Educational Strategies Research Articles

Improving English Language Proficiency through Podcasts: A Multifaceted Educational Approach

This paper probes into the strength of podcasts in building the English language through varied dimensions of a learning approach. The paper sought to establish the applicability of podcasts in the learning of languages among EFL students, given that podcasts are increasingly becoming an informal learning platform. The study was carried out among learners of different age groups and language proficiency levels, and the collection of statistics regarding the use of podcasts within language learning was affected through both quantitative and qualitative data. Important findings indicate that regular use of podcasts can make the process of vocabulary acquisition, listening comprehension, and general proficiency stronger. Such findings support the use of podcasts in gaining better language competence in that it not only presents rich contextual content in an accessible manner but also puts into play learner skills. In effect, the inclusion of podcasts into the learning curriculum has implications that are far-reaching in that it could offer an effective improvement in the traditional methodologies of language learning by enhancing a dynamic and flexible learning environment that meets the needs of all learners. This research paper points out the imperative nature of podcasts in modern educational strategies and suggests their application in a wider context of language learning frameworks to bring about superior linguistic competence.

Inside the Disposal Box: A Study on Biomedical Waste Awareness Among Aspiring Dental Professionals

Background: Biomedical waste management across India has become a growing concern for dentists. This study investigates biomedical waste management knowledge in the context of dental education. The aim of this study is to determine the knowledge, compliance and understanding levels of dental students regarding the processing and disposal of biomedical waste.Methods: This study was conducted among students and interns of a rural dental college in Maharashtra, India. A pre-designed survey was administered to dental students in various academic years. Investigations include waste classification, segregation, disposal technologies, safety procedures, and environmental impacts associated with biomedical waste.Results: A total of 150 students participated. The male/female ratio is 1:1.31. On average, 88% and 12% of students have correct and incorrect information about biomedical waste.Conclusion: The results of this study can form the basis for the development of educational strategies and interventions to raise awareness and ensure responsible biomedical waste management in medical education, dentistry, and medical facilities.International Journal of Human and Health Sciences Vol. 08 No. 02 Apr’24 Page: 198-202

Attitudes towards snakebite health education and associated factors among residents in China: A national cross-sectional study.

This study aimed to investigate attitudes towards health education on snakebites and to identify the influencing factors among Chinese residents. Additionally, we proposed effective health education strategies for snakebite management. Between May 2022 and February 2023, we conducted a nationwide cross-sectional questionnaire survey using a multistage sampling method with supplementary snowball sampling. We used descriptive analysis, χ2 tests, and univariable and multivariable binary logistic regression models to analyse the data. We included 56 669 respondents in the analysis. The average score for snakebite knowledge was 12.13 ± 5.26 points, with a maximum score of 28. Among the respondents, 72.66 and 63.03% of the residents believed that it was necessary to disseminate knowledge about snakebites and expressed a willingness to receive snakebite training, respectively. Respondents from the northeast region, respondents with a higher education level, and respondents with higher scores for snakebite knowledge, health knowledge, health skills, and social-psychological adjustment skills exhibited more positive attitudes towards snakebite knowledge dissemination and training. Conversely, respondents from eastern or southern China, respondents older than 60, and respondents who lived in rudimentary housing conditions showed a lower perception of the need for snakebite knowledge dissemination and were less willing to participate in snakebite knowledge and skill training. Generally, Chinese residents have positive attitudes towards snakebite knowledge dissemination and training. However, the public lacks sufficient knowledge about snakebites. Therefore, we should pay close attention to areas south of the Yangtze River to strengthen snakebite health education using engaging formats that align with residents' interests, such as short videos or television programmes, in an attempt to and ultimately improve health literacy and prevention awareness.

