Educational Theory Research Articles

The Learning Wave

Today’s learners are immersed in engaging virtual activities such as video games, social media, and streaming services. These platforms set high expectations for user engagement, providing experiences that are user-centred and intrinsically motivating. Online learning must now compete with these digital environments for learners' attention, necessitating a transformation in its approach to increase retention and satisfaction. The Learning Wave is a novel Learning Experience Design framework that addresses this challenge by two key psychological theories: Self-Determination Theory (SDT) and Flow Theory. SDT, developed by Deci and Ryan (2000), posits that intrinsic motivation is driven by three psychological needs: autonomy, competence, and relatedness. Flow Theory, introduced by Csikszentmihalyi (1990), is a highly functional state helping learners boost their academic performance through immersion in the activity and provides incentives for personal growth (Rodriguez-Ardura & Meseguer-Artola 2016). By applying these theories, The Learning Wave generates learning experiences that positively impact learning behaviour through enhanced engagement and motivation. The framework applies strategies from digital and serious games, combining them with storytelling techniques and instructional design models to create a modern pedagogical approach to the design of online courses. At its core, The Learning Wave utilises a three-phase pattern: learn, reflect, and challenge. This structure enables learners to progressively build understanding, review and reflect on their learning, and apply their knowledge and skills to real-world scenarios. The framework employs Semantic Waves (Maton, 2013) as a construction methodology, ensuring a thoughtful progression of the learner from basic understanding to advanced application of concepts, and facilitating the creation of Flow states by gradually increasing complexity to match learner skill development. Complementing the learner experience is the use of storytelling. By incorporating narrative elements, the learning experience is enriched with contextual depth, diverse perspectives, and emotional engagement, factors known to enhance retention and application of knowledge (Landrum et al., 2019). This approach also supports the relatedness aspect of SDT, fostering a sense of connection to the learning material. As a visual tool, The Learning Wave allows instructional designers to map out the entire learning experience, illustrating how learners progress through different phases. It incorporates a series of learning moments, points of reflection, and challenge events, charting the learner's journey from novice to competent problem-solver. The framework's flexibility accommodates both high-level designs and intricate, complex experiences. The Learning Wave has been incorporated as the foundational pedagogy in the development of twelve postgraduate microcredentials at Western Sydney University, with qualitative and quantitative feedback showing learners are motivated and more confident with the knowledge and skills they are developing. Further analytics, articles, case studies, and publications are forthcoming. This poster presentation demonstrates how The Learning Wave framework transforms online learning. It showcases the 3-stage pattern, alignment with storytelling techniques, and process of gaining strategic knowledge through information deconstruction and reconstruction. It highlights how this approach, grounded in educational theories and modern engagement techniques, can enhance learner motivation, improve knowledge retention, and lead to more effective online educational experiences in our digital world.

Educational Strategies For Healthy Habits in Secondary School: Promoting Integral Health

Objectives: This article aims to integrate positive habits in secondary education, focusing on students' mental and physical health. It aims to promote self-care practices and emotional resilience. Theoretical Framework: It is based on theories of emotional education, active learning, and public health, highlighting the importance of training in healthy behaviors for students' physical, emotional, and social well-being. Method: A mixed method was used, using interactive activities, awareness-raising workshops, and digital technologies. Periodic evaluations were carried out to measure the impact of the interventions and encourage the active participation of teachers and students. Results and Discussion: Implementing the educational strategies improved physical activity intervention and reduced risk behaviors, such as substance use. Research Implications: The findings suggest that promoting positive behaviors in secondary education increases academic achievement and contributes to students' overall development. They highlight the need for educational policies that support these initiatives and encourage collaboration between school, family, and community. Originality/Value: It offers an innovative educational proposal that prioritizes students' personal growth and creates an environment conducive to learning. It fosters active collaboration between students and teachers and develops socio-emotional skills that strengthen the sense of community and belonging.

