Educational Potential Research Articles

Creating affordances for families with young children: Experiences of music education in social work

The current research examines the possibilities of music education in supporting the well-being of families living in demanding life situations. The context for the study is Family Sound Hammock, a 3-year research and development project that took place in the metropolitan area of Finland from 2020 to 2023. The project aimed at systematically supporting the well-being of families especially by strengthening their capacities for interaction in and through music education activities. This phenomenological-hermeneutic research focusses on the affordances emerging in family music activities, asking the following: What kinds of affordances can be recognised in and through music activities as part of family social work? The findings are presented in three categories: (1) Experiential environment of music education practice, (2) Social interaction and (3) Experiences of consistency that each highlight the potential of music education for redirecting agency, participation and inclusion of parents and children. The findings emphasise the professional facilitation of an inviting and safe musico-pedagogical environment applying pedagogical sensitivity.

Learning to Manage COVID-19-induced Respiratory Distress in the Immersive Virtual Reality Simulation: A Pre-Experimental Study

Introduction: Undergraduate nursing students have limited theoretical knowledge of and practical learning opportunities to manage COVID-19 respiratory distress. Immersive virtual reality simulations in nursing represent a new area of educational interest that has been understudied in Canada. Objective: This study aimed to measure the potential impact of immersive virtual reality simulation on content knowledge in respiratory distress induced by COVID-19, as well as perceived learning and perceived confidence in managing this condition among senior undergraduate nursing students. Methods: A pre-experimental design with a one-group pretest-post-test was employed. Nursing students (n = 30) were recruited through convenience sampling to participate in a single immersive virtual reality simulation session. Data were collected using the Respiratory Distress Management Knowledge Test, the Simulation Effectiveness Tool-Modified (subscales: Learning and Confidence), and an open-ended question. Results: The results showed an increase in knowledge (p=0.01). Participants reported a high perception of learning and confidence, and shared that this simulation helped them identify areas for improvement and strengthened their existing skills. Discussion and Conclusion: These results suggest that this immersive virtual reality simulation has the potential to enhance students’ knowledge about respiratory distress. Subjective evaluations highlight its educational potential. Further studies could explore simulation’s impact on nursing students and professionals by integrating a control group and other validated measures.

(Ne)prijazni zmaji v službi polonistične ekoglotodidaktike

The article focuses on the Polish cultureme of the Vistula River as defined by Maciej Rak as well as the ecoglottodidactic educational potential resulting from the juxtaposition of the Polish legend of the Wawel dragon and the Slovenian legend of the dragon and the Argonauts. The selected folk texts become a stimulus for conversations with students about the Vistula and the Sava and Ljubljanica rivers flowing through Slovenia. The text follows the postulates of environmental humanities, promoting a non-anthropocentric view of the world as well as intercultural and outdoor education. The theoretical reflection is complemented by a proposal of an ecological field game, titled “In the footsteps of centuries-old dragons”, based on an aquatic theme and adapted to the needs of Polish language learners at B1-B2 level. The use of information and communication technology such as QR codes, interactivity and digital flipbooks ensures the attractiveness of educational activities and allows correlating the teaching of a foreign/second or heritage language with the objectives of sustainable development.

The Urgency of AI Integration in Teacher Training: Shaping the Future of Education

In the era of rapid technological advancements, artificial intelligence (AI) holds transformative potential for education, offering personalized learning, adaptive systems, and intelligent tutoring. However, the successful integration of AI into classrooms depends heavily on teachers' readiness and AI literacy. This article explores the urgent need for comprehensive AI training programs for educators, addressing current knowledge gaps and the ethical considerations of AI use in education. It also discusses practical approaches to enhance teachers' ability to utilize AI tools effectively, such as workshops and hands-on experiences, and highlights the importance of support mechanisms for teachers to prevent additional workload. Furthermore, the paper emphasizes the need for equitable AI access to ensure that socio-economically disadvantaged students are not left behind. As the future of education evolves with AI, the role of well-prepared teachers is pivotal in ensuring that this revolution fosters innovation, inclusivity, and progress.