Fostering Global Success Empowering Young Learners in Online Education

This qualitative descriptive study explores the independent characteristics of second-grade students at Betro Elementary School (SDN Betro) within the context of online learning. Through interviews, observations, and documentation, the study investigates the self-reliance of students, the dynamics of parent-student interaction, and the daily habits cultivated by students in response to online education. Findings reveal a notable level of self-reliance among students, manifested in their ability to complete tasks autonomously and adhere to schedules. Positive communication and collaboration between parents and students are observed, fostering a conducive learning environment. The study underscores the importance of nurturing self-reliance in elementary students for successful online learning and provides valuable insights for educators and policymakers aiming to optimize remote education at the elementary level. Highlight: Student Autonomy: Second graders excel independently in navigating online learning environments. Parental Support: Positive parental engagement enhances children's online learning experience. Educational Impact: Fostering self-reliance in elementary students optimizes online education strategies. Keywoard: Elementary Education, Self-Reliance, Online Learning, Parent-Student Interaction, Qualitative Research

Consumer Awareness and Willingness Level at Banlat Gas Stations Regarding Biofuel Act: Bases for Sustainable Energy Transition and Education Strategies

In the pursuit of sustainable energy practices, the study focuses on assessing the awareness and willingness of selected respondents at 11 well-known gas stations in Banlat regarding the Biofuel Act. Against the backdrop of global efforts to mitigate environmental impact and promote renewable energy sources, understanding consumer perspectives becomes paramount. This study aims to shed light on the intricate interplay between consumer awareness, demographic characteristics, and their willingness regarding the Biofuel Act. Using a quantitative research approach with 440 respondents sampled through quota sampling, the study examines the demographic profile (age, education, socio-economic status). Findings show most respondents are aged 23–44, with bachelor’s degrees, and from the lower-middle-income bracket. While awareness of the Biofuel Act is low ("Slightly Aware"), there's notable willingness ("Somewhat Willing") to support it. There's a weak relationship between demographic factors and awareness, except for education level, which has a moderate impact, suggesting higher education correlates with greater awareness. Similarly, demographic factors show weak correlation with willingness. These insights are crucial for policymakers and stakeholders to refine consumer education strategies and promote sustainable energy practices.

Generational Differences in Sustainable Consumption Behavior among Chinese Residents: Implications Based on Perceptions of Sustainable Consumption and Lifestyle

To deal with the challenges posed by generational differences in China’s sustainable consumption transition, this study’s pioneers using a mixed-methods approach with data mining and literature research to classify Chinese residents into four generations based on the sustainable consumption perspective. We developed a conceptual model of generational differences and conducted an empirical study using structured interviews with a multi-stage random sampling approach. The results highlight significant differences and distinct influencing mechanisms among the four generations regarding perceptions of sustainable consumption, lifestyle, and sustainable consumption behavior. Based on this, multi-generational differentiated green marketing strategies, green product development and green marketing practices, as well as consumer education systems and strategies for stakeholders including the government, enterprises, and society are proposed. The findings contribute to advancing theoretical perspectives in sustainable consumption research, serving as a valuable reference for sustainable consumption research worldwide.

Leadership as service: developing a character education program for university students in Spain

AbstractThis paper describes the development and implementation of a character education program at the University of Navarra. The Leadership as Service Program has been developed in collaboration with the Oxford Character Project, and has adapted its Global Leadership Initiative to the Spanish context. The purpose of the Leadership as Service Program is to help students develop a sense of personal purpose, and virtues that are specific to leadership, such as prudence, humility, gratitude, resilience, and service. The methodology of the program follows the seven strategies of character education and includes a mentoring program. In order to adapt the Global Leadership Initiative to the Spanish context, the Leadership as Service Program was integrated as much as possible into the fabric of the University of Navarra by means of (1) facilitating a new initiative to develop workshops on purpose; (2) incorporating an existing mentoring program; (3) positioning local actors as experts, and (4) dialogue with stakeholders within the university. First results indicate that the Leadership as Service Program makes a valuable contribution to the ethical and professional development of students, which corroborates with the findings of the Oxford Global Leadership Initiative.

Comparative Analysis of Knowledge Control and Evaluation Methods in Higher Education

The article analyses knowledge control and evaluation methods in higher education, focusing on both standardized and non-standardized testing. It explores fundamental quality criteria and the perspectives of lecturers and students on the roles of these methods in assessing knowledge. The study evaluates attitudes towards both testing types, considering factors such as efficiency, usability, reliability, objectivity, accuracy, and content relevance. The findings suggest that combining standardized and non-standardized tests with problem-solving tasks significantly enhances knowledge assessment in technical disciplines, demonstrating the methods’ interdependence and complementarity. Data shows that both testing types achieve high scores, with standardized tests receiving an integral index of 0.72 and non-standardized tests scoring 0.69. Respondents positively evaluate the effectiveness and convenience of standardized tests, attributing their reliability, objectivity, accuracy, and practical orientation. Although there is a clear preference for standardized tests among participants, the benefits of non-standardized tests are also acknowledged. The study thus recommends a balanced approach, incorporating both methods to ensure an effective and high-quality assessment and knowledge control strategy in higher education.