Navigating the Shadows: Exploring the Impact of Self-Centered Leadership on Teacher Emotional Exhaustion

ABSTRACT Researchers studying educational leadership theory tend to examine positive leadership behaviors and their outcomes far more frequently than their opposite. Such a lopsided approach, while admirable in its intent, has undermined efforts to identify and excise the continuation of poor leadership attributes currently extant. This study aims to address the latter issue by investigating how, and under what conditions, a school principal’s self-centered leadership style contributes to the proliferation of teacher emotional exhaustion amongst school faculty. Data collected from 855 teachers in 72 Kuwaiti public schools were analyzed via regression analysis and bootstrapping tests to evaluate a moderated mediation model of self-centered leadership effects on teacher emotional exhaustion; teacher diffident silence acted as the mediator, while teacher ambivalent identification served as the moderator. The results showed that diffident silence partially mediates the relationship between self-centered leadership and teacher emotional exhaustion. Additionally, ambivalent identification mitigates the positive relationship between self-centered leadership and diffident silence as well as the indirect effects of self-centered leadership on teacher emotional exhaustion via diffident silence. Our discussion highlights the benefits of understanding the roles of diffident silence and ambivalent identification in the relationship between self-centered leadership and teacher emotional exhaustion, and offers recommendations for improving school leadership practices.

The theory of intercultural education for international students

ABSTRACT Intercultural education is commonly considered an important aspect of international student education that the host universities need to provide. Based on first-hand observations and experiences as an international educator in Canada, this practitioner reflective inquiry critiques three theoretical foundations that are often drawn upon in current intercultural education practices for international students, namely Culture Shock, Cultural Dimensions, and Cultural Adaptation. After unpacking the limitations of these theoretical frameworks, this paper aims to provide a coherent new theory of intercultural education for international students on the basis of three different concepts, namely Complexity Theory, Small Cultures, and Global Citizenship. By embracing these three different concepts, the new theory proposed in this paper advocates a paradigm shift from modern to postmodern, from positivist to deconstructive, and from Eurocentric to Globalist approaches to intercultural education for international students, the majority of whom have moved from the Global South to the Global North for higher education.

Aesthetic Learning Spaces: An Investigation into the Status in Danish Early Childhood Teacher Education

The aim of this article is to delve into and discuss the past and present conditions of aesthetic learning spaces in the Early Childhood Teacher Education (ECTE) program in Denmark, and how these conditions impact its learning environment. The investigation encompasses a variety of data sources and research methods aimed at capturing both the intricate and broader aspects of the focal question. The investigation includes (1) a discussion of educational reforms and how they affect aesthetic learning spaces, (2) a discourse analysis examining the descriptions of new iterations of aesthetic learning spaces, including makerspaces and playlabs, and (3) qualitative interviews with students and educators conducted during a building workshop. The study’s key discovery is that aesthetic learning spaces in ECTE have undergone a shift, becoming spaces that emphasize generic skills and academic abilities, as opposed to domain-specific tools and techniques. In the article, this transformation is connected to broader societal trends and analyzed through the lenses of sociological, educational and creativity theories, drawing upon the work of scholars such as Richard Sennett, Lene Tanggaard and John Krejsler. At the article’s conclusion, future topics for study are suggested.

Transformational leadership for sustainable productivity in higher education institutions of Cameroon

AbstractThis study investigates the need for transformational leadership in the sustainable development of the productivity in higher education institutions (HEIs) in Cameroon. While institutions always request additional funding, the need for effective allocation and utilization of existing resources is relevant for sustainability. Participants for this study included teachers from state and private HEIs in Cameroon. Correlation and regression models were used to assess the impact of transformational leadership on sustainable productivity grounded in Michael Fullan’s (2011) six secrets of educational change theory. A positive and significant relationship was observed between transformational leadership and the productivity of HEIs. While the practice of transformational leadership was observed more in state-owned HEIs, the impact was more in private than in state HEIs. The mean value for intellectual stimulation for sustainable productivity of higher institutes of learning is higher for the private as compared to that of state institutions showing that intellectual stimulation is more used in private HEIs to improve their productivity than in state-owned HEIs in Cameroon. While the correlational analysis showed that intellectual stimulation has the strongest correlate effect on sustainable productivity, the regression analysis showed that inspirational motivation has more added value to productivity. Based on these findings, we recommend a leadership model for sustaining organizational productivity, where the essence of the effective practice of transformational leadership is collaboration, especially in the change process.

