Equitable Learning Environment Research Articles

Opportunities and Challenges of Integrating Generative Artificial Intelligence in Education

This paper thoroughly examines both the opportunities and obstacles associated with integrating Generative Artificial Intelligence (AI) into educational settings. It explores how Generative AI has the potential to enrich learning experiences, customize education for individuals, and foster creativity. However, it also confronts several challenges including ethical dilemmas, safeguarding data privacy, mitigating algorithmic biases, and reshaping the role of educators. Through a synthesis of theoretical frameworks and empirical research, the paper offers valuable insights into effective strategies for navigating these challenges. It emphasizes the importance of establishing ethical guidelines, ensuring transparency in algorithms, and adopting inclusive design principles during AI integration. Furthermore, the paper underscores the importance of providing educators with adequate training and professional development opportunities to effectively utilize AI tools. Additionally, it advocates for ongoing dialogue among stakeholders—such as educators, policymakers, technologists, and students—to steer responsible AI integration in education. Ultimately, the paper advocates for a collaborative approach that prioritizes human-centric values, equity, and diversity. While Generative AI holds promise for revolutionizing educational practices, its integration requires thoughtful consideration of ethical, social, and pedagogical implications. Through proactive collaboration and partnership, educators can leverage AI's potential to create more immersive, tailored, and equitable learning environments.

The Effectiveness of Inclusive Education Policies for Students with Disabilities

Purpose: This study sought to examine the effectiveness of inclusive education policies for students with disabilities. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the effectiveness of inclusive education policies for students with disabilities. Preliminary empirical review revealed that such policies played a vital role in promoting educational inclusion and academic success within mainstream educational settings. Despite encountering challenges such as inadequate resources and negative attitudes, inclusive education policies showed promise in creating equitable learning environments. The study emphasized the importance of addressing systemic barriers, promoting positive attitudes, and continuously monitoring and adapting policies to meet the evolving needs of students with disabilities. Overall, the findings underscored the potential of inclusive education policies to foster academic achievement and social inclusion for students with disabilities, contributing to a more equitable and supportive educational system. Unique Contribution to Theory, Practice and Policy: The Social Model of Disability, Ecological Systems theory and Critical Disability theory may be used to anchor future studies on inclusive education policies for students with disabilities. The study provided provided recommendations that enhanced theoretical frameworks, improved practice, and informed policy in inclusive education. It emphasized the importance of refining theoretical understandings of disability, providing professional development for educators, and developing comprehensive transition services for students with disabilities. Additionally, the study advocated for policy reforms that promote equity and social inclusion, fostered collaboration among stakeholders, and called for increased funding and support for inclusive education initiatives. These recommendations contributed to advancing inclusive education by promoting more responsive, equitable, and supportive educational environments for students with disabilities.

Integrated Performance Assessments: Providing Equitable Instruction and Assessment for ELLs/MLLs

AbstractIn this Teaching Issues article, we make the case for using Integrated Performance Assessments (IPAs) to get a better picture of ELLs/MLLs learning progress and language development and thus, contributing to more equitable learning environments in both instruction and assessment practices. An Integrated Performance Assessment allows learners to use the three modes of communication—interpretive, interpersonal, and presentational—to communicate their learning and demonstrate language development in an integrated way. We show how IPAs can be used as assessments for, of, and as learning; they promote more authentic teaching and assessment methods, in both formative and summative ways. To illustrate the potential opportunities IPAs can offer over traditional teaching and assessment methods, we share a classroom‐ready example designed by a teacher who participated in a 15‐month professional development project. We posit that IPAs value the resources ELLs/MLLs bring to the classroom and allow them to use these resources in their learning, as well as promote authentic language use and provide a window into ELLs’/MLLs’ progress in ways that advance their learning and language development through collaboration and interaction.

