Education Project Research Articles

Cultivating Public Value and Accountability Beyond NPM: A Non‐Western Perspective

ABSTRACTThis paper reveals the limitations of New Public Management (NPM) and introduces an alternative model for creating and sustaining public value through grassroots engagement in a non‐Western context. Focusing on a river‐care education project in Malaysia, it demonstrates how community‐led initiatives, targeting public values like clean water (SDG 6) and partnerships for goals (SDG 17), interact with local management practices to foster sustainable outcomes. Drawing on Bozeman's public value theory and Dewey's public interest approach, we present a multi‐layered framework incorporating political–ideological, institutional, techno‐managerial, and individual layers. This model emphasizes culturally responsive, localized practices and reveals that NPM's market‐driven focus does not fully address societal goals like equity, sustainability, and social justice. Through a qualitative case study approach and by proposing an adaptive, context‐sensitive approach, this study contributes to public sector accounting and management research, providing a pathway to public value creation aligned with Sustainable Development Goals in diverse, non‐Western settings.

MULTISENSORY APPROACH TO MUSEUM ACCESSIBILITY AND EXPERIENCE ENHANCEMENT

The study investigates a multisensory approach to accessibility in museums, highlighting the importance of its diverse dimensions in enhancing the experience for visitors with visual impairments. Utilizing qualitative research methods, the study explores the physical, intellectual, and emotional accessibility dimensions of the museum education project in the Memorial Museum Raiņa un Aspazijas vasarnīca. The study highlights successful approaches in stimulating intellectual and emotional accessibility. It reveals that the stimulation of emotions, memories, and imagination might play the most important role in successful implementation of the multisensory approach, allowing all visitors – both individuals with visual impairments and those without – to greatly enhance the overall museum experience and form a more intimate and personal connection with the content.

In the margin of the Bessomachos by G. Pascoli

Forty years after the first edition of the Greek poem Bessomachos by G. Pascoli, composed during his teaching period in Matera (Lexis, 1, 1988), some lesson plans and testimonies are presented here that contribute to a better understanding of the educational project in which the poem was included, and to identifying some germs of the Garibaldian patriotic epos that accompanied the poet in his last years.

Catholic School as a Model of Interaction Between Church and State in Italy

The article deals with the phenomenon of Catholic schools as a model of interaction between the Church and the State in Italy. The objective of work is to consider the principle of “equality” as an alternative state option in education. The author concludes that the “equification” of Catholic and public schools in 2000 did not de facto give Italians the opportunity to choose freely the type of education for their children – a principle enshrined in the Italian Constitution. With the reduction of state subsidies, some “equal” schools are forced to close. The State's policy towards such schools is criticised by the Catholic Church and by Catholic public opinion, which rightly consider what is happening in view of the conflict between secular and religious culture. Christian principles, study of European culture, recognition of the dominant role of the family, centrality of the person, education in the spirit of solidarity, priority of collective values on individualism, respect for diversity, including those linked to disability – these fundamental principles of the Catholic educational project are appreciated by Italians who would like to raise their children in the respect of the Christian cultural tradition. The author concludes that in the context of globalisation, secularism, the state monopoly on education, Catholic education continues to be perceived by some Italians as the most important component of national identity.

Mazowiecki Projekt Edukacyjny „Aktywni Społecznie”

The Masovian Educational Project „Socially Active” was developed and implemented to increase the involvement of children and teachers of educational institutions in social life in the Masovian Voivodeship. Project participants were kindergarten groups and primary school students, whose task was to present social activities in the Facebook group by performing tasks in accordance with the project regulations. 25 educational institutions completed the project and participated in a summary meeting, during which the project authors awarded the facilities with certificates and statues for coordinators. As a result, the authors of the project achieved the involvement of the young generation, teachers and the local community in the education and culture, which leads to the development of these fields and contributes to increasing the attractiveness of the region. Regardless of the chosen form of activity, it is important to act with passion and commitment and to contribute to positive changes in the life of the local community.

