Equitable Learning Opportunities Research Articles

Unmasking teachers’ proficiency in harnessing Artificial Intelligence (AI) for transformative education

This paper examines the awareness of artificial intelligence (AI) among school teachers in Nepal. We interviewed twenty teachers from ten urban schools in Nepal over four weeks using a semi-structured interview tool. The analysis of interview data reveals the teachers’ mixed perception of AI, including their understanding of innovative technologies in education, the potential challenges for new-generation teachers, and the opportunities for pedagogical transformations. The findings suggest that although the teachers have limited awareness of how AI can be used in teaching and learning, they possess some level of understanding that has opened up new opportunities for exploring innovative ways of teaching and learning. Notably, participants discussed tools, such as Education Management Information System (EMIS) for record keeping and automated grading and AI-driven chatbots for student tutoring. However, teachers also expressed concerns about the possibility of AI replacing human teachers. These insights provide valuable implications for policymakers and educators regarding the integration of AI into classroom instructions to promote innovative and equitable learning opportunities.

What uses of digital technology support and enhance the learning and the engagement of diverse learners in high school classes?

Digital technologies may play an important role in helping students from all walks of life to overcome barriers and benefit from teaching and learning. However, due to a lack of knowledge or skills related to educational technologies, K-12 teachers struggle to harness the full potential of digitalisation to support student learning and engagement, causing further marginalization and exclusion that put diverse group of learners at risk of being left behind in education (Chevalère et al., 2021). In response to these research gaps, the aim of this paper is to explore which high school uses of digital technology cater for learners’ needs and preferences for the sake of a more digitally inclusive environment that supports engagement and equitable learning opportunities for all students (Stenman & Pettersson, 2020). We adopted a qualitative approach to attend to the richness and depth in various contexts. We have conducted individual semi-structured interviews with 17 high school teachers, aiming to obtain in-depth qualitative data through open-ended questions. Then, a general inductive data analysis approach was followed to generate preliminary results on the research objectives, which are presented in this study.

No More Excuses: Strategies for Inclusive Pediatric Physical Therapy Education.

The purpose of this special communication is to provide practical, evidence-based recommendations and examples of inclusive and accessible teaching practices that can be effectively used in pediatric physical therapy (PT) education to: (1) ensure equity in education, (2) elevate all voices, and (3) facilitate anti-oppressive learning environments. Concrete action items and strategies addressing these 3 recommendations are provided at all levels of the ecological model framework. Pediatric PT clinical and academic educators must work proactively to ensure learning environments are inclusive of everyone. Pediatric PT educators need to take the time to self-reflect, change their behaviors, and use inclusive, accessible, and anti-oppressive education practices. This will create equitable learning opportunities to successfully meet the needs of our learners, children, and families with whom we engage regularly in our personal and professional lives.

Deciding on “next steps” together: Using progress guides to better differentiate feedback for all in diverse middle school math and science classrooms

While researchers and practitioners have long known that differentiating formative feedback (FF) is a requisite for creating more equitable learning opportunities for students, less is known about how teachers plan for, enact, and reflect on differentiated FF dialogues with students individually, in small groups, or as a whole class—a lens on practice we refer to as “configurations”. This empirical, qualitative case study used a new FF framework to explore how middle-school math and science teachers engaged in FF dialogues with students in different configurations, modalities (written, spoken, nonverbal feedback), and directionalities (teacher-driven, peer-to-peer-driven, self-driven feedback). Findings from analyses of classroom videos, transcripts, and reflections on the use of criterion-referenced assessment tools, including a tool called a “progress guide”, found participants engaged in differentiated FF conversations with students more frequently when using scaffolds/tools. Teachers reported more confidence when using progress guides to launch one-on-one and small-group discussions of “first-draft” responses to tasks. The use of progress guides in student-driven self-assessment protocols also increased teachers’ sense of self-efficacy in providing differentiated feedback during class time. Results showed that equity-oriented feedback exchanges in high-needs schools centred on visible boundary objects such as progress guides helped teachers and students plan “next steps” with purpose and intention.