Developing a Cross-Cultural Competence Scale for Pre-Service Teachers: A Filipino Case Study

As classrooms grow increasingly diverse, cross-cultural competence (CCC) becomes imperative for pre-service teachers to create inclusive, equitable learning environments. Hence, this study focuses on developing a cross-cultural competence scale specifically for pre-service teachers that highlights the dynamic nature of education and the need to foster inclusivity amid increasing classroom diversity, aiming to address gaps concerning assessment tools dedicated explicitly for pre-service teachers. Exploratory factor analysis of an initial 29-item scale assessing knowledge, teaching flexibility, willingness to engage students, and cultural empathy administered to 109 Filipino pre-service teachers' responses ultimately yielded a 22-item, two-factor structure with sound psychometric properties: "Attitudes Toward Culturally Diverse Students" and "Cultural Knowledge and Teaching Flexibility." The factors align well with the conceptual domains of cognitive, affective, and psychomotor learning. This research significantly contributes a contextualized CCC instrument that enhances multicultural education and evaluates pre-service teachers' readiness for diverse classrooms, aligning with the educational dynamic imperative. In summary, this research makes an invaluable contribution to teacher training and multicultural education by developing a targeted and rigorously validated assessment tool.

Implementation of the Simple Additive Weighting (SAW) Method in Selection of Students Recipients of Single Tuition Fee Assistance

Higher education in Indonesia, including at Budi Darma University, continues to be committed to creating an inclusive and equitable learning environment for all students. In line with this determination, Budi Darma University is implementing the Single Tuition Assistance (BUKT) program to support educational accessibility. Obstacles in the selection process, which is subjective and lacks a structured framework, can lead to inequality in the distribution of aid. This can result in students who should receive greater support being overlooked, while those who may need less may receive greater aid. In the BUKT selection process, there are a number of requirements that must be met, such as parents' income, PKH card ownership, completeness of documents, parents' dependents and home ownership. It is hoped that the use of a decision support system can be a solution to overcome this challenge. Decision Support Systems (DSS) integrate computer technology, mathematical models, and data to provide structured and organized support within a decision-making framework. The Simple Additive Weighting (SAW) method is a multi-criteria decision making method that allows relative weighing between criteria to determine the final score for each alternative. By applying SAW in the selection of BUKT recipient students, it is hoped that more objective and data-based decisions can be obtained. The research results produced the best alternative with a value of 100.00 in the alternative with code A5 in Fitri's name, so that Fitri was declared entitled to receive single tuition assistance.

Innovations in STEM education for students with disabilities: A critical examination

This research paper explores the multifaceted landscape of inclusive STEM education for students with disabilities, dissecting innovations in instructional strategies, accessible resources, teacher professional development, institutional support, evaluation, and ethical considerations. The paper unravels a tapestry of methodologies fostering equitable learning environments through the lens of Universal Design, Differentiated Instruction, and cutting-edge technologies. The pivotal role of teacher professional development and institutional commitment is emphasized, complemented by insights into crafting accessible STEM resources and inclusive assessment practices. Ethical considerations underscore the imperative of fairness, transparency, and respect. In conclusion, the paper envisions a future where inclusive excellence in STEM education becomes a reality, shaping a world where every student, regardless of ability, is empowered in scientific discovery and innovation.

Systemic advantage has a meaningful relationship with grade outcomes in students’ early STEM courses at six research universities

BackgroundLarge introductory lecture courses are frequently post-secondary students’ first formal interaction with science, technology, engineering, and mathematics (STEM) disciplines. Grade outcomes in these courses are often disparate across student populations, which, in turn, has implications for student retention. This study positions such disparities as a manifestation of systemic inequities along the dimensions of sex, race/ethnicity, income, and first-generation status and investigates the extent to which they are similar across peer institutions.ResultsWe examined grade outcomes in a selected set of early STEM courses across six large, public, research-intensive universities in the United States over ten years. In this sample of more than 200,000 STEM course enrollments, we find that course grade benefits increase significantly with the number of systemic advantages students possess at all six institutions. The observed trends in academic outcomes versus advantage are strikingly similar across universities despite the fact that we did not control for differences in grading practices, contexts, and instructor and student populations. The findings are concerning given that these courses are often students’ first post-secondary STEM experiences.ConclusionsSTEM course grades are typically lower than those in other disciplines; students taking them often pay grade penalties. The systemic advantages some student groups experience are correlated with significant reductions in these grade penalties at all six institutions. The consistency of these findings across institutions and courses supports the claim that inequities in STEM education are a systemic problem, driven by factors that go beyond specific courses or individual institutions. Our work provides a basis for the exploration of contexts where inequities are exacerbated or reduced and can be used to advocate for structural change within STEM education. To cultivate more equitable learning environments, we must reckon with how pervasive structural barriers in STEM courses negatively shape the experiences of marginalized students.