The vertical curriculum in the lifelong learning perspective

The paper considers the concept of the vertical curriculum in the lifelong learning conception. The concept of vertical curriculum introduces an issue that marks a discontinuity with transformative values in pedagogical debate and teaching practice. The perspective of lifelong learning modifies and integrates the educational project precisely on the basis of a different temporal conception, not only on the adjustment of organizational structures but on the ecology of development and learning understood as a vital process. In this sense, schools must confront the scientifically proven thesis that people continue to learn and transform throughout their lives and must at the same time make this idea pedagogically sustainable. From this point of view, the reference map comes to be supplemented with the concepts of mental plasticity and pervasiveness of knowledge, from which some key criteria for learning-to-learn-oriented design, among others, can be derived. The vertical curriculum represents a cultural artifact, progressive and recursive, capable of promoting training in complexity, understood in this part as a process that is related to the dimension of reflexivity and strategic competencies: a process that lasts throughout the life cycle and allows for the construction of meanings from experience, in a perspective of critical consciousness, global citizenship and planetary responsibility.

A Comparative Study on the Destinations of Graduates from Sino-Foreign Cooperation in Running Schools

China-foreign cooperation in higher education is becoming more popular due to the rapid development of globalization and information technology in China. It is now a significant method of cultivating talents with an international perspective and the ability to communicate across cultures. The question of the destinations of graduates of Sino-Foreign co-operative education programs has also become a growing concern. This paper investigates the fundamental causes by comparing and analyzing the foreign study rate, the domestic advancement rate, and the direct employment rate of the graduates of Chinese-foreign cooperative education institutions and Chinese-foreign cooperative education projects. This study adopts a blend of quantitative and qualitative approaches of case study and data analysis, collects and collates relevant data on the destinations of graduates of Chinese-foreign cooperative universities over the past few years, quantitatively analyses the data, and finally analyses in-depth the specific phenomena in conjunction with cases. This trend reflects the advantages of Sino-Foreign cooperation in providing international education resources and facilitating further studies. The Sino-Foreign co-operation mode provides students with a broader international perspective and channels for further studies, but problems such as uneven teaching quality and insufficient competitiveness in the job market still require attention.

Editorial

School violence may be defined as any incident in an education institution aimed at interrupting the normal educational project and includes viciousness between learners as well as attacks by learners on school staff and attacks by school staff on learners. It encompasses physical violence, including student-on-student fighting, psychological violence such as verbal abuse, and sexual violence, including rape and sexual harassment. School violence also include various forms of bullying (such as cyberbullying), corporal punishment and carrying weapons to school. School violence has become a widely accepted serious societal problem in recent decades in many countries, especially where weapons such as guns or knives are involved (UNESCO, 2017).

Are Digital Education Resources Meeting the Preliminary Needs of „R.E.D. Teacher EDucation” Project?

This study evaluates the preparedness of Romanian public pre-university teachers for digital pedagogy training as part of the R.E.D. Teacher Education project, which aims to enhance lifelong learning and educational quality, in alignment with European Union (EU) standards and Sustainable Development Goal 4 (SDG 4). Data were collected from 1,864 educators through a structured questionnaire aligned with global digital competency frameworks. Results indicate a strong interest in digital tools, though challenges remain, particularly in fostering collaboration and ensuring equitable access to digital resources. The study concludes that targeted professional development is needed to enhance teachers' digital literacy and address the digital divide. Key recommendations include improving access to digital platforms, promoting collaboration, and ensuring responsible use of digital resources to support inclusive, equitable education.

Enhancing research insights: the impact of phenomenographic analysis in educational studies

PurposeThe primary purpose of this paper is to articulate the pivotal function of phenomenographic analysis in advancing the depth and breadth of insights into doctoral research in educational studies. By examining the distinctive contributions and advantages afforded by phenomenographic analysis, the paper aims to highlight its profound capability to reveal the intricacies and variegated dimensions of human experiences and perceptions. It advocates for the integration of phenomenographic analysis into social science research methodologies to foster a deeper, more nuanced appreciation of its utility and impact.Design/methodology/approachThis article leverages empirical evidence from a specific educational research project to provide an in-depth examination of phenomenographic analysis. It meticulously outlines the procedural application of this methodological approach, showcasing how it enriches research outcomes by offering a profound exploration of the complex layers and subtle variations present within social phenomena. The study employs phenomenographic analysis to amplify the nuanced understanding and inherent value of research findings in educational studies.FindingsThe findings demonstrate that phenomenographic analysis significantly enriches research outcomes by offering a comprehensive exploration of complex social phenomena. The method’s capability to uncover the intricacies and variegated dimensions of human experiences and perceptions enhances the quality and relevance of research conducted within the domain. By providing empirical evidence and detailed procedural application, the paper illustrates how phenomenographic analysis contributes to the enrichment of academic discourse and elevates the caliber of research in the social sciences.Originality/valueThis article offers invaluable perspectives to both researchers and practitioners by providing a comprehensive analysis of phenomenographic methodology. It underscores the indispensable contribution of phenomenographic analysis in fostering a deeper understanding of educational research findings. The work advocates for its integration into social science research methodologies, highlighting its unique value in enhancing the quality and relevance of research. By illuminating the method’s profound capability to reveal complex human experiences, the paper significantly contributes to the enrichment of academic discourse in the social sciences.

