduction” policy in 2021. Nowadays, the whole country is reducing the academic burden on students with unprecedented policy intensity. Although the development speed of education in ethnic regions is relatively slow, this policy has also been gradually promoted and implemented in the basic education stage. This article takes “double reduction” as the background and observes the current situation of teaching quality in rural primary schools in Ganzi Prefecture through questionnaires and interviews. It analyzes the objective factors in three aspects: learning quality, teaching quality, and management quality, and proposes optimization paths for teaching quality.

Research of opportunities for the ecosystem approach to career planning by students at the State University of Management

The article presents the results of studying the possibilities of an ecosystem approach to career planning by students at the State University of Management (hereinafter referred to as SUM). At first, the gap between the level of practical training of graduates of Russian universities and the requirements of employers has been actualised. Then, the need for joint efforts of all interested labour market participants to create conditions for students’ conscious planning of career growth at all stages of education is emphasised. The experience of intra-university cooperation using the STC (student team consulting) method between the marketing department and practical training department in 2022–2023 has showed that solving this problem involves integrating, on an ecosystem basis, activities for the study of professional academic disciplines, project-based learning, practical training, and employment. As an experiment, 6 student consulting teams have solved a set of interrelated tasks, including the creation and ongoing maintenance of the Career Centre page in the VK social network, advertising campaigns and interviews at “Career Day in Transport and Logistics”, surveys on the employment of graduates and assessment of student satisfaction with practical training, analytical review of the labour market in Russia in 2020–2023 with a report at the All-Russian scientific and practical conference, examination of 5 ideas for marketing research projects in the field of career planning by students of the SUM with testing in social networks and assessments of the influence of actors in its ecosystem. In conclusion, based on the results of the research, the directions for the ecosystem approach to career planning by students at the SUM are formulated.

Implementation Methods of Social Emotional Learning: A Systematic Review

As adolescent mental health issues have received more and more attention in society, how to effectively implement social emotional learning (SEL) has become the focus of domestic and foreign educational researchers. Through a systematic literature review, this study summarizes the 6 research papers on SEL implementation methods from 2015 to 2024, and analyzes the characteristics, effects, challenges and deficiencies of previous studies. The results show that the implementation methods of social emotional learning can be mainly divided into three categories: independent courses, integration into daily teaching and whole-school methods, covering aspects such as emotion management, social skills training and responsible decision-making. However, existing research has certain deficiencies in the effectiveness of implementation methods, applicability at various educational stages, and long-term effect tracking. It is hoped that through the analysis of this article, it will provide valuable reference and reference for educational researchers in optimizing SEL implementation methods.

Impact of Augmented Reality-Based Learning on Preparing Children for Creative Reading Skills in Childhood Education Stage

This study investigated the impact of augmented reality (AR)-based learning on developing creative reading skills in early childhood education. Using validated instruments, including an AR-based learning guide, and a creative reading skills test, the study involved 254 primary school children from northern Jordan. The sample of the study was divided into an experimental group of 127 children who engaged with AR technology, and a control group of 127 children who received traditional teaching. Findings indicated that the experimental group scored significantly higher on the creative reading skills test than the control group. Statistical analysis using one-way ANOVA confirmed these differences as significant, underscoring the effectiveness of AR-based learning in improving creative reading skills. These results suggest that AR technology holds potential to develop learning outcomes in early childhood settings. Based on these findings, it is recommended to integrate AR technology into early childhood curricula to better support children’s creative reading abilities. As an engaging and interactive tool, AR can nurture creative thinking and cognitive skills that go beyond traditional teaching. Additionally, AR transforms learning into a stimulating, multidimensional experience that enhances children’s motivation to engage actively in the educational process. By creating virtual environments with interactive elements, AR aligns learning closely with real-world contexts, promoting innovative approaches to reading skill development. Further research should explore AR applications in other early childhood education areas, and expand AR-based educational tools, with an emphasis on adapting content to local cultural contexts to achieve effective, impactful results in children’s skills development.

Exploring interaction effects of social determinants of health with hospital admission type on academic performance: a data linkage study

ObjectiveTo investigate the moderating effects of socio-demographic social determinants of health (SDH) in the relationship between types of childhood hospitalisation (ie, none, injury, non-injury, injury+non-injury) and academic performance.Design, setting and...