Cultivating Democratic Values in ELT Classrooms

Institutions and democratic values come under a global threat, by which there is a pressing need to leverage education as a means of nurturing active, engaged citizens. This qualitative study examines how English language teaching (ELT) can be reimagined to foster democratic values and competencies among learners. Drawing on in-depth interviews and classroom observations across five rural secondary schools in Probolinggo regency, the research explores the perspectives and experiences of ELT educators implementing democratically-oriented curricula and pedagogies. The findings reveal how ELT classrooms integrating critical thinking exercises, intercultural communication activities, and civic engagement projects can empower language learners with the knowledge, skills, and dispositions necessary for effective democratic participation. Implications for teacher training, curriculum design, and ELT policy are discussed, highlighting the transformative potential of language education in advancing democratic principles worldwide

Harnessing Geo-Diversity: Geosites and Geotourism in Uganda's Albertine Region

The Albertine Region of Uganda, an integral part of the Great Rift Valley, have a diverse array of geosites with exceptional geoheritage value. Despite the region's immense geological, geomorphological, structural, palaeontological, stratigraphic and mineralogical significance, as well as its potential as a prime geotourism destination, there is a scarcity of comprehensive studies on its geoheritage within the global geotourism literature. This research examined and assessed key geosites in the Albertine Region, emphasizing their educational value and unique geological characteristics that could attract geotourists. The study employed a rigorous methodology combining cartographic analysis, scientific literature review, GIS data integration, and field surveys to identify and evaluate the geosites based on their educational and touristic potential. The geosites were classified into thematic groups, including waterfalls, hot springs, glacial features, caves, rare mineral occurrences, and bedrock exposures. The evaluation revealed that several geosites possess considerable geotourism and educational potential, with some receiving high scores for both educational value and geotourism attractiveness. To capitalise on this potential and generate economic benefits for Uganda, a two-pronged approach is recommended, involving collaboration between government agencies and educational institutions to promote geosites and actively identify and develop potential sites. By doing so, the Albertine Region can be transformed into a premium geotourism destination in Uganda, generating economic benefits for the country while safeguarding its invaluable geoheritage.

Analysis of the Current Situation of College Students Using AI Tools for Learning-A Case Study of the Landscape Architecture Major

With the wide application of artificial intelligence (AI) technology in higher education, the teaching methods and learning approaches in design disciplines such as landscape architecture are undergoing significant changes. This study aims to explore the current usage of AI tools among landscape architecture students, analyzing their effectiveness and associated challenges in learning. Based on a survey of 32 landscape architecture students, and utilizing descriptive statistics, correlation analysis, t-tests, and ANOVA, the study reveal that AI tools significantly enhance design efficiency and stimulate creative thinking, but the technical complexity of some of the tools restricts their application effects. The results of the study show that the frequency of use is moderately positively correlated with the learning effect and satisfaction, and there is a significant difference in the impact of different AI tool types on students' learning effects. While AI tools exhibit strong potential in landscape architecture education, their effective integration requires improved technical support and educational strategies. The study concludes with recommendations on effectively incorporating AI tools into curriculum design to promote students' comprehensive capabilities.

Економічна теорія: формування і розвиток освітньо-наукового потенціалу української теоретичної економічної науки та класичної університетської освіти

The article is devoted to the problem of the formation and development of the educational and scientific potential of the Department of Economic Theory, Macro- and Microeconomics of the Taras Shevchenko National University of Kyiv, which is the successor of the Department of Political Economy and Statistics, founded at St. Volodymyr's University in 1842. The aim of the article is to reveal the patterns of the historically conditioned process of forming the educational and scientific potential of the Department and its influence on the formation and development of Ukrainian theoretical economic science and classical university economic education. The principles of historicism, objectivity, and a systemic approach are used. The historical-evolutionary approach in the analysis of empirical material ensures the consideration of the specific historical situation. The systemic approach in the study of factual material makes it possible to avoid the bias in the selection of facts and their interpretation. A comprehensive analysis of the research object and the analytical approach are supplemented by retrospective analysis and content analysis. The authors reveal the department’s powerful contribution to the development of Ukrainian economic science and education, the process of spreading economic knowledge, training highly qualified specialists, business practice, and reforming socio-economic relations. The article describes the substantive content of the main areas of the department’s activities over the more than 180-year period of its existence proving its leading role in the structure of Kyiv University, the Faculty of Economics, and in the system of Ukrainian economic science and classical university economic education. Scientific reflection of fundamental changes, problems, and prospects for the development of Ukrainian economic science and education on the example of its well-known institutional center – the Department of Economic Theory, Macro- and Microeconomics – forms a conviction in the extraordinary demand for the highest standards of scientific research and educational activities demonstrated by the department. The short experience of the functioning of scientific and educational institutions in wartime requires an in-depth analysis of the place and role of its institutional centers in the permanent process of modifying the content and methods of research, scientific, educational, public and educational activities during the war and during post-war recovery.