Visual Strategies in (Visual Arts) Education: A Critical Perspective on Reading and Making Images

This study takes its point of departure from a nationwide project called Visual Storytelling and the Art of Reading Images carried out in Sweden between 2019–2020. This national project, implemented by Läsrörelsen (The Reading Movement Association), aimed to develop the professionalism of educators and visual art teachers by offering an in-service training day to enhance their competence in visual storytelling and image interpretation. The aim of our study, which uses material from the project, is to contribute knowledge regarding the role of visual culture and visual strategies in school, particularly in visual arts education. The role of visual culture in education is to develop a critical perspective on images and cultural ways of seeing and making images. This approach involves focusing on the global and digital visual culture of young people’s daily lives and working on societal issues. Through teaching and learning how to analyse and discuss contemporary, complex images with others, as well as expressing oneself and communicating through image making, the use of visual strategies can bring pupil’s different opinions, thoughts, and feelings to the fore.

Global Inquiry Reveals PBL's Impact on Junior High Ecoliteracy

This study investigates the impact of Problem-Based Learning (PBL) on the ecoliteracy abilities of grade VII junior high school students compared to conventional lecture-based instruction. Conducted at SMP Muhammadiyah 6 Krian, the quasi-experimental research involved 40 students divided into experimental and control groups. Pre-test and post-test assessments using ecoliteracy indicators were conducted. Results from T-tests showed no significant difference in ecoliteracy abilities between the two groups (experimental group: p = 0.090, control group: p = 0.270), suggesting that PBL did not significantly improve ecoliteracy skills among grade VII students. These findings underscore the need for further exploration of instructional methods to enhance ecoliteracy in junior high school settings. Highlight: PBL's Effect on Ecoliteracy: Assessing PBL's impact on junior high ecoliteracy. Quasi-Experimental Design: Non-equivalent control group method in research design. Call for Further Research: Identifying effective environmental education strategies. Keyword: Problem-Based Learning, Ecoliteracy, Junior High School, Quasi-Experimental Research, Environmental Education

Education of audience in the digital space – Post-COVID musical educational strategy

