Educational Experience Research Articles

Deep mapping in geography education: learning about a distant place and people in a summer school as a ‘committed outlier’

ABSTRACT This article discusses Deep Mapping in Geography teaching and learning by drawing on a case study of a summer school organised during the COVID-19 pandemic. Deep Mapping was used to foster deep learning among the students and teach them about a distant place and people. The exercise tasked the students to work on the creation of layered maps representing the fieldwork site, the city of Vancouver, Canada. Critical student reflections about the Deep Mapping process are used to address some of the benefits and challenges. The Deep Mapping exercise stimulated the students to critically engage with the diverse summer school materials, move beyond a superficial view of the city, maps and mapping, and reflect on their positionality. The method is promising in light of making deep engagement with other places more accessible to those who might not have or be inclined to access such international educational experience and also offers another opportunity for blended learning. In conclusion, we argue that Deep Mapping offers a timely and highly engaging approach to learn about a place and people from another part of the world – be it on location or at a distance.

The history of entrepreneurship education in the United Kingdom: 1860-2020

ABSTRACT This paper examines the history of entrepreneurship education (EE) in the United Kingdom (UK), exploring different forms and types as they have emerged over time. The study uses a wide range of sources, including both secondary (e.g. published papers, historical records of specific programmes, and enterprise policy documents) and primary accounts that document the lived experience of educators. It constructs these sources into a chronology, identifies different types of practice and constructs these into four primary forms. From this work, the paper presents an enhanced understanding of entrepreneurship education. It synthesizes influential types, illustrating how and why practice has evolved, and concludes by arguing for a more sustainable pathway via a new approach of ‘Harmonious Entrepreneurship Education.’

Dementia mindset of caregivers providing residential care for older persons: study protocol for a replication study on the validation of the Dementia Mindset Scale

IntroductionProfessional caregivers’ perspectives on dementia and on people living with dementia (PlwD) can influence their feelings, judgements and behaviours in work situations, for example, how they think about symptoms, disease...

The Impact of Innovative Learning Methods on Self-Efficacy: The Lived Experiences of High School Students and Educators

The Impact of Innovative Learning Methods on Self-Efficacy: The Lived Experiences of High School Students and Educators

In an Imperfect World: Barriers and Facilitators to Educators' Evidence-Based Practice Use for Elementary-Aged Autistic Students in Inclusive Settings.

Educators' use of evidence-based practices (EBP) provides positive outcomes for autistic students in multiple areas of learning (e.g., peer interactions and academic skills) and may promote access and participation in general educational settings. However, many teachers report limited use of EBPs for their autistic students, with inconsistent fidelity. This study sought to understand barriers and facilitators educators identify to implementing EBPs with autistic students in general education classrooms. To understand educators' perspectives and experiences, we conducted a qualitative study with 81 educators who serve elementary-aged autistic students in one state. In response to interview questions based on the Consolidated Framework for Implementation Research framework, educators reported on multiple factors, including the general education environment, access to resources, training in EBPs, and professional collaboration. Implications for practice, training, and research are discussed. Specifically, we address educators' need for increased training and the availability of educator resources.

Exploring comprehensive sexuality education experiences and barriers among students, teachers and principals in Nepal: a qualitative study

BackgroundComprehensive sexuality education (CSE) is essential in empowering adolescents with the knowledge and confidence to manage their sexual and reproductive health. Despite its recognized benefits, access to quality CSE remains limited, especially in low-income countries, where societal norms and structural barriers hinder effective delivery. The aim of this study is to investigate the experiences and perceptions among students, teachers, and principals in Nepal about comprehensive sexuality education.MethodsQualitative methods were used. 13 Semi-structured interviews and 1 focus group discussion were carried out with 15 teachers and principals working at higher secondary schools and two focus group discussions were conducted with a total of 13 adolescents. Thematic analysis was used to analyze the data.ResultsFour themes were developed: Resistance to Teaching and Learning, Preparation and Engagement Strategies, Taboos and Silencing and Structural Barriers. Students, teachers, principals and students reported discomfort and embarrassment when discussing sensitive topics, with gender dynamics playing a significant role. Strategies like warm-up sessions and continuous interaction with students and parents were used to create a supportive learning environment. However, socio-cultural barriers and family attitudes continued to hinder open discussions about sexuality. Structural barriers, including the lack of formal training for teachers and inadequate instructional materials, further impeded effective CSE delivery.ConclusionThe experiences of CSE in Nepal among students, teachers and principals highlight significant barriers including cultural taboos, gender dynamics and insufficient resources. Addressing these barriers through comprehensive teacher training, curriculum reform, and societal engagement is critical to ensure access to CSE.