Keeping Students with Long-term Conditions Connected with Schools: Facilitators for Sustainable Virtual Connections.

Students with Long-Term Conditions (LTCs) experience prolonged absences that can impact their school connectedness and belonging. Inclusive education policies in New Zealand advocate for equitable learning opportunities for students with disabilities. Students with LTCs are included under this purview, but responses to their unique learning and connectedness needs are not well articulated. Literature suggests the potential of technology to enable virtual connections to keep these students' continued presence and engagement in class (i.e., sustainable connections). Studies internationally and in New Zealand, argue that virtual connections with schools can enhance educational opportunities and a sense of belonging for students with LTCs. However, limited research is available on developing and nurturing such ongoing connections with schools. This article reports on a qualitative study investigating New Zealand stakeholder perspectives on the facilitators of virtual connection with schools for students with LTCs. Findings from a thematic analysis of 18 individual interviews with stakeholders highlighted six facilitators for virtually connecting these students with schools, indicating the need for a flexible approach tailored to students' needs, strong support systems and purposeful, safe and inclusive connection opportunities. The stakeholders indicated these facilitators as essential for the virtual school connections to be sustainable and enhance students with LTCs' presence, belonging and social connection in schools.

Integrating Research-Based Indicators of Emergent Biliteracy Teaching Practices for Emerging Bilingual Learners

This research explored how bilingual teachers of young Dual Language Leaners ages 0-3 integrated Reyes and Azuara’s (2008) Ecological Model of Emergent Biliteracy in their classrooms to foster bilingualism, biliteracy, and academic success. Dual Language Learners are the fastest-growing population of young children in the country that speak a language other than English. As so, the early childhood workforce must integrate the Ecological Model of Emergent Biliteracy for emergent biliteracy development and equitable emergent biliteracy teaching practices to support the natural biliteracy development of young Spanish-English Dual Language Learners. Qualitative data was collected through interviews and observations and were analyzed using the grounded theory stages of coding. The findings recommend immersing Dual Language Learners in equitable learning opportunities that incorporate their cultural knowledge, languages, experiences, and learning to support the precursors for emerging biliteracy development.

Empowering Diversity: A Novice PE Teacher's Journey in Inclusive Pedagogy

This study sought to explore the lived experiences of novice physical education (PE) teachers, particularly in teaching students with disabilities or special needs. Specifically, how they navigate challenges as they teach students with disability. The study utilized a qualitative descriptive phenomenological approach to understand the lived experiences and perspectives of the novice PE teachers in a phenomenon. The participant of this study involves five novice PE teachers who qualified the inclusion criteria and undergone in-depth interview through in person or in virtual platform. The findings reveal the dual nature of teaching students with disabilities, with participants expressing both challenges and reward inherent in this endeavor. Key themes emerge, including the challenges in effective communication, engagement issues, creating adaptive activities, instruction, and teaching strategies. Furthermore, the study highlights the significance of continuous personal and professional development, and the ongoing support from colleagues, administrators, and parents to ensure equitable learning opportunities for the students regardless of their abilities.

Nhancing French Vocabulary Mastery And Acceptance In Sabah's Secondary Schools Through Digital Game-Based Learning

The study aims to investigate the effectiveness of Digital Game-Based Learning (DGBL) in teaching French to students from remote areas. Drawing upon existing literature highlighting the positive impact of digital technologies on learning, particularly gamification, the research seeks to explore how students perceive the benefits and usefulness of French-language online gaming. The participants will be selected from rural schools with limited internet access. A total of 40 Form 1 students from one of the rural secondary schools were selected. The total of 20 students from the experimental group experienced DGBL method while 20 other students from the controlled group experienced traditional method. The questionnaires will be distributed physically to the experimental group, and it will be analysed using SPSS (Version 29) to perform inferential statistics. This finding underscores the potential of the DGBL method in fostering French language acquisition among students from remote areas, thereby addressing the challenge of limited access to traditional educational resources and promoting more equitable learning opportunities.