Educational Sustainability Initiatives in Higher Education: An Integrative Approach to Urban Areas in northwestern Portugal

This paper explores the integration of sustainability and climate change education within Higher Education (HE), emphasizing the societal impact of such initiatives. Through a comprehensive analysis of various educational projects conducted between 2020 and 2024 in Portugal, the research highlights the critical role of education in fostering sustainable development and resilience to Climate Change (CC). Utilizing a participatory-based methodology, including the TIP (Territory, Intervention, Proposal) model, the study involved collaboration among students, experts, and local stakeholders to address urban and environmental challenges. The findings underscore the importance of embedding sustainability into educational frameworks to equip students with the necessary knowledge and skills to tackle complex environmental issues. Moreover, the projects demonstrated how HE institutions can act as catalysts for societal change, aligning with Sustainable Development Goals (SDGs) and promoting a multidisciplinary approach. Future research should focus on evaluating the long-term impacts of these educational practices on fostering sustainable behaviors in young people and local communities, crucial agents of change in the face of climate change.

Sustainable Environmental Educational Policies: Study in an Extractivist Reserve School in a Municipality on the Coast of Ceará-Brazil

Objective: Identifying sustainable environmental educational practices, in the political propos- pedagogical of Municipal Fundamental Teaching – EMEF Good Jesus of the Navigants, and the relationship of that work with the community Reserve Extractive Green Song Marine in Beberibe, Ceará, Brazil, while Unit of Preservation and Conservation. Theoretical Framework: It is based on the concepts of sustainable environmental education based on a curricular proposal contained in the Pedagogical Political Projects (PPP) of basic education, taking as a starting point an Elementary School in the coastal interior of the State of Ceará, Brazil Method: Combines literature review with case study of empirical research with content analysis of Political Pedagogical Projects of a basic education school in the coastal interior of Ceará in Brazil. Results and Discussion: It was found that, in the previous decade (2010-2020), several actions were carried out between school and community, highlighting the importance of preserving the local environment. However, in recent years, there is no project proposal for this purpose in the pedagogical documents, nor is there any in the Management Plan of the Association of Residents of the Extractive Reserve Community of Prainha de Canto Verde, Beberibe, Ceará, Brazil. Implications Research: Research contributes to the development of strategies for environmental education and sustainability in general and to facing challenges in defense of a protected and sustainable territory, based on a local reality Originality/Value: The research proposes a practical approach to identifying pedagogical practices of sustainable environmental education by analyzing some Political Pedagogical Projects (PPPs) of the school institution in the coastal community Reserva Extractiva do Canto Verde da Prainha in Beberibe-Ceará Brazil, investigating to what extent such pedagogical proposals favor or have favored the applicability of environmental education, as an incentive for the conservation and preservation of the local environment

Collaboration between stakeholders in the design of a context-based curriculum in Ghana

PurposeThis study examines the nature and forms of collaboration among stakeholders that led to and existed during the design of the B.Ed. curriculum for the Colleges of Education (CoE) in Ghana. It aims to highlight the views of local stakeholders about the processes in an educational project that were likely to have enhanced the importance of contextualisation in the curriculum change process. The paper also prioritises the voices and views of local stakeholders, which have often been stifled in the process of curriculum change in Ghana.Design/methodology/approachA qualitative approach, using semi-structured interviews, was used to collect data from 17 local stakeholders. Thematic analysis and social constructivism framed the interpretation of findings.FindingsThe study found that the CoE reform prioritised local stakeholders’ input throughout a highly collaborative process. This collaboration unexpectedly led to the development of a curriculum reflective of the Ghanaian context. However, ideological conflicts emerged at both the international and local levels, particularly regarding approaches to change and the decision to extend CoE management to four public universities. The conflicts underscore the power dynamics inherent in educational reforms funded by foreign aid.Originality/valueThe research offers crucial insights for policymakers and curriculum developers regarding the importance of local stakeholder engagement in collaborative reforms involving foreign aid. The study underscores the need for active involvement from all stakeholders to create contextually relevant curricula. While conflicts may arise, the research highlights that a social constructivist approach, combined with continuous communication, negotiation and compromise, can lead to meaningful and sustainable curriculum reform outcomes.