Development of a Tool to Measure Student Perceptions of Equity and Inclusion in Medical Schools

Creating an inclusive and equitable learning environment is a national priority. Nevertheless, data reflecting medical students' perception of the climate of equity and inclusion are limited. To develop and validate an instrument to measure students' perceptions of the climate of equity and inclusion in medical school using data collected annually by the Association of American Medical Colleges (AAMC). The Promoting Diversity, Group Inclusion, and Equity tool was developed in 3 stages. A Delphi panel of 9 members identified survey items from preexisting AAMC data sources. Exploratory and confirmatory factor analysis was performed on student responses to AAMC surveys to construct the tool, which underwent rigorous psychometric validation. Participants were undergraduate medical students at Liaison Committee on Medical Education-accredited medical schools in the US who completed the 2015 to 2019 AAMC Year 2 Questionnaire (Y2Q), the administrations of 2016 to 2020 AAMC Graduation Questionnaire (GQ), or both. Data were analyzed from August 2020 to November 2023. Student race and ethnicity, sex, sexual orientation, and socioeconomic status. Development and psychometric validation of the tool, including construct validity, internal consistency, and criterion validity. Delphi panel members identified 146 survey items from the Y2Q and GQ reflecting students' perception of the climate of equity and inclusion, and responses to these survey items were obtained from 54 906 students for the Y2Q cohort (median [IQR] age, 24 [23-26] years; 29 208 [52.75%] were female, 11 389 [20.57%] were Asian, 4089 [7.39%] were multiracial, and 33 373 [60.28%] were White) and 61 998 for the GQ cohort (median [IQR] age, 27 [26-28] years; 30 793 [49.67%] were female, 13 049 [21.05%] were Asian, 4136 [6.67%] were multiracial, and 38 215 [61.64%] were White). Exploratory and confirmatory factor analyses of student responses identified 8 factors for the Y2Q model (faculty role modeling; student empowerment; student fellowship; cultural humility; faculty support for students; fostering a collaborative and safe environment; discrimination: race, ethnicity, and gender; and discrimination: sexual orientation) and 5 factors for the GQ model (faculty role modeling; student empowerment; faculty support for students; discrimination: race, ethnicity, and gender; and discrimination: sexual orientation). Confirmatory factor analysis indicated acceptable model fit (root mean square error of approximation of 0.05 [Y2Q] and 0.06 [GQ] and comparative fit indices of 0.95 [Y2Q] and 0.94 [GQ]). Cronbach α for individual factors demonstrated internal consistency ranging from 0.69 to 0.92 (Y2Q) and 0.76 to 0.95 (GQ). This study found that the new tool is a reliable and psychometrically valid measure of medical students' perceptions of equity and inclusion in the learning environment.

Prioritizing Equitable Mathematics Teaching Practices: A Case for Culturally Responsive Instructional Supervision

Scholars suggest that culturally responsive instructional supervision (CRIS) is an important component of equitable teaching practices in schools. This fictional case study details the experiences of a fifth-grade team who, along with their principal and their instructional coach, perform a discourse analysis of their own mathematics lessons to diagnose the equity gaps in their teaching and make necessary adjustments. The case narrative highlights the need for equitable teaching practices in the mathematics classroom and the potential needs of school leaders as they work to create more equitable learning environments in their schools through the use of CRIS.