Embracing Inclusion: Private School Teachers' Perspective

Background: The concept of inclusive education, which integrates students with and without special needs, is pivotal for fostering equitable learning opportunities. Teacher attitudes are a significant determinant of the success of inclusive education policies. Objective: To ascertain the perspectives of private school teachers in Peshawar regarding the inclusion of children with disabilities in mainstream educational settings. Methods: A descriptive cross-sectional study was carried out over six months at seven private schools in Hayatabad, Peshawar, following IRB and ethical approval from KMU. The sample of 200 teachers was determined using a confidence level of 95% and a margin of error of 5%. Data were collected using the Attitudes Towards Mainstreaming Scale and analyzed using SPSS Version 25 to provide descriptive statistics, including frequencies and mean±SD values. Results: Teachers generally regarded inclusive education as a favorable practice (mean 2.03±0.89), with a significant number expressing strong agreement to the inclusion of learners in regular classrooms. The acceptance varied based on the type of disability, with physical disabilities (mean 2.40±1.12 for wheelchair-bound learners) receiving more agreement than behavioral issues (mean 2.36±0.95 for learners who stutter). Conclusion: Most private school teachers in Peshawar exhibit a supportive stance towards inclusive education. This positive attitude is crucial for fostering an inclusive environment that benefits all students.

Reviewing online learning effectiveness during the COVID-19 pandemic: A global perspective

The COVID-19 pandemic has brought about unprecedented challenges to education systems worldwide, forcing a rapid shift towards online learning as a primary mode of instruction. This Review reviews the effectiveness of online learning during the pandemic from a global perspective. The study considers various factors influencing the success or challenges faced by students, educators, and institutions in transitioning to digital platforms. One key aspect under scrutiny is the technological readiness of educational institutions across different countries. Disparities in infrastructure, access to devices, and internet connectivity have played a pivotal role in shaping the online learning experience. The study investigates how these disparities have impacted the effectiveness of online education, highlighting the importance of addressing digital divides for equitable learning opportunities. Furthermore, the Review explores the role of pedagogical strategies employed in online education. With the abrupt shift to virtual classrooms, educators had to adapt their teaching methods to suit the digital environment. The review assesses the effectiveness of various instructional approaches, considering factors such as student engagement, motivation, and the ability to cater to diverse learning styles. The socio-economic implications of online learning are also examined, as the pandemic has heightened existing inequalities. The study investigates how economic disparities have influenced access to education, examining the challenges faced by vulnerable populations. It also explores potential solutions and policy implications to bridge the gap and promote inclusivity in online education. The Review delves into the psychological impact of online learning on students and educators. Isolation, screen fatigue, and the absence of face-to-face interaction have posed mental health challenges. The review considers the measures taken by educational institutions to address these concerns and enhance the overall well-being of the academic community. In conclusion, this Review provides a comprehensive overview of the global experience with online learning during the COVID-19 pandemic. By analyzing technological, pedagogical, socio-economic, and psychological dimensions, it aims to contribute valuable insights for improving the effectiveness of online education in future scenarios of crisis or as a complementary mode of learning.

Zero-knowledge proofs in education: a pathway to disability inclusion and equitable learning opportunities

In the evolving landscape of global education, the significance of inclusivity and equity has never been more important. Emphasizing the United Nation Sustainable Development Goal 4, this paper explores the innovative application of blockchain-powered Zero-Knowledge Proofs (ZKPs) technology in education, with a particular focus on disability inclusion. This study introduces a novel disability management system powered by Zero-Knowledge Succinct Non-Interactive Argument of Knowledge (zk-SNARK). This advanced system enables educational institutions to verify the status of students with disabilities without compromising their personal information, thereby preserving their privacy and reinforcing their identity. This paper evaluates the potential operational efficiency of this prototype system against the existing costs incurred by higher education institutions in disability schemes. It also examines the system’s potential to enhance self-disclosure among students with disability, which is pivotal for their academic success. By advocating for privacy and inclusivity, this study highlights the transformative potential of ZKP in creating an educational environment where students with disabilities can comfortably disclose their needs. This approach not only protects their confidentiality but also empowers them academically, aligning with the global commitment to accessible and inclusive education.