Immersive learning of the young generation using a mobile learning lab

In order to counter modern threats, knowledge and ablity to act in the face of emerging dangers are necessary. It is not possible to solve these problems without proper training of the population, including the younger generation, in the field of life safety. The development of the modern education system involves the introduction of modern technologies and innovative educational projects into the educational process, including immersive teaching methods. Immersive learning is the most effective and safe way to develop sustainable skills for safe behavior in various emergency and dangerous situations. The aim of this study is to increase the level of training of the younger generation in the field of life safety. To achieve the aim set, the authors: analyzed the main normative legal acts regulating the issues of training the population in the field of life safety; studied previously completed scientific papers and publications in this field of research; the problematic issues of training the younger generation in the field of life safety are considered; identified the most effective ways of training the younger generation based on the use of modern technologies. To solve the identified problems and achieve the research aim, the authors propose using the latest achievements and trends in the educational environment to develop a unique educational product – the mobile educational laboratory «Country of Safety». The paper substantiates the relevance and effectiveness of the creation and use of a mobile training laboratory in the education system, analyzes the experience of using similar complexes on the topic of road safety in Moscow and the Moscow region. The main emphasis is put on the organization of practical training of the younger generation on the basis of a mobile educational laboratory using game forms of learning, virtual reality technologies and environment modeling using 3D visualization. As conclusions, the planned results of the development and implementation of the mobile training laboratory «Country of Safety» in the activities of both the Ministry of Emergency Situations of Russia and educational organizations are proposed.

Exploring Playful Hybrid Teaching Practices in Higher Education

The Playful Hybrid Higher Education project [https://playhybrid.education/], based in the School of Architecture, Planning and Landscape at the University of Calgary (Canada) and funded by the Imagination Lab Foundation, explores how play and creativity can be integrated into hybrid classrooms, particularly in response to the shift to blended learning during COVID-19. Through interviews and surveys with Canadian higher education stakeholders, the project aims to provide urgently needed best practice guidance to enhance staff competency and improve student outcomes. This paper presents the preliminary outcomes of the project, with a specific focus on (re)imagining a creative blended university that fosters student success. By sharing initial findings, the paper offers inspiration on how playful and creative approaches can enrich the hybrid learning experience, ultimately contributing to a more engaging and effective higher education environment.

Impact of online expert interview-based research training on medical trainees’ knowledge and confidence: a mixed-methods design

BackgroundResearch training is important for medical trainees, because it improves their critical thinking, problem-solving, and the application of scientific principles to clinical practice. The COVID-19 Pandemic, which limited trainees’ access to hospitals, had also disrupted traditional research training. The International Emergency Medicine Education Project introduced the online Fundamentals of Research in Medicine course to support trainees. The course was designed as an expert interview. This format intended to foster a relaxed learning environment and promote experience sharing rather than transferring only factual information about research. This study assesses the course’s effect on participants’ perceived knowledge and confidence in research concepts.MethodsA prospective observational mixed-methods research was conducted through the International Emergency Medicine Education Project’s online platform. Pre- and post-course surveys measured participants’ perceived knowledge and confidence levels across 16 research-related topics. Quantitative survey data were analysed using the Wilcoxon Signed-Rank test, and qualitative feedback was evaluated to explore participants’ experiences.ResultsA total of 272 participants enrolled in the course. 168 participants started, and 52 (19.2%) completed the pre- and post-surveys and the course completion exam. Medical students and interns, as well as participants from Africa and Asia, comprised the majority. Most participants were from India. 78.8% of the participants were from low-income or lower-middle-income countries. Participants’ perceived knowledge and confidence significantly improved after completing the course, p < 0.001, with large effect sizes (-0.902 and − 0.819, respectively). Qualitative feedback highlighted the course’s clarity, simplicity, and effectiveness of the informal interview format. Some participants suggested adding more visual aids and detailed explanations for complex topics.ConclusionsThe online course, designed as an interview format, effectively enhanced participants’ perceived research knowledge and confidence. Future studies should incorporate objective measures of research skill acquisition from online courses and evaluate the long-term impact on participants’ academic and professional development.