Beyond pedagogy: the creative and humanising potential of writing in teacher education

ABSTRACT In this article, we argue it is time for discussions about literacy teachers’ experiences in education spaces to be pivoted away from externally-imposed priorities and toward an emphasis on the humanising and artistic potential of teacher education. Using Greene’s concept of wide-awakening and data generated as part of an international research collaboration, we present insights developed through analysis of a teacher-student’s experiences with writing during and after a university class. This particular teacher-student ultimately did not pursue classroom teaching. This rupture, while initially disappointing for our research purposes, made it possible to construct new understandings about writing experiences in teacher education as being full of potential beyond a narrowed focus on pedagogical outcomes. The questions produced through our new reading of this data highlighted how oversimplified future-focused discourses around the phenomenon of teachers writing may contribute to and reify a research and practical focus that centres pedagogical impacts and future outcomes. While rooted in literacy teacher education, we contend this analysis has implications for teacher education more broadly.

Enhancing preoperative patient education through virtual reality: A leap forward in nursing practice.

Integration of virtual reality (VR) technology into preoperative patient education has shown potential to improve nursing practice. The study by Kim et al examines the impact of VR on nurse satisfaction, usability, and burnout. A prospective study involving 20 nurses and 80 patients was conducted, comparing traditional paper-based education with VR-based education in the plastic surgery ward at Chungnam National University Hospital. Findings demonstrated that VR significantly enhanced satisfaction and usability among nurses, while also reducing emotional exhaustion, a critical factor in nurse burnout. Consistency in education quality was also improved, ensuring uniform patient care. These results underscore the importance of VR in reducing the stress of repetitive tasks, improving job satisfaction, and potentially enhancing nurse retention. Future research should explore the broader applications of VR in healthcare and address the logistical challenges of integrating this technology into routine clinical practice. The study by Kim et al highlights VR's transformative potential in preoperative education for both patients and healthcare providers.

Islamic Education and Sustainable Development: Bridging Faith and Global Goals

This study explores the intersection of Islamic education and sustainable development, examining how Islamic principles and teachings can contribute to achieving the United Nations Sustainable Development Goals (SDGs). Using a qualitative approach and a literature review methodology, this research investigates key Islamic concepts that align with sustainability, such as justice (adl), stewardship (khalifah), and community welfare (maslahah). The study critically reviews the role of Islamic education in promoting environmental responsibility, social equity, and economic development, drawing on a range of scholarly sources and Islamic texts. It identifies how educational frameworks rooted in Islamic values can foster holistic approaches to sustainable development that emphasize ethical behavior, the preservation of natural resources, and the well-being of future generations. By bridging the gap between faith and global goals, the research highlights the potential of Islamic education to inspire moral and practical action toward achieving the SDGs. The findings suggest that Islamic educational institutions and curricula must evolve to integrate sustainability into their teaching, ensuring that future generations are equipped with the knowledge, values, and skills to address the pressing challenges of environmental degradation, poverty, and inequality. Ultimately, this study advocates for a more inclusive and value-driven approach to sustainable development, where faith-based perspectives play a vital role in shaping responsible citizens and global stewards.