Summary. The research “Educating the audience in the digital space” explores the problem of efficiently adapting the traditional classical music concert into a digital setting. Based on my experiences working in a symphony orchestral environment, the result of a questionnaire conducted on a representative sample, and the views of internationally acclaimed experts in the field, new concept of musical activity in the digital space characterized by adaptation rather than reproduction has been developed. Through the creative functions of the audience education software, the user takes part in the interpretation process and becomes the recipient of fine music instead of simply listening to the concert. Összefoglalás. A „Közönségnevelés a digitális térben” címmel folytatott kutatómunka a hagyományos klasszikus zenei hangverseny digitális térbe történő hatékony átültetésének problematikáját állítja középpontba. Ennek jelentősége a pandémia, és újabban az energiaválság kapcsán került előtérbe. Jelen tanulmány a zenei együttesek aktuális kihívásainak jövőbe mutató stratégiai megközelítésével állít fel téziseket a kutatómunka eredményei alapján megfogalmazott reformok irányába. A technológia vívmányainak kulturális és nevelő céllal történő hasznosítása évszázados múltra tekint vissza. A zenei területen a fonográftól a legmodernebb virtuális audiovizuális rendszerekig bezárólag minden eszközről elmondható, hogy a hagyományos előadás leképezésére törekszik, a személyesen átélhető zenei élmény átadására viszont természetszerűleg nem képes. A bezártság alatt a streamelt koncerteket rendkívüli érdeklődés övezte. Az új, online publikációs tér megteremtette a szélesebb nyilvánosság elérésének lehetőségét. Olyanokhoz is eljutottak az értékes zenei tartalmak, akik addig nem mutattak fogékonyságot irántuk. Ugyanakkor a tisztán reprodukción alapuló komolyzenei termékek jellegükből adódóan a reprezentatív környezettől megfosztva alkalmatlannak bizonyultak a hagyományos koncertek kiváltására, a hangversenytermek újranyitását követően gyakorlatuk megszűnt. A reprodukción alapuló megközelítéssel a zeneművészet széles társadalmi nyilvánosságának újraszervezése, és a zenei nevelés kihívásainak kezelése nem lehetséges. A hatékony és újszerű műértelmezés jegyében a digitalizáció művészeti alkotótevékenységre gyakorolt hatásai is vizsgálat tárgyát képezik. Az expanzív tömegkultúra befolyása és a zeneipar igényei érzékeny művészetelméleti és morális kérdéseket vetnek fel az alkotófolyamatra vonatkozóan, melyek a mestereséges intelligencia korában új aktualitást nyernek. A Kooperatív Doktori Program keretében a Duna Szimfonikus Zenekar közreműködésével végzett analitikus munka tapasztalatai alapján, illetve reprezentatív kérdőíves mintavételezés eredményére és a téma nemzetközileg elismert szakembereinek véleményére támaszkodva kidolgozásra került a digitális térben folytatott zeneművészeti tevékenység új, reprodukció helyett adaptáción alapuló koncepciója, az Interaktív Hangversenyterem. A közönségnevelő szoftver kreatív funkcióinak segítségével a felhasználó megismeri a szimfonikus zenekar munkáját, megérthet alapvető zenei folyamatokat és akusztikai jelenségeket, illetve bepillantást nyer a kulisszák mögé. A képi orientációjú térre történő alkalmazás jegyében a zenei tartalomra reflektáló művészi animációk segítik érvényre jutni a vizuális kreativitást. A felhasználó az interpretációs folyamat részese lesz, a koncert hallgatójából az értékes zene befogadójává válik.

Usability of Standards for Scaffolding in a Health Sciences Programme: A feasibility Study

BackgroundStandards contribute to comprehensive and programmatic implementation of educational strategies, such as scaffolding. Although the development of educational standards follows a rigorous consensus approach, they are socially constructed and could result in varied interpretations by users. Reports of varied implementation of standards in health professions education underscore the need to test the developed standards for scaffolding in health sciences programmes. Usability entails determining whether a product like standards works as intended under the expected conditions and contexts. This study aimed to describe the usability of standards for scaffolding in a health sciences programme through a pilot study.MethodsA multi-method design employing user and expert-based usability evaluation techniques sought to describe the usability of the standards for scaffolding in a three-year pre-registration nursing programme. The user sample of nurse educators drawn from the programme, conducted a self-assessment on scaffolding practices in the programme using a developed standards checklist. For the expert sample, three-panel members with an understanding of the discipline and programme context were purposively sampled. These panelists studied the users’ self-assessment reports before completing an author-generated heuristics checklist to support or refute any of the standards. Descriptive statistics, comparative and content analysis were applied to analyse data from users’ interviews and expert’s completed heuristics checklist, determining the standards’ usability, and identifying the usability flaws or strengths.ResultsThe users had three or more years of teaching experience in the competency-based curriculum for nursing. The experts shared an average of 16 years of experience in teaching in higher education, and seven years of experience in quality assurance and programme accreditation. The four standards had a usability score of above average (68%). Seven usability strengths and four usability flaws were identified. Usability flaws related to misinterpretation of some criteria statements and terminologies, multiple meanings, and users’ challenges in generating evidence for some criteria.ConclusionsThe pilot study revealed the context-based ‘truth’ regarding the fidelity of a health sciences programme evaluation on scaffolding, as well as identifying the ideal contextual conditions in which the standards for scaffolding health sciences programmes would work best. The identified usability flaws highlighted the need for further revisions of the standards. Future research on the feasibility of the standards in other health sciences programmes and contexts is recommended.

A Hybrid Escape Room to Foster Motivation and Programming Education for Pre-Service Teachers

Educational escape rooms aims to motivate students, to strengthen knowledge and evaluate learning. Pre-service teachers enrolled in “Computer Science and Digital Competency” course shows lack of motivation and difficulties to realise its usefulness in everyday practice, becoming an ideal context to apply this strategy. 157 students belonging to a European university participated in the experience as case study. The educational escape room was conducted following a hybrid model, mixing a physical organization of props with a virtual organization of the narrative, tests and achievements. The experiment was designed to answer two hypotheses, first if applying escape room as an educational strategy fosters pre-primary and primary students' motivation, since this method address complex concepts in a practical way, and second, if the application of this strategy as teaching strategy makes students perceive the learning process as a game.