Why bother translanguaging? Translanguaging pedagogies for equity in elementary and middle school classrooms

ABSTRACT Translanguaging pedagogies support multilingual students by activating prior knowledge, integrating home languages and cultures, and utilizing multimodal learning. However, as equity-oriented pedagogies, they redress long-standing practices of denying students access to their home languages or demanding a strict separation of their interwoven repertoires. This article examines three multilingual resources designed for elementary and middle school classrooms that teachers can use to support a translanguaging stance: 1) bilingual alphabet charts, 2) Unite for Literacy website, and 3) the Make Beliefs Comix website. The examples presented in the article represent new ways to use existing materials to promote more equitable learning opportunities for multilingual learners.

Re-Setting Education Priorities in the Post Covid-19 Era: Towards Equitable Learning Opportunities at ECD Level in Zimbabwe.

Re-Setting Education Priorities in the Post Covid-19 Era: Towards Equitable Learning Opportunities at ECD Level in Zimbabwe.

Challenges to the provisioning of equitable quality education opportunities in inclusive early childhood development classes attached to primary schools: A case of one district in Zimbabwe

The study explored challenges faced by teachers in provisioning equity and quality education to young children with special education needs in inclusive early childhood development (ECD) classes attached to primary schools in Chiredzi district, Zimbabwe. To uncover these barriers, researchers adopted the post-positivist paradigm which allowed use of multiple methods to uncover truth about the phenomenon. Mixed methods research approaches embedded in the pragmatic paradigm were utilised as they allowed the researchers to triangulate the data collected from the selected tools for valid and reliable results. Semi-structured questionnaires, face-to-face interviews, focus group discussions, observations and document analysis were used as tools to gather data. The Social Justice Theory was used as a lens to unveil barriers of educational equity in inclusive ECD classes. The study uncovered a myriad of challenges experienced by ECD teachers and young learners in inclusive classes attached to primary schools. Some of the barriers identified included large class enrolments, overcrowding of classrooms, inadequate human and material resources, absence of ECD specific policies to curb exclusion of young learners with diverse learning needs. The paper concluded that, learners with special education needs were discriminated in various learning activities and treated differently by teachers and other learners. Such practices in ECD centres are against the dictates of educational inclusive policies which emphasise equitable learning opportunities for all learners, regardless of diversities. The paper recommends a holistic approach towards inclusive education programmes at ECD level, which prepare the young learners and teachers to look forward to a just society. The paper calls for an educational stakeholder capacitation programme to usher advocacy for fairness as a tool to improve the image of early childhood development inclusive settings.

학습권 보장을 위한 평생교육바우처 지원정책 분석

The purpose of this study is to examine the main elements of the lifelong education voucher, a key initiative for realizing the right to learning and to propose recommendations for the effective establishment of such programs. It involves an in-depth examination of the evolving discourse on learning rights, the definition of responsibilities to uphold these rights, and an evaluation of related policies. The research focuses on the role of vouchers in supporting learning costs and their impact on ensuring equitable learning opportunities. While vouchers enhance learning participation across diverse socio-economic groups, the study identifies areas for improvement, such as increasing transparency, managing educational quality, and promoting learner autonomy. Recommendations include implementing learning counseling, establishing robust quality-management systems, and empowering learners self-directedness. The study also suggests researching outcomes considering the policy orientation of the voucher for evaluating policy implementation results and stable financing.

A Theoretical Approach to School Success within the Framework of Multicultural Schools

A multicultural school is meant to promote inclusive politics and equitable learning opportunities and that in the framework of the winding quest for high educational outcomes for each and every student, regardless of ethnicity and socio-economic backgrounds. School success is not merely the salient knowledge span, it encompasses a set of life skills, parental support, brain power and a myriad of attitudes meant to allow the school leaver not only to avoid depletion, but also to achieve high performance goals and, what’s more, to ensure fair treatment to all. Equipped with fortitude, resilience and a team spirit, the school leaver finds thus attainment by taking different educational pathways, from the theoretical to the vocational one. School success is ultimately about finding fulfilment, about leading a quality life and feeling integrated wherever one may be. Taking on challenges in exchanges among the different ethnic groups, making practical use of soft sills to stay connected and agile in such a community, grappling with the link between the school curriculum and the practicalities of the world around, all these might be the tipping point to be analyzed and addressed by the present article. Yet, in a multicultural learning environment attachment to one’s cultural values with its spillover implications is far from enough, it must align with keeping all lines of communication open for cultural exchange, even to the point where the exchanges become goals and social and emotional learning go hand in hand with academic achievement.