Exploring the optimization path of rural geriatric education under the threshold of empowerment: An empirical study in Zhejiang Province

Synchronizing the improvement of rural elders' happiness with economic and social development has become an urgent issue driving rural construction, comprehensive rural revitalization, and the decisive victory in building a moderately prosperous society. The enhancement of rural elders' spiritual satisfaction, as a systematic project,requires high attention and concerted efforts for exploration and resolution. This study aims to assess the significant opportunity presented by actively responding to the aging population strategy through empowerment and enhancement, thereby optimizing the development of elderly education in rural China. This study delves into the optimization path of rural elderly education. It systematically evaluates the existing problems and development status of elderly education in rural areas, proposes improvement measures, and constructs a path for the development of rural elderly education, analyzing and assessing the current implementation status and shortcomings in sample villages. Through the comprehensive empowerment and enhancement education theory, it summarizes the optimization path for rural elderly education. Through empirical analysis result show that three key findings emerge. Firstly, cognitive needs exert a direct positive influence on the level of elderly education. The perception among the elderly regarding the necessity of elderly education significantly impacts their participation and subsequently influences the overall level of elderly education. Moreover, enhancing the elderly' s sense of self-efficacy holds considerable importance in this regard. Secondly, geographical transportation emerges as a critical determinant, positively affecting cognitive needs and the level of elderly education. Proximity to educational institutions, coupled with efficient transportation options, significantly influences the willingness of the elderly to engage in educational activities, thereby elevating the overall level of elderly education. Lastly, the quality of curriculum setting is identified as another crucial factor affecting cognitive needs and the level of elderly education. Aligning course offerings with the demands of the elderly population enhances their satisfaction with elderly education. By integrating insights from successful practices in both rural and elderly education, particularly from developed countries, this study offers a specific path for rural elderly education, thereby guiding the educational development in rural areas, such as Zhejiang Province. This paper focuses on the actual situation in Zhejiang Province and holds practical significance.

МОНИТОРИНГ ПРОЦЕССА ФОРМИРОВАНИЯ ЦИФРОВЫХ КОМПЕТЕНЦИЙ У СТУДЕНТОВ ВУЗА

Digital transformation in the key areas of social activity that the President and the government of the Russian Federation have determined as the chief development vector of this country reveals direct influence on the Russian higher education system. Its main tasks include the training of future professionals equipped with digital competencies as an indispensable resource of their competitiveness in the modern labour market. All that updates the request for conceptualizing the problem of forming students’ digital competencies from the point of view of educational theory, as well as searching for hands-on tools to improve the quality of the process under research and its results. This topical task of the education theory and practice needs an effective and consistent implementation, based on the rich experience in forming the information and communication competencies of students at different levels of the education system. To improve the efficiency of the process and results of forming digital competencies of students of various majors, we should study the phenomenon in all its versatility, clearly determine its contents and conditions conductive to its formation, define the factors stimulating the productivity of the process under research. The above-said versatility and volatility of the contents of digital competencies spark the abundance of expert evaluations and definitions that unfortunately leads to the terminological chaos. Taking support in the system-and-activity approach allows for the systematic consideration of the phenomenon under study and its pedagogical characteristics. Moreover, it seems topical to research the procedural aspect of the forming students’ digital competencies where pedagogical monitoring plays a crucial part. This research concentrates on its key features (aim, tasks, functions, and procedures) as well as the conditions for its effective implementation

The Influence of Career Construction Theory on College Students’ Career Decision-Making Difficulties and Gender Differences