Gender and Parental Income Disparities in Secondary School Students' Hard Skills Levels: A Study in Sri Lanka

Aims: This research investigates the intricate interplay between gender and parental income as pivotal determinants influencing hard skills proficiency among secondary school students in Sri Lanka. Positioned within the dynamic landscape of secondary education, the study aims to unravel the nuanced factors that contribute to educational disparities.
 Study Design: Methodologically, a quantitative research design was employed, utilising a survey-based approach to gather data from a diverse sample of 1350 secondary school students in Sri Lanka. The sampling strategy employed was stratified random sampling, ensuring representation across various socio-economic strata. The study used rigorous measures to guarantee the questionnaire's validity and reliability, enhancing the findings' robustness.
 Place and Duration of Study: Situated within the diverse socio-economic landscape of Sri Lanka, the research spans secondary schools in different regions of the country. The study duration encompassed a specific timeframe, providing a snapshot of the current state of affairs within the evolving educational system of Sri Lanka
 Methodology: The findings revealed moderately high overall hard skills proficiency levels among secondary school students, with notable variations in language skills and project contribution. Significant gender-based disparities and parental income variations were identified, underscoring the necessity for targeted interventions. The study's contribution to the discourse on educational equity and social justice is evident, emphasising the broader societal and economic contexts.
 Results: The research findings highlight gender-based differences and parental income disparities, shedding light on specific areas where interventions are urgently needed. Language skills and project contribution emerged as key domains where variations were pronounced, providing actionable insights for policymakers and educators
 Conclusion: This research highlights the urgency of implementing gender-sensitive educational interventions, initiatives to enhance computer skills, and targeted support for low-income families in Sri Lanka. Emphasising the necessity for policy changes prioritizing educational equity and advocating for community engagement initiatives, the successful application of these recommendations in Sri Lanka could serve as a blueprint for fostering inclusive and equitable learning environments globally.

Impact of Parental Participation and Socioeconomic Status on Intellectually Disabled Children’s Academic Achievement in Inclusive Schools

This study examines the roles of parental participation and socioeconomic status in influencing the academic achievement of intellectually disabled children in inclusive schools. By employing a mixed-methods approach-including quantitative academic data analysis, surveys, and qualitative interviews with parents, educators, and students—the research aims to explore how varying levels of parental involvement and socioeconomic factors like family income, parental education, and access to resources affect educational outcomes. The study seeks to uncover any synergistic effects between these factors, offering insights that could guide educational policies and practices to support these students more effectively. Ultimately, the findings aim to enhance equitable learning environments in inclusive educational settings

Transformative Role of ICT in 21st Century Learning: Enhancing Educational Effectiveness and Equitability

Abstract: The 21st century has witnessed a significant transformation in education through the integration of Information and Communication Technology (ICT). This article explores how ICT enhances educational effectiveness and equitability, focusing on student engagement, personalized learning, teacher professional development, and narrowing educational disparities. ICT adoption has positively impacted student engagement and learning outcomes, enabling educators to create dynamic and immersive learning experiences. Through adaptive learning technologies, ICT allows personalized educational content tailored to individual student needs, fostering deeper understanding and self-directed learning. To fully leverage ICT's potential, continuous professional development for educators is essential. However, the digital divide remains a challenge, with disparities in technology and internet access. Policymakers and educators must collaborate to address infrastructure limitations, privacy concerns, and resistance to change. By promoting student engagement, facilitating personalized learning, empowering educators, and bridging the digital divide, ICT can revolutionize education, creating a more inclusive and equitable learning environment. Continuous research, collaboration, and policy support are vital in harnessing the transformative power of ICT in education.