Mimetic Teaching Strategy in Design Education: Relationship Between Students Learning Style and Creativity

This research explores the connection between changes in students' learning styles and the components of creativity in a design studio setting that utilizes mimetic teaching strategies. The study assumes that the change in learning styles is related to the level of creativity exhibited in the design process and final product. The theoretical framework of this study, which focuses on the learning strategy of 13 students taking the second-year architectural design project course in the architecture department throughout the semester, is formed by Rhodes' 4Ps (Person, Press, Process, and Product). Accordingly, the skill of reasoning (person) by Sloman and Pahl & Beitz (associative-variant / hybrid-adaptable / metaphorical-original); resource utilization in the design process (press) by Casakin, Akalın and Özkan & Akalın (within domains –hybrid- between domains); design process (process) by Rittel (linear/non-linear) and the created product (product) by Gentner and Markman and Welling (application-analogy-combination-abstraction) were analyzed based on the theoretical framework. The study found that students who experienced different learning styles throughout the semester utilized a non-linear design process to reach the original design, using metaphorical reasoning. On the other hand, students who used associative reasoning with a linear process struggled to analyze abstract and undefined design problems, resulting in variations of already solved designs. To overcome this, learners should be guided to find examples that promote metaphorical reasoning, activate their connection to the context, and encourage alternative thinking. Encouraging the use of metaphorical reasoning as a tool for creative restructuring and reinterpretation facilitates the development of original and adaptable designs.

Digital storytelling as a strategy for developing 21st-century skills: a systematic review of qualitative evidence

ABSTRACT Digital storytelling (DST) is an educational strategy that has been shown to be capable of developing a wide range of skills. The focus of this review is to examine the relationship between this strategy and the development of 21st-century skills, a highly relevant notion in today’s educational systems. The findings combine qualitative evidence regarding DST and its influence on developing 21st-century skills. A meta-aggregative approach was utilised to analyse the results of 18 selected studies. The results suggest that 1) no matter the characteristics of the DST activity, there will always be 21st-century skills at play when creating a digital story; 2) the relationship between DST and 21st-century skills is solid and clear; and 3) there is a notable influence on critical thinking, creativity and collaboration skills. Finally, design principles and recommendations for practitioners are proposed.

A Comparative Study on the Effect of Context on Retrieval between Adolescent Boys and Adolescent Girls

This comparative study delves into the nuanced ways contextual factors impact information retrieval among adolescent boys and girls. The aim is to analyse cognitive processes, memory, and learning preferences unique to each gender. By examining how they navigate and recall information within different contexts, the research aims to contribute valuable insights for educators and policymakers, potentially leading to tailored strategies for cognitive development and education based on gender-specific needs. The sample of the study consists of 30 adolescents (from ages 11-19 years), out of whom 15 were males and 15 were females, who were all literate and free of any psychological ailments. The data was collected using standardised Context and Retrieval Test which consists of 18 cards with an incomplete sentence enclosed in a box and two words printed on the top right and top left corners, out of which one is the context word, and the other is non-contextual. After the samples were collected, the mean percentage of recall of both, contextual and non-contextual words was calculated and compared between the genders. The results showed significant difference between the recall of context words of males and females. It was observed that the recall of contextual words was higher than that of non-contextual words in both genders. It was also noted that the recall of context words was higher in females as compared to males. Context plays a crucial role in retrieval because it provides a framework for organizing and associating information in our memory.

The Future is Now: Educators’ Vision for Tomorrow

Education is never far from the news. It is intimately tied to the past, the present and the future. Some say that the past is where education has remained in terms of vision and practice. The more optimistic see education as taking stock of the past to create a present and a future. We are on the threshold of several important national milestones. The National Strategy for Education is up for review in the next two years as well as the National Curriculum. Then there is the collective agreement for educators, which is up for review in 2023. The future of educators hinges on the present and the future. This research, therefore, invited educators to reflect on the future of education and educators themselves. Nine focus groups were conducted, with 45 participants in total. Five key themes emerged from the data as influencing the future of education and educators, namely teaching and learning, leadership and climate, the education system itself, policy, and a changing society. The insights may serve as the basis for reflection and as a springboard for the generation of policy and practice on a national level.