Challenges and Issues of Integrating Information and Communication Technologies in Higher Education in Rural Areas- A Review

The integration of Information and Communication Technologies (ICT) in higher education represents a transformative force that has the potential to bridge educational disparities and empower rural communities. This paper provides a comprehensive review of the challenges and issues faced in the pursuit of ICT integration in rural higher education settings. Rural areas worldwide are marked by a digital divide, which results in limited access to reliable internet, outdated infrastructure, and high costs associated with ICT resources. These challenges have far-reaching implications, including hindrances to equitable learning opportunities, reduced access to relevant educational content, and an underdeveloped digital literacy among students and faculty. The core challenges discussed in this paper encompass infrastructure limitations, affordability concerns, inadequate digital literacy, curriculum relevance, and the rapid obsolescence of technology. However, the paper also examines potential solutions and best practices that address these challenges. Infrastructure improvements, financial assistance, digital literacy programs, customized curricula, and sustainable technology adoption are strategies to mitigate these issues and enable rural higher education institutions to harness the benefits of ICT effectively.

The Challenges of Teaching Speaking to High School Students through Zoom Video Conference Application

Video conferencing is often used not only for webinar and other online meetings, but also for teaching and learning process. Some applications such as the Zoom Application are very helpful for students and teachers in the teaching and learning process. This research is about the obstacles faced, namely electronic media and internet quotas for online learning. Not all students are equal when it comes to economics. The problems of this research are how the teacher teaches speaking in online class and the challenges of teaching speaking through Zoom Video Conference Applications. The findings revealed that the English teachers provided relevant video as speaking model and engaged students to speaking practice in pair or small group to gain online learning experience. Meanwhile, teachers found several obstacles in online learning with the issues of students’ presence and motivation because of internet connectivity problems. the effectiveness of the learning process was affected. These findings contribute to highlighting the importance of addressing the digital divide in online speaking class to ensure equitable learning opportunities for all students.

African-centered education (ACE): Strategies to advance culturally responsive pedagogy and equitable learning opportunities for young Black children

ABSTRACTFor too long, Black children’s educational needs have not been prioritized with attention to their culture, language, historical and contemporary racialized experiences, and building their positive racial identity. It is critical that early childhood education settings for young children be transformed to be a place of learning and healing by centering Black children’s cultural identity through African-centered education (ACE). Through ACE practices, Black children can find meaningful connections with their ancestral heritage to expand on their knowledge. In this article, we discuss the need and the history of ACE, its link to Black children’s well-being and outcomes, the status of these types of programming, and educational leaders’ understanding of what ACE entails. Finally, we end with ways to integrate ACE in early childhood through the R.I.C.H.E.R. framework. It is critical that the full humanity and cultural roots of Black children are centered on delivering on the promise of equal educational opportunity.

Using latent class growth analysis to detect group developmental trajectories in preclinical medical education.

Medical educators and programs are deeply interested in understanding and projecting the longitudinal developmental trajectories of medical students after these students are matriculated into medical schools so appropriate resources and interventions can be provided to support students' learning and progression during the process. As students have different characteristics and they do not learn and progress at the same pace, it is important to identify student subgroups and address their academic needs to create more equitable learning opportunities. Using latent class growth analysis, this study explored students' developmental trajectories and detected group differences based on their coursework performance in Anatomy within the two years of preclinical education in one medical school. Four subgroups were identified with various intercepts and slopes. There were significant group differences between these subgroups and their standardized scores in MCAT and UCMLE Step 1. The study provides evidence about the heterogeneity of the student population and points out future research directions.