Mapping The Trends Of Inclusive Education In Higher Education: A Bibliometric Review Using R Software

Inclusive education in higher education, is vital for creating a diverse and equitable learning environment, ensuring equal opportunities for individuals with diverse abilities and backgrounds. This approach enriches the overall educational experience, fostering global readiness in students for a diverse society. This article utilizes bibliometric analysis with R software to track trends in studies concerning the integration of inclusive education in higher education, drawing data from the Scopus database spanning 2013 to 2023. The findings reveal that the growth of scholarly publications on the implementation of inclusive education in higher education experiences fluctuations. The Sustainability Journal (Switzerland) emerges as the most prolific publisher of articles on this subject, with the University of Nottingham being the most productive affiliate. The United States stands out as the most productive country, and the article titled "Sustainability Strategy in Higher Education Institutions: Lessons Learned from a Nine-Year Case Study" by Ramisio et al. holds the distinction of being the most cited. This research outlines inclusive education in higher education for interested scholars, emphasizing current challenges and potential opportunities in implementing it, particularly in Islamic higher education. The article acknowledges limitations that could be addressed through broader metadata sources and a more extended publication timeline. Furthermore, the novelty of this research is no previous researcher has explored inclusive education in higher education using bibliometric analysis.

Applying an Equity Framework to Develop Inclusive Visions of STEM Teaching: Honoring the Voices of Students with Dis/Abilities

ABSTRACTSchools and teachers must create optimal instructional learning environments for increasingly diverse student populations. Achieving such a learning environment requires teacher educators and teachers to recognize the voices and ways of knowing for students with dis/abilities who must be heard and accorded legitimacy. The purpose of this case study was to explore the reported experiences and perceptions of students with dis/abilities in terms of the equity dimensions of achievement, access, power, and identity at a New Technology STEM high school. Findings are organized and discussed around the four equity dimensions and subsequent codes and themes identified from the data. Students prioritized constructs related to identity and power beyond the constructs of access and achievement as critical to their success. The discussion relates the findings to teachers and teacher educators and the imperative that teachers, teacher educators, and school leaders recognize and support equitable learning environments on behalf of students with dis/abilities and honor and advance student voice within the context of STEM education in secondary schools.

Can Edu-Metaverse Reshape Virtual Teaching Community (VTC) to Promote Educational Equity? An Exploratory Study

Education equity has become a critical sustainable development goal worldwide, and it has aroused significant concern among educators. While virtual teaching communities have emerged as an approach to minimizing educational inequity through resource sharing and information exchange, the achievement of deep collaboration among individuals remains an area that requires further study. Metaverse, with its advanced behavior interaction capabilities, has shown potential in promoting deep collaboration and communication among individuals. However, the pathway towards leveraging Metaverse for enhancing educational equity remains unclear. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">To address this gap, this study aims to review the concept and educational applications of Metaverse, as well as its evolution to pedagogical interactions within virtual teaching communities. Specifically, this paper proposes the possibility of achieving educational equity by establishing a Metaverse-supported virtual community that leverages immersive environments for behavior interaction, employs diversified avatars for affective communication, and implements equitable mechanisms for knowledge creation. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Overall, the present study underscores the importance of constructing a warmer virtual teaching community that promotes deep collaboration and equitable knowledge creation. By leveraging the capabilities of Metaverse, educators and learners can work together to create a more inclusive and equitable learning environment.

Equitable Learning Environments: Advancing Professional Growth for Inclusive Classrooms

Equitable Learning Environments: Advancing Professional Growth for Inclusive Classrooms

Understanding Gender Stereotypes in the Context of Foreign Language Learning through the Lens of Social Cognitive Theory

AbstractUsing Bandura’s (1986) social cognitive theory as a theoretical framework, this study explores the relationships between gender stereotypes and language learning experiences, particularly in the context of learning English as a foreign language (EFL). It aims to provide a better understanding of the role of gender stereotypes in the language learning process focusing on how they both influence and are influenced by various behavioral, personal, and environmental processes. To achieve this, a qualitative study based on in‐depth semi‐structured interviews was conducted with a total of 32 participants, including 17 teachers and 15 learners from six different universities in Turkey. Results revealed that both EFL teacher and learner participants were aware of certain gender stereotypes in language learning. These stereotypes were found to create diverse and distinct learning experiences for female and male learners, influenced by behavioral (i.e., perseverance, sense of responsibility), personal (i.e., attributions, emotions), and environmental (i.e., significant others’ expectations) processes. The study further highlighted the deep‐rooted and differential influence of societal norms and cultural expectations on female and male learners’ experiences. These findings emphasize the importance of understanding and addressing gender stereotypes in language education to promote an inclusive and equitable learning environment and support learners’ engagement and success, regardless of their gender.