This study investigates the causal relationship between proactive personality, career flexibility, career exploration, and challenges in professional decision-making while considering the contextual factor of gender within the framework of Career Construction Theory. A survey was conducted using a questionnaire administered to a total of 726 students from three institutions in Jiangxi Province, China. Structural equation modeling analysis yielded the following results: 1. Proactive personality negatively affects difficulties in career decision-making. 2. Proactive personality impacts career decision-making challenges through its influence on career adaptability. 3. A proactive personality affects career decision-making difficulties by shaping career exploration. 4. Proactive personality influences career decision-making challenges through the sequential mediation of career adaptability and career exploration. 5. Gender differences are evident within the career construction model, resulting in variations in its constituent elements. These findings contribute to the advancement of Career Construction Theory in higher education and guide college students in their career-planning endeavors. Received: 1 August 2024 / Accepted: 31 October 2024 / Published: 05 November 2024

This Course Is Ungraded: The Impact of Ungrading Practices on Students and Their Instructor

The researcher studied ungrading practices in an introductory course on emergent language and literacy in the early years for undergraduate students interested in pursuing careers as classroom teachers at an urban public college in the northeast United States. Based on the Scholarship of Teaching and Learning (SoTL), the researcher applied self-efficacy and reflective teaching theories to address how a course designed with ungrading practices impacted students' self-efficacy and the researcher as a reflective teacher. The researcher used mixed methods to analyze data. Findings show that students' participation presented a calibration of dynamic interaction between personal, behavioral, and environmental factors. Findings also show how integral it was to build a supportive learning community to develop students' self-efficacy. Ungrading practices created conditions for a humanizing pedagogy. The researcher applied an ethics of care that diminished power over students and instead emphasized power with students. This shift in power enabled dialogic discourse that informed responsive teaching and reflective practice. Rather than best practices, a course designed with ungrading practices is deeply contextual and requires an inquiry stance.

Decolonising mathematics education: Teachers’ initial experiences of using ethnomathematical games in the intermediate phase

The African Agenda 2063 strives to attain the goals of peace and prosperity, and to do so, there must be a process of political liberation and decolonisation. In the South African context, decolonisation involves transforming the mathematics curriculum to one that is African by employing cultural approaches such as ethnomathematics. However, South African mathematics teachers still rely on Eurocentric methods for teaching mathematics. To decolonise mathematics in the Intermediate Phase, a project was initiated that utilised indigenous games for teaching mathematics. This paper aims to identify whether such efforts to decolonise mathematics education will be accepted or rejected by the mathematics teachers involved in this study. The paper is framed by the Critical Mathematics Pedagogy Theory. A qualitative case study approach was employed to collect data through a focus group interview with ten mathematics teachers who teach in rural and semi-rural areas of KwaZulu-Natal, South Africa. The findings demonstrate that ethnomathematical games encourage mathematics learning, that teachers’ initial apprehensions gave way to enthusiasm, that learners were excited to play and learn, and that teachers found it effortless to integrate mathematical concepts such as addition, subtraction, multiplication, factorisation, and quadrilaterals with the indigenous games of Morabaraba, Tshetershere, Diketo, and Kgati. Recommendations include that mathematics educational policies incorporate ethnomathematics as a policy directive and that teachers receive training in alternative cultural pedagogical practices for teaching mathematics, such as the use of ethnomathematics. Future research endeavours should focus on finding avenues to sustain ethnomathematics in the classroom.

Constituencies of Care: Imagining Possibilities of Access in US Theatre Pedagogy and Production

Abstract: Conversations about accessibility and representation in US theatre have increased over the past decade, but few articles address how these topics might be incorporated into our classrooms and educational rehearsal spaces. Using as a case study the rehearsal and production processes devised for the Broadway musical How to Dance in Ohio , this Note considers how access initiatives implemented in the nonprofit and professional theatre spheres might be adapted and included in US theatre pedagogical practices for introducing students to comprehensive and holistic approaches to disability inclusion and accordant access initiatives.

Employment Status Analysis of Students in Vocational Colleges under the Background of Industry 5.0

This study analyzes students' employment status in vocational colleges based on Industry 5.0 context. We identify key factors affecting employment rates, and proposes strategies to address the students’ employment potential. The study integrates theory and practice in teaching, optimizing content and methods to meet industry needs, and enhancing students’ employability. The study recommends educational and teaching reforms, including the "dual-teacher" model, entrepreneurship education, industry training, and certification, to improve students' adaptability and competitiveness in the job market. This offers practical guidance for educational institutions and enterprises to enhance the quality of vocational education and meet the talent requirements of modern manufacturing industries.