Factors and Manifestations of Resilience in Graduate Students: A Multidimensional Perspective

In the current environment of higher education, universities face the challenge of fostering resilience in graduate students, a crucial element for their academic success and personal development. This study focuses on analyzing the factors that contribute to resilience in graduate students at the State University of Milagro (UNEMI). A mixed-methodological approach was used, integrating quantitative and qualitative analyses of data collected through questionnaires applied to students from three different master's programs. The research, exploratory and descriptive in nature, adopted a non-experimental and cross-sectional design, which allowed for data collection at a specific point in time, without altering variables. The sample consisted of 733 students, utilizing a detailed questionnaire and qualitative analyses for in-depth interpretation. The electronic distribution of the questionnaires facilitated broad participation. The results, structured into seven subscales, revealed significant variations in student experiences across different disciplines. These differences underline the need for educational policies tailored to the specific characteristics of each field of study. Subtle but important differences in the perception of resilience and well-being between genders were observed, highlighting the importance of more inclusive educational approaches. Factorial analysis provided a detailed view of how various factors impact aspects such as health, well-being, motivation, and student satisfaction. It is concluded that this holistic approach is key to understanding the complexity of the university experience and developing educational strategies that promote comprehensive and enriching learning.   Received: 17 January 2024 / Accepted: 6 April 2024 / Published: 5 May 2024

Learning Styles and Motivation: Their Role in Academic Performance

This study examines the correlations between academic motivation, learning styles, and academic achievement in higher education. The goal of this study is to prove that there is a correlation between academic motivation, learning styles, and academic success of students. Utilizing Pearson correlation and multiple regression analyses, it explores these variables' impact on academic performance. It highlights the importance of educators recognizing the diversity in learning styles and motivational drivers among students. The results reveal a slight negative correlation between learning styles and academic achievement, but no significant correlation between academic motivation and other variables. The study also suggests that while learning styles have a modest impact on academic performance, the role of motivation is more complex and warrants further investigation. These findings suggest a modest influence of learning preferences on educational outcomes and underscore the complex nature of motivation in academic settings. The study advocates for an integrated pedagogical approach that addresses learning diversity and motivational dynamics. The research contributes to the ongoing debate about the effectiveness of tailoring educational strategies to individual learning styles. It emphasizes the need for a holistic approach in addressing student needs in academic environments.   Received: 7 February 2024 / Accepted: 20 April 2024 / Published: 5 May 2024

A comprehensive assessment of self-leadership among students in China’s ethnic regions: insights and implications for higher education

ABSTRACT In modern society, individuals are granted greater autonomy, amplifying the significance of self-leadership. The cultivation of self-leadership stands as a pivotal determinant in the holistic development of college students. Despite its importance, higher education’s role in fostering self-leadership has been comparatively overlooked, with empirical examinations using validated models in this domain remaining scarce. This research delves into the self-leadership attributes of students in Chinese ethnic region universities, utilizing the College Student Self-leadership Assessment (CSSA) and enriching the study with semi-structured interviews with students and educators. Drawing on responses from 2,578 participants across thirteen ethnic region universities in China, and insights gleaned from interviews, students’ self-leadership was evaluated across nine dimensions. The results illuminated that students generally exhibited commendable self-leadership attributes, particularly excelling in value selection and self-perception. Nevertheless, deficiencies were noted in their intrinsic learning motivation, goal management, and independent decision-making. Additionally, significant variances in self-leadership were detected across variables such as gender, grade and institutional tiers. These findings underscores the essential need for educational strategies that strengthen students’ self-leadership. Key recommendations involve adopting project-based learning that incorporates cultural engagement, and developing interdisciplinary curricula, which together enhance student autonomy and community involvement, thereby fostering a robust self-leadership foundation. This study provides key insights into pedagogical and assessment methods to develop self-leadership among students, filling a crucial gap in higher education research, especially in ethnic region universities, and underscores the need for specialized support for their developmental needs.