Rockin’ the Subsurface: Learning Geophysics with ‘Electromagnetic Odyssey’

In the education of applied geophysics, innovative learning tools are essential to bridge the gap between theory and practical field experience. Fieldwork is critical for reinforcing classroom knowledge and fostering peer interactions. However, it faces financial costs, physical accessibility, and logistical challenges, which can deter student participation and create equity concerns. To address these issues, adaptable educational models and digitalization are crucial. Integrating Information and Communication Technologies (ICT) has significantly enhanced learning processes, with alternatives like recorded fieldwork videos, high-resolution imagery, and virtual outcrop models gaining prominence, particularly during the COVID-19 pandemic. Through thoughtful design, video games offer educational potential by enhancing motivation and engagement. This paper introduces Electromagnetic Odyssey, an immersive learning tool to overcome traditional field trips’ financial and logistical constraints. The video game considers the application of Electromagnetic methods for groundwater exploration. Electromagnetic Odyssey aims to promote equitable access to quality education and motivate students through well-designed, technology-enhanced activities, aligning with educational principles emphasizing motivation’s importance in learning.

Safe, Transparent, and Ethical Artificial Intelligence

The increasing integration of artificial intelligence (AI) into educational environments necessitates a structured framework to ensure its safe and ethical use. A manifesto outlining seven core principles for safe AI in education has been proposed, emphasizing the protection of student data, alignment with institutional strategies, adherence to didactic practices, minimization of errors, comprehensive user interfaces, human oversight, and ethical transparency. These principles are designed to guide the deployment of AI technologies in educational settings, addressing potential risks such as privacy violations, misuse, and over-reliance on technology. Smart Learning Applications (SLApps) are also introduced, integrating AI into the existing institutional technological ecosystem, with special attention to the learning management systems, enabling secure, role-adaptive, and course-specific learning experiences. While large language models like GPT offer transformative potential in education, they also present challenges related to accuracy, ethical use, and pedagogical alignment. To navigate these complexities, a checklist based on the Safe AI in Education principles is recommended, providing educators and institutions with a framework to evaluate AI tools, ensuring they support academic integrity, enhance learning experiences, and uphold ethical standards.

Augmenting Adherence: Improving Medication Compliance and Patient Education in Anti-Retroviral Therapy through Graphical Representation.

Anti-Retroviral Therapy (ART) is a fundamental principle in the management of Human immunodeficiency virus (HIV) infection, significantly improving the quality of life for individuals living with the virus. However, the success of ART crucially depends on patient adherence to complex medication regimens that come with the therapy. Patients must meticulously adhere to their prescribed treatment plans to maintain viral suppression and prevent the progression of HIV. Medication adherence, a multifaceted challenge in healthcare, becomes particularly entangled within the realm of ART. Patients are often prescribed a combination of antiretroviral medications, each with unique dosing schedules and dietary requirements as instructed by the physician. For individuals with varying levels of health literacy, language proficiency, and cultural backgrounds, comprehending and adhering to these regimens can be overwhelming and challenging. Non-adherence to these medications can result in treatment failure, drug resistance, and compromised health outcomes that burden the healthcare systems. In that perspective, the role of pictograms as visual aids emerges as part and parcel of patient education and counseling within healthcare systems. Pictograms are graphical representations of concepts or actions designed to transcend linguistic and literacy barriers. When used in conjunction with ART, they simplify complex medication instructions, empower patients with knowledge, and improve adherence. Generally, the role of pictograms in supporting medication adherence and patient counseling in antiretroviral therapy is a powerful testament that serves a purpose in bridging communication and literacy gaps within the healthcare systems. By simplifying complex medication regimens, empowering patients with knowledge, and fostering adherence, pictograms contribute to better health outcomes and the overall success of ART. As healthcare providers and systems continue to harness the potential of pictograms, patient education and adherence in the management of HIV and other chronic conditions stand to be greatly enhanced.