Revealing three anomalies: Extending Kolb educator roles profile in experiential entrepreneurship education

Experiential entrepreneurship education programmes expose students to high levels of uncertainty and motivate them to take economic and emotional risks. Navigating educator roles in these programmes is difficult for educators. Although essential for effective student learning, a more theoretical understanding of educator roles within experiential entrepreneurship education programmes is needed. Following an extended case methodology, this study is among the first to validate and question the Kolb Educator Role Profile (KERP) in experiential entrepreneurship education. We theoretically extend the KERP typology by contextualising KERP within the experiential entrepreneurship education literature and incorporating insights from 18 experiential entrepreneurship education programmes. We reveal three anomalies that extend beyond the traditionally defined educator roles within the KERP typology: (1) educators need to initiate concrete experiences, (2) educators need to manage students' access to practical entrepreneurship competence, and (3) educators need to make students do entrepreneurship. By introducing KERP and discussing these anomalies, we provide clarity for experiential entrepreneurship educators, helping them navigate, commit to, and prioritise distinct educator roles. This paper implies a deeper understanding of educator roles in experiential entrepreneurship programmes, clarifying how educators manage effective student learning.

The European Union Settlement Scheme Data Linkage Project in Wales: Findings relating to mental health and education

Objective Following the UK’s exit from the European Union (EU) a settlement scheme was introduced for EU nationals currently living in the UK to apply to continue living in the UK. The European Union (EU) Settlement Scheme project compares the living experiences of EU and UK citizens in Wales. ApproachWe conducted a retrospective population cohort study within the Secure Anonymised information Linkage (SAIL) Databank to explore the mental health, educational experiences and involvement in the Welsh labour market of EU citizens living in Wales in comparison to British citizens. UK Census data relating to country of birth, sex, week of birth, date of arrival in the UK and socio-economic status have been linked to variables of relevance in the Education for Wales and Welsh General Practice datasets respectively and analysed. ResultsFindings indicate statistically significant differences in secondary school attendance and attainment between Welsh born pupils and pupils born in EU countries. We will present findings on our exploration if differences exist between Welsh born and EU country born individuals in relation to diagnosis of depression and anxiety. Additional findings from this linking and analysis reveal other interesting differences between EU and UK born citizens. ConclusionsLinking data in this way has gained a better understanding of the experiences and outcomes of EU citizens in Wales, generating better evidence to inform policies and services that address the needs of this population and a dataset of interest to academics. Reproduceable analytical pipelines have been created for other researchers to use.

Didactic video game prototype with recognization of geometric figures in augmented reality

The goal is to offer an educational and entertaining experience through pattern recognition and with the help of Artificial intelligence (AI) and Augmented reality (AR), classified in 2D and 3D that encourages the learning of geometric figures while playing. Technology has made students active participants who can manipulate and explore figures in a virtual environment. It encourages a deeper understanding, as they can see how the shapes interact with each other and with their environment (Toledo, 2017). However, there is still a world to investigate with the behavior demonstrated by 3rd grade primary school students. The pedagogical methodology of Local Theoretical Models (LTM) and the Prototyping methodology that is used to design and develop software systems or applications by building simplified and experimental versions. Currently you can get easy access to Software that helps create video games. Beginning to consolidate theoretical and cognitive knowledge that benefits stimulation in their learning and in attention, perception, interest, memory, thinking and reasoning with the help of AI and AR. The research helps 3rd grade primary school students understand the impact of technology to improve study and learning. The large number of applications implemented to strengthen the learning of basic level students has increased, converging between gaming technology and education, offering a new way to learn and practice mathematical skills in a fun and interactive way.

“To prosper you must be willing to pivot”: The career construction journeys of language teacher educators in Hong Kong

AbstractConsidering the essential role of language teacher educators in shaping the views and practices of future generations of language teachers, the limited attention that has been given to how these educators construct their professional identities is surprising. This article reports the results of a qualitative study that contributes to addressing this gap in knowledge by exploring how three experienced language teacher educators construct their professional identities in Hong Kong. Drawing upon elements of career construction theory, the study used in‐depth interviews to investigate the responses of these educators to the complex and challenging demands they encounter in research, teaching, and institutional service throughout the pursuit of their professional identities construction goals. Results suggest that the three educators value career adaption and operationalize adaptability as the willingness to both constrain their concerns and accept the necessity for compromises and trade‐offs. Implications for leaders of higher education institutions concerned with supporting language teacher educators' identities construction are discussed. Suggestions for future research are also considered.