Wolfram alpha and maple as educational technology for future teachers of mathematics

The paper’s purpose is to present technology-enhanced activities with triangular, square, and other polygonal numbers arranged in basic geometric shapes – equilateral and isosceles triangles and squares. The author’s review of recently published mathematics education papers found no use of computing technology in teaching polygonal numbers either at the college or the pre-college levels worldwide. This omission served as a motivation to share and discuss computational algorithms designed by the author for the summation of such numbers within each geometric structure. A method through which those algorithms were used with teacher candidates is based on the technology-immune/technology-enabled problem-solving pedagogy. This method can be recommended for the modern-day teaching of elementary number theory and other mathematical topics across multiple grade levels and educational programs. The activities, supported by Wolfram Alpha and Maple, can be used by instructors of technology-motivated mathematics teacher education courses. The paper argues that the power of digital tools allows future teachers of mathematics, in the context of elementary number theory, to appreciate the use of simple algorithms in achieving sophisticated computational outcomes. Reflective comments of teacher candidates (the author’s students) are shared to indicate the importance of the history of mathematics and the focus on mathematical visualization as a pedagogical approach aimed at conceptual understanding of the subject matter.

Critical learning development and the crisis of the university: a collective consideration

This participatory session concerned consideration of the ‘critical turn in LD’ (Syska and Buckley, 2023: 107), manifest through an emerging critical LD movement – as centring an academic literacies approach (Hilsdon, 2018; Asher, 2022, 2023a; Dhillon, 2023; Rooney, 2023) – as a response to ‘the crisis of the university’ (Bacevic, 2017). The focus is on the positionality of LD/LDers within the increasingly neoliberal university, and to this critical learning development movement. Time and space are provided for sharing experiences, worries and hopes for LD/HE and to collectively explore the contemporary realities/trajectory of LD/HE – and alternative futures. The central cause of the crisis of UK HE, exacerbated by government and senior management responses to COVID-19, is intensifying and accelerating processes of the ‘deep neoliberalisation’ of the public university – reflected in industrial action concerning ‘pay devaluation; pay inequality, based on gender and race; excessive workloads; and casualisation’ (Hall, 2020a). The session explores where LD/LDers are positioned within the HE crisis, before considering how critically oriented LD/LDers who believe HE should be a social and public good can best respond to the crisis, while connecting such to wider contemporary societal and global crises. Specifically: How might LD/LDers respond to different contexts of crisis in ways that encompass LD’s developmental/pedagogical ethos, emancipatory values and empowering academic literacies approach (Syska and Buckley, 2023; Webster, 2019)? How do we link with wider critical educational theories, practices, communities and struggles? What might be the role of critical Learning Development and academic literacies? The objective is critical reflection on contemporary LD/HE contexts – with take-aways, as thus grounded in actual lived experiences of the crisis, including: Developing understandings as to self, team and LD contemporary positionality. Considerations of possible actions and next steps, including the potential for an ALDinHE CoP focused on critical LD and academic literacies.