A novel approach for mapping and fostering teacher agency: a multiple case study in the context of higher education

ABSTRACT Teachers are addressed as the agents of educational change. Nevertheless, the implementation of well-designed educational innovations in research-intensive universities is often impeded by the numerous responsibilities and obligations that teaching academics are expected to fulfil. In order to respond to societal developments and adjust their teaching practice accordingly, teachers require a sense of agency in initiating new educational practices. The current academic landscape lacks a multidimensional instrument that allows for the mapping and fostering of teacher agency. Three teachers, who are currently engaged in the process of adapting their teaching practice through the implementation of an innovation project, participated in sessions where a Personal Project Analysis (PPA) was employed as a tool for mapping and fostering their sense of agency with regard to this innovation project. The overall agency of teachers was mapped, including both personally salient and contextually relevant elements. During a follow-up, teachers reported a higher sense of agency over the educational innovation project. The findings demonstrated that the Personal Project Analysis (PPA) contributes to a nuanced understanding of teachers’ experienced agency. The findings identified both restraints and supportive elements on specific general principles of agency, allowing for further fostering of agency.

Peran Manajemen Administrasi Pendidikan dalam Kemajuan Madrasah Aliyah di Yayasan Ar-Rusdiny NW Segaet

The management of all institutional interests with an administrative bent is known as administrative management. Every institution or organization has functional activities that are carried out to accomplish specific objectives. A foundation is a type of legal organization that is significant in many facets of society. With a variety of goals, the foundation develops and launches social, educational, humanitarian, cultural, and environmental projects. Thus, administrative management's contribution to an institution's advancement The objectives of this study were to: 1) ascertain the function of administrators in the advancement of madrasahs, and 2) ascertain the contribution of school administration to the advancement of madrasahs. One kind of study that is carried out is qualitative descriptive research. Techniques for gathering data include observations, interviews, and documentation. The MA students, teachers, and principal were the focus of this study. Ar-Rusydiny NW Segaet. According to the study's findings, MA Ar-Rusydiny NW The execution of administrative personnel training and administration-related activities demonstrates how effectively Segaet has managed its operations.

Religion, Refugees, and International Order: A Global History of Solidarity, Dislocation, and Reintegration in South Sudan

Abstract This article examines the formation of transnational religious networks amid forced migration, displacement, and resettlement. It concerns the effects of these networks on postcolonial African states and the histories they entail within and across the Global North and South. Its central case study is a little-examined resettlement project that returned a group of refugees, trained as physicians while in exile, to South Sudan after Sudan’s second civil war (1983–2005). This encompassed complex relations among refugees, diasporic populations, churches, faith-based NGOs, and public and private actors, linking post-Cold War faith-based politics to the Cuban internationalist educational project of the late 1970s. I argue that, in addition to highlighting critical processes of repatriation and post-conflict reconstruction, this project demonstrates how religious identities and practices take shape in relation to mechanisms of international political order, reworking experiences of displacement and enabling new forms of political agency. International Relations (IR) conventionally neglects these aspects of religion and international politics, focusing instead on ethno-religious contestation or, more recently, the normatively desirable outcomes of religious-political activities. However, greater attention to the transformative interconnections between religion and global governance and the histories they entail is critical for understanding linkages between transnational religious networks, peacebuilding in postcolonial states, and the global mediation of political dislocation.

Risk management of educational projects: substantiation of essential semantic units

Importance. The scale of implementation of educational projects in the Russian Federation is growing. Various federal projects, roadmaps for the development of education, strategies and policies for shaping the future of education, etc. are being developed. The results of our own research on risk management of educational projects are compared with the essential features characterising the current state of risk management of educational projects. The aim of the research is to substantiate the essential features identified and formulated in the course of this study, reflecting the meanings and values of the process of risk management of educational projects Materials and Methods. Texts of scientific articles, documents of applications for the status of the republican innovation site, documents summarising the work experience of the contestants in the field of educational projects in the republican contest “Teacher of the Year of the UR”, documents regulating educational projects within the framework of the National Project “Education”, documents aimed at the development of pedagogical education and training of pedagogical staff, texts of educational programmes of higher education–bachelor’s, master’s, and postgraduate courses. The research has been carried out using the methods of content analysis, critical discourse, reflexive problematisation, comparison and synthesis. Results and Discussion. The semantic units of the construct “risk management of educational projects” are highlighted and classified, and the results of our own research on each semantic unit are collated with the actual state of risk management processes. The study demonstrates that the risk management of educational projects is changing, the expert community is including risk management as an integral element in its activities, while the institutionalisation of risk management of educational projects is in the stage of methodological development.Conclusion. The activity of the subject of the educational project already includes risk management, while the process is built on the conscious use of an interdisciplinary approach, requiring special training, including the subject's awareness of the norms, rules, and regularities of risk management.