Plurilingual Education across Educational Levels – Conceptualization, Curriculum Analysis, and Recommendations for Further Development

In the period 2020-2023, the research and development project Plurilingual Education – Minority and Majority Students' Language Awareness across Educational Levels (PE-LAL) investigated students' language awareness across educational levels in the context of plurilingual education in the mandatory language subjects in primary and lower secondary school (Danish, Danish as a second language, English, French, German) and in Almen Sprogforståelse in upper secondary school. Based on findings from the PE-LAL project, the article focuses on plurilingual education in a Danish educational context. First, the article presents the project's conceptualization of plurilingual education developed through an abductive approach. The conceptualization forms a continuum consisting of three pluralistic approaches and a transversal dimension. Then, based on the conceptualization, the article presents findings from the project's curriculum study showing that plurilingual education is integrated in all language subjects in primary and lower secondary school and in Almen Sprogforståelse in upper secondary school – albert in different ways and with different objectives – leaving the Danish language curriculum with great development potential for plurilingual education. Finally, by drawing on the curriculum findings and other research results from the project, the article concludes with an introduction to the project's Recommendations to strengthen plurilingual education in language subjects in primary and lower secondary school and in Almen Sprogforståelse in upper secondary school in Denmark. The 18 recommendations represent an ideal scenario for how plurilingual education can be strengthened at different levels vertically and horizontally in the Danish educational context, which is why the recommendations address both the macro level (curriculum and teacher education) as well as the meso and micro levels (school, teacher, teaching materials, teaching practice). Each single recommendation is an important contribution to strengthen plurilingual education.

Impact of Educational Predictors on Music Subject Selection at A-Level in Ugandan Schools: Science Education Policy and Instructional Resources

This paper investigates the key Educational Predictors particularly the impact of science education policy and the availability of instructional resources on A-level music subject selection in Ugandan secondary schools. Despite the potential of A-level music education to foster entrepreneurial skills and income-generating opportunities through avenues such as performance, teaching, and production, the Ugandan secondary education system’s emphasis on science subjects undermines the visibility and support for music subject. This prioritization not only reduces the appeal of music as a viable academic option but also limits students' access to diverse career pathways in the arts and entertainment industries. This study used a mixed-methods (quantitative and qualitative) approach, collecting quantitative data through a 5-point Likert scale survey and qualitative insights from interviews with students, teachers, administrators, and parents. Descriptive statistics provided an overview of respondents' perspectives, while correlation and logistic regression analyses assessed the influence of key variables. The findings revealed a significant negative relationship between the emphasis on science education policy and music subject selection, as shown by logistic regression (B = -0.651, p < 0.001). Conversely, access to instructional resources positively correlated with music selection (B = 0.527, p < 0.001). These results show the role of science education policy in discouraging music enrollment and shows the positive impact of resource availability on students’ choices. While this study focuses on schools in Uganda’s Central Region, broader research could further validate these findings. The study recommends policy adjustments to balance STEM focus with arts education, enhancing resource allocation to support diverse subject selection, including music, at the secondary level.

Oral language intervention in the late primary school years is effective: evidence from a randomised control trial

BackgroundOral language skills provide the foundation for formal education, and children may require language support over an extended period of time to maximise their education potential. Most work on language intervention, however, has focussed on the preschool or early school years. Here, we describe the development and evaluation of the Oral Language for Literacy Intervention (OLLI) programme which is designed to support children with weak language skills in the later primary school years.MethodsWe conducted a randomised control trial in 33 schools (50 classrooms). The language skills of all 8–9 year‐old children in each participating classroom (n = 1,423) were assessed using an automated app (LanguageScreen). The six children with the weakest LanguageScreen scores within each classroom (n = 296) were randomly allocated to the intervention (n = 148) or control group (n = 148). The children in the intervention group received the OLLI programme delivered in individual and small group sessions over 20 weeks. Children in the control group received their typical teaching.ResultsChildren receiving the OLLI programme made significantly larger gains than children in the control group on a preregistered latent variable reflecting standardised measures of oral language ability (d = 0.38) and on a measure of their written expression (d = 0.42).ConclusionsThese findings have important implications for improving educational attainment in children in the late primary school years. The OLLI programme is designed to be deliverable at scale and is of relatively low cost.

Exploring ChatGPT in clinical inquiry: a scoping review of characteristics, applications, challenges, and evaluation.