Managing Inclusion and Financial Education for Sustainable Development

Objective: The objective of this study is to analyze the importance of effective management of financial inclusion and education in the context of sustainable development, highlighting its impact on the achievement of the SDGs. It also aims to identify the main challenges faced by vulnerable populations in accessing financial services and propose comprehensive strategies to improve financial literacy and accessibility, contributing to a more inclusive and equitable society. Theoretical Framework: For this research we have several relevant approaches and theories such as: financial inclusion theory; its relationship with the SDGs; financial education theory, as well as inclusion and sustainable development. Method: The methodology adopted for this research comprises a qualitative approach, based on the review of documents, public policies and government programs on financial inclusion and education to assess their effectiveness with respect to the SDGs. Data from the World Bank's Data Dashboard (The Global Findex Database, 2024) was analyzed using content analysis, which allowed identifying key themes and gaining a deeper understanding of the perceptions and experiences related to the evaluated programs.. Results and Discussion:The results obtained revealed that, although there is progress in financial inclusion in Mexico, there are still areas of opportunity to improve access to and use of financial services, especially among the most vulnerable segments of the population. It is necessary to highlight the need to continue working on the promotion of financial inclusion in Mexico and in other regions, through public policies that promote financial education, technological innovation, and collaboration between the public and private sectors. Research Implications: The practical implications of this research include the improvement of public policies and programs focused on financial inclusion and education, promoting more equitable access to financial services in vulnerable populations. At a theoretical level, the study provides a deeper understanding of the relationship between financial management and sustainable development, offering a conceptual framework that links financial inclusion with the SDGs. This strengthens the academic analysis on how financial education can drive inclusive economic growth. Originality/Value: The originality and value of this research lies in its focus on the direct relationship between financial inclusion and financial education with the SDGs, an area underdeveloped in the literature. The research offers a new perspective by assessing how financial education can be a key tool for achieving equitable and sustainable development. Its contribution to the literature is in providing a detailed analysis of public policies and government programs, highlighting their effectiveness and identifying areas for improvement, which brings a comprehensive and updated approach to the study of financial inclusion.

Investigation on the Present Situation of Mathematics Large Unit Teaching in Middle Schools in Anyang and Its Improvement Countermeasures

Under the background of educational reform, large-unit teaching strategy is of great significance to improve the quality of middle school mathematics teaching and promote students' deep learning. Based on the integration of pedagogy theory and practice, this paper deeply analyzes the challenges and opportunities faced by middle school mathematics teachers in Anyang when implementing large-unit teaching strategies, and puts forward targeted professional development strategies for teachers at different stages, such as rookie, backbone and senior. At the same time, this paper also discusses how to combine teachers' internal motivation and external support to build an effective strategy system. These research results not only provide concrete guidance for middle school mathematics teachers to implement large-unit teaching strategies, but also provide in-depth insights and references for educators to promote the sustainable development and innovation of middle school mathematics education.

Innovative Learning Planning in the Pancasila Student Profile Strengthening Project in Islamic Religious Education in Madrasah Ibtidaiyah and Elementary Schools

This research aims to examine innovations in lesson planning within the context of the Project to Strengthen the Students Profile of Pancasila in Islamic Education at Madrasah Ibtidaiyah and Elementary Schools. Through a literature review method, the study identifies innovative strategies that can be applied to enhance the Pancasila student profile. The analysis includes educational theories, previous research, and the concept of the Pancasila student profile, along with its relevance to Islamic education at the elementary level. The findings indicate that innovations in lesson planning – such as using educational technology, project-based learning approaches, and integrating Pancasila values into the curriculum – can improve the effectiveness of teaching and learning. These findings have practical implications for educators in designing and implementing innovative teaching strategies to support strengthening the Pancasila student profile.

Online demonstration experiments as experiential learning

Demonstration experiments are commonly used as a teaching tool in courses in experimental linguistics, cognitive psychology and cognitive science. This paper presents an inquiry into the impact of participating in demonstration experiments on student learning. This inquiry frames demonstration experiments as a form of experiential learning. As such, the experiment exercises were designed following the Co-Constructed Developmental Teaching Theory (Shenk & Cruikshank 2015), a model of experiential teaching inspired by the cognitive neuroscience of learning. One demonstration experiment exercise on the concept of categorical perception is presented in the context of an introductory-level course in cognitive science.

A Comparative Analysis of Educational Leadership Research: Insights from U.S. and China based on CiteSpace

Research on educational leadership in the United States began in the early 1980s, originating from principles of industrial and business management, with leadership theories and practices from business being adapted for educational settings. Over time, educational leadership theories have evolved through various interdisciplinary perspectives. The United States has produced extensive research on educational leadership, providing valuable insights for Chinese scholars. Most Chinese research is based on American experiences, with little comparative analysis between Chinese and American studies, and often relies on subjective content interpretation with limited use of scientific tools. This study uses CiteSpace, a scientific measurement software, to visually analyze Chinese and American research literature. It aims to objectively compare educational leadership research between the two countries, offering new ideas and perspectives for Chinese researchers.