Development of digital literacy model for college students in Minzu colleges and universities in Southwest China

Constructing a digital literacy model for college students in Minzu Colleges and Universities in Southwest China is crucial for advancing the implementation of the "Action Plan for Improving National Digital Literacy and Skills" and effectively conducting digital literacy education. By researching digital literacy models from abroad and employing bibliometric methods, an initial conceptual framework for the digital literacy model for college students was developed. A mixed-methods research approach, combining quantitative and qualitative research, was used. Confirmatory Factor Analysis (CFA) was employed to test the validity and reliability of the initial model, which was then refined based on CFA results and expert feedback. In-depth interviews with experts were conducted to further optimize the model. The resulting digital literacy model for college students in Minzu Colleges and Universities in Southwest China not only holds significant implications for digital literacy education in this region but also provides a reference for constructing digital literacy models for other educational stages and in different regions. This model-building approach can serve as a valuable reference for similar research and practice.

Research Competencies From the Socio-Formative Approach Seen in Undergraduate Students at a Peruvian and Mexican University

Objective: To compare research competencies from the socioformative approach observed in undergraduate students at a Peruvian and Mexican university. Theoretical Framework: From the initial stages of education, students should receive a holistic training that makes them capable of facing the challenges demanded by the changing world and the knowledge society. Under the protection of socioformation in higher education, it is essential to train new generations to develop more authentic competencies that allow them to confront the working world. Socioformation offers a perspective on knowledge management, recommending breaking with traditional patterns of how education is delivered. In the face of complex situations, students at all levels must adopt critical thinking. Method: The purpose of this research was to compare research competencies from the socioformative approach observed in undergraduate students at a Peruvian and Mexican university. It was a joint study with professors from another Mexican university, using a quantitative approach with a descriptive-comparative scope. The study included the participation of 64 Mexican and 65 Peruvian students, all of whom are in the early semesters of the education program at a public university in Peru and Mexico. Results and Discussion: Descriptive statistics, considering the percentage level of the results for the research competencies variable between Peru and Mexico, showed that 54.7% of Mexican students demonstrated autonomy, compared to 52.3% of Peruvian students. Inferential statistics confirmed that there are differences between both groups, taking into account the Mann-Whitney U test. Research Implications: The academic community demands studies that consider the development of competencies in students, such as socioformation, linking it to research competencies, as critical professionals are needed in the future. Originality/Value: To provide the academic community with a Likert scale instrument with 24 items, allowing the collection of perceptions regarding the development of research competencies.

Landasan Sosiologi Pendidikan Kristen dan Pengaruhnya pada Pendidikan Kristen Modern

Christian education not only provides religious knowledge but also builds character and unites communities. Therefore, education must be built with a deep conceptual sistematics to understand the complex relationship between religion, society, and education which will be based on the foundation of the sociology of Christian education one of which is by understanding the sociology of education. The sociological foundation of education is very important because it can maintain the values of the Christian faith in education while overcoming global challenges and technological advances in the midst of today's modern world. The sociology of Christian education is a solid and strong foundation to respond to changing times without losing the values or core identity of the Christian faith. The sociology of Christian education will maintain how the values and principles of the truth of the Christian faith are related to the way believers live their lives. It is intended to assist each believer in carrying out his or her calling in the world and help reach souls for Christ. Therefore, it is expected that Christian education must continue to adapt to the changing times by maintaining the principles and values of Christian teaching. This study aims to contribute to Christian Education teachers in facing various challenges as a result of rapid technological development. Sociology of Education plays an important role in modern Christian education in order to understand social dynamics, build character, and build a strong community. by maintaining Christian values that pattern and give meaning to each stage of education, without reducing moral values. Therefore, it is expected for Christian education to adapt to the changing times while maintaining the principles and values of Christian teachings.

Educational robotics for science and mathematics teaching: Analysis of pre-service teachers' perceptions and self-confidence

Educational Robotics has had an important impact in recent years as it offers a number of advantages for students. The inclusion of robotics in any educational stage requires teachers with adequate predisposition and training, making it necessary to know the opinions of pre-service teachers. The aim of our study is to analyze the perceptions and self-confidence of 109 pre-service primary education teachers before and after an intervention based on educational robotics and challenge-based learning to teach scientific and mathematical content, in their third academic year. A quasi-experimental design was used involving pretest and posttest, using the nonparametric Mann-Whitney and Wilcoxon U tests. The results showed a significant improvement in the overall mean self-confidence. In addition, the intervention led to a more positive perception of the benefits and possibilities of robotics for teaching of scientific and mathematical content, although it also increased the difficulties of implementation due to the lack of training in this digital resource. It is concluded that interventions are required based on educational robotics that allow pre-service teachers to gain the necessary self-confidence and perception to facilitate its introduction for the teaching of scientific and mathematical content.