Recent advancements in generative AI, exemplified by ChatGPT, hold promise for healthcare applications such as decision-making support, education, and patient engagement. However, rigorous evaluation is crucial to ensure reliability and safety in clinical contexts. This scoping review explores ChatGPT's role in clinical inquiry, focusing on its characteristics, applications, challenges, and evaluation. This review, conducted in 2023, followed PRISMA-ScR guidelines (Supplemental Digital Content 1, http://links.lww.com/MS9/A636). Searches were performed across PubMed, Scopus, IEEE, Web of Science, Cochrane, and Google Scholar using relevant keywords. The review explored ChatGPT's effectiveness in various medical domains, evaluation methods, target users, and comparisons with other AI models. Data synthesis and analysis incorporated both quantitative and qualitative approaches. Analysis of 41 academic studies highlights ChatGPT's potential in medical education, patient care, and decision support, though performance varies by medical specialty and linguistic context. GPT-3.5, frequently referenced in 26 studies, demonstrated adaptability across diverse scenarios. Challenges include limited access to official answer keys and inconsistent performance, underscoring the need for ongoing refinement. Evaluation methods, including expert comparisons and statistical analyses, provided significant insights into ChatGPT's efficacy. The identification of target users, such as medical educators and nonexpert clinicians, illustrates its broad applicability. ChatGPT shows significant potential in enhancing clinical practice and medical education. Nevertheless, continuous refinement is essential for its successful integration into healthcare, aiming to improve patient care outcomes, and address the evolving needs of the medical community.

Geodiversity Assessment of Widodaren Spring: A Treasure Trove Site for Bromo Tengger Volcano’s Future Geopark

Abstract The Bromo Tengger Volcano in Indonesia, a prominent geotourism spot, features the notable Widodaren Spring within its caldera, originating from the inactive Widodaren Vulcanic Cone. This study evaluated the geodiversity of Widodaren Spring through field and laboratory analyses and identified geodiversity elements by assessing their potential educational utility (PEU), potential touristic utility (PTU), and degradation risk (DR). Widodaren Spring is unique, showcasing rocks, hydrogeology, and landscape elements. This location is composed of pyroclastic fall deposits and pyroclastic surges, which characterize the products of volcanic activity on this volcano and provide a Sea of Sand Caldera landscape. Field and laboratory data indicate that this spring is genetically topographic-stratigraphic and hydrochemically calcium-chloride-type. The high levels of sulfate-chloride in the groundwater samples suggest the influence of volcanic gases from the nearby Bromo Volcanic Cone. Rainwater infiltration at the upper cone (2400-2560 meters) flows through lapilli layers serving as aquifers, with tuff and lapilli tuff layers below being impermeable to semi-permeable. Geodiversity assessments revealed a high educational utility potential (PEU) of 310 points, medium tourist utility potential (PTU) of 260 points, and low degradation risk (DR) of 135 points. The high PEU score was attributed to the site’s unique geological elements, making it valuable for education and science. The medium PTU score reflects its location in a national park, limiting accessibility but protecting it from human-caused damage. Potential natural damage may arise from weathering and volcanic eruptions on Mount Bromo. In conclusion, Widodaren Spring possesses significant geodiversity value with great potential for education and tourism, alongside a minimal risk of degradation. This site is a treasure trove for the future Bromo-Tengger Volcano geopark.

The Mediating Role of Academic Motivation in the Relationship between Career Engagement and Personal Responsibility in University Students

The increasing potential of higher education to find a good job in recent years directs millions of young people to these institutions every day. This increases the role of higher education in the career development of many individuals who plan for their future. In this context, this study aims to examine the structural relationships between career engagement, personal responsibility, and academic motivation in university students. The study was conducted with a total of 714 university students aged between 17 and 25 (M= 21; SD= 4.09), 61.1% female (n=436) and 38.9% male (n=278). The data of the study were collected through the Career Engagement Scale (CAS), Personal Responsibility Scale (PRS), and Academic Motivation Scale (AMS). In the study, a significant positive relationship was found between personal responsibility and intrinsic and extrinsic motivation, and a significant negative relationship was found with amotivation. In addition, career engagement was found to be positively correlated with intrinsic and extrinsic motivation as well as personal responsibility and negatively correlated with amotivation. In addition, personal responsibility was found to have an indirect relationship with career engagement through intrinsic motivation and amotivation. It is thought that these findings will enrich the existing knowledge about the career development of university students and reveal which variables should be paid attention to by experts in career development practices.