Bridging unemployment gaps through ICT Bootcamps: A reality or precarity to equitable learning?

In recent years, there has been a paradigm shift to skills development in ICT due to the demand for low to middle-income jobs. We provide an in-depth guide to ICT bootcamps in this article for organizations in developing countries that are interested in participating in producing low to middle-level skills and reducing unemployment rates in previously disadvantaged communities, rather than relying solely on universities and technical vocational education centres. Using questionnaires, data was collected from a single case of an ICT bootcamp located in previously disadvantaged communities of the Cape Flats. The questionnaire was completed by 92 participants. Social cognitive career theory (SCCT) was used in this study to analyse the success of ICT bootcamps in the context of skill development. As a bootcamp, SLCA's success is dependent on the degree to which it provides an equitable learning environment that reflects equity, diversity, and inclusion. Making sure students' social, psychological, economic, and academic needs are met is a key recommendation for creating equitable learning environments. Our findings are based on the findings of a single case study. More case studies would strengthen our argument. Nonetheless, we believe our research has provided a solid foundation for future coding bootcamp literature.

Unravelling the Factors Impinging the Implementation of Classroom Based Assessment in Malaysian ESL Classrooms: Voice from Practitioners

Home / Archives / Vol 5 No 3 (2023): Sep 2023 / English Section Unravelling the Factors Impinging the Implementation of Classroom Based Assessment in Malaysian ESL Classrooms: Voice from Practitioners Anwar Farhan Mohamad Marzaini Wan Nurul Elia Haslee Sharil Kaarthiyainy Supramaniam Shahazwan Mat Yusoff Abstract This study aims to provide a comprehensive analysis of the multifaceted factors that influence the implementation of CBA in Malaysian secondary school ESL classrooms. The qualitative data collection was adopted through the focus group and individual semi-structured interviews. Data were gathered from macro-, meso, and micro-level education providers to cast light on the tripartite factors influencing policy implementation. At the macro level, the study revealed that teachers' attitudes towards CBA, characterised by resistance to change and scepticism, pose substantial obstacles to its effective implementation. In addition, the hasty and haphazard introduction of CBA policies impeded their adoption, highlighting the significance of deliberate and well-paced policy implementation. At the meso level, the research uncovered problems such as improper delivery of CBA, lack of expert support, and non-adaptive teachers who struggle to integrate CBA into their teaching practises effectively. On the other hand, the study cast light on critical issues related to teachers' assessment literacy at the micro level. Evidently, an overreliance on exam-oriented assessment practices limited the scope of CBA's benefits. In addition, the study found that large class sizes and student resistance to non-traditional assessment methods further complicate successful implementation at this level. This study has implications beyond the Malaysian context and provides valuable insights for other educational systems seeking to enhance assessment practises and student learning outcomes in ESL classrooms. Ultimately, this study potentially to contribute to the ongoing discussion on CBA by providing educators and policymakers with guidance on how to establish more effective and equitable learning environments for secondary school ESL students.

Partnering for Change: collaborating to transform occupational therapy services that support inclusive education.

The United Nations champions inclusive education as a moral obligation, requiring equitable learning environments that meet all individuals' diverse learning needs and abilities, including children and youth. Yet the practice of inclusive education is variable and implementation challenges persist. A participatory action research framework was used to develop a solution, Partnering for Change (P4C), which is a tiered service delivery model that bridges health and education by re-envisioning occupational therapy services and transforming the role of the occupational therapist from a service provider for individual children to a collaborative partner supporting the whole school community. This perspective article will describe the P4C model and its evolution, and will outline how it has been implemented in Canadian and international contexts to facilitate children's inclusion and participation in educational settings.