Transformative Islamic Education from the Perspective KH Abdullah Munjul (Study of Manuscript Layang Siti Hasanah)

The "Layangan Siti Hasanah" manuscript, a significant Islamic text, provides valuable insights into historical educational practices. This research explores how its teachings can be applied to contemporary Islamic education to foster meaningful change and personal growth. The study involves a detailed analysis of the manuscript’s content, focusing on its educational methodologies and philosophies. It examines how these principles can be integrated into modern educational frameworks to enhance critical thinking, moral development, and holistic learning. Key findings reveal that the manuscript contains educational approaches that align with transformative educational goals. These approaches include methods for developing critical thinking and ethical understanding, which are relevant to current educational practices. The research suggests that incorporating these traditional principles into contemporary Islamic education can create a more dynamic and effective learning environment. By merging historical insights with modern needs, educators can promote both academic and personal development in students. Overall, this study highlights the importance of integrating traditional Islamic teachings with modern educational methods to achieve a transformative educational experience that benefits students in various aspects of their lives.The method used in this research is qualitative, while the approach used is the historical and anthropological approach to Islamic education, then the data collection techniques used are documentation and interviews and data analysis in the researcher's research using philological and symbiotic analysis. The results of research on Transformative Islamic education in the Layang Siti Hasanah manuscript according to KH Abdullah Munjul are divided into 3 domains of Transformation, namely: 1. Syariat teachings, 2. Tarekat teachings. 3. Marifat teaching.

Institutional Facilities and Quality of Students’ Educational Experience, The Case of Universities in Kenya

The role of education in enhancing individual and societal well-being has been well established. Social and economic systems place education at the center of efforts to improve the knowledge and skills of those in productive sectors of the economy. It is resources that oil the gears and propel education production systems. Resource allocations must therefore target components of the systems that have the greatest impact on social wellness. Higher education institutions (HEI) are perceived as organizations that seek to optimally allocate resources to maximize quality educational outputs, which drive socio-economic development. Evidence indicates that facilities as a resource rank second among expenditure costs after personnel emoluments. The extent to which facilities contribute to an institution’s operations and value is a matter that interests this study. The question to answer was: is there a nexus between facilities, their use and the quality of students’ educational experience to justify such cost outlay? This study sought to investigate stakeholder perception of the role of facilities in enhancing education quality in universities. A descriptive survey research design was used. A sample of 524 respondents from both public and private universities was selected using both purposive and proportionate random sampling techniques. Qualitative and quantitative data was collected using questionnaires, observation guides and interview guides. Qualitative data was transcribed, and presented in themes. Quantitative data was analyzed using descriptive and inferential statistics. Percentages, means, and chi-square (χ2) was used to determine stakeholder perceptions of the role of facilities in enhancing the quality of university education experience, and to determine the existence of a relationship between perceptions in public and private universities. All statistical inferences were made at α = 0.05. This study is likely to benefit university management decisions on levels of enrolment vis-à-vis facilities and resources for university education. It provides evidence on the relationship between facilities and the quality of education experience and the value institutions derive from facilities use and management. Sponsors of public education may make informed choices in favor of institutional inputs that impact student experience, and encourage universities to prioritize social value in what they offer

Reclaiming & reasserting Third World womanhoods in U.S. higher education

AbstractThis study combines narrative inquiry with Third World feminism to bring a nuanced and scopic perspective of Third World women student experiences in US higher education. Specifically, it utilises Talpade Mohanty's concept of Third World womanhood to visibilise the experiences of five Third World international female students. Understanding womanhood as transnationally fluid and contextual, I investigate how women international students from the Third World perceive themselves to be misrepresented or homogenised in Western higher education. I also examine how gender and foreignness act as dynamic, interrelated categories in doubly‐othering this population. The purpose is to identify how Third World women students enact agency and contest reductive stereotypes. Findings reveal that Third World women students confront a range of exclusions in the US university, including being typecast as poor, needy, and civilisationally lacking, which predicates the (over‐) representation of Third World women as constrained and backward. Third World feminism emerges as a powerful intervention to unsettle colonial and oriental discourses in education and empower minoritised women to determinate selfhood.

Focus on the less exposed: a virtual photovoice study with LGQ educators

ABSTRACT Within the classroom, many educators strive to cultivate a climate of inclusivity. However, little is known about how LGBTQ+ educators negotiate their identities and feelings of inclusion within the confines of their institutional practices. This study employed a virtual photovoice inquiry rooted in Freire’s educational approach to examine perceptions of inclusion for lesbian, gay, and queer-identifying (LGQ) educators. Four LGQ educators and staff members documented their lived experiences through photography and engaged in critical dialogue about their artwork. In this paper, the author shares two themes from the qualitative data: resiliency in the face of adversity and the pivotal role of self-identity and its development. The findings shed light on the nuanced experiences of LGQ educators while offering pathways to promote inclusivity and enhance LGBTQ±positive awareness in educational settings. In the landscape of LGBTQ+ educational research, a significant void persists, particularly in understanding the perceptions of LGBTQ+ educators and staff, which carries substantial implications for developing inclusive educational policies and practices. By providing a deeper understanding of the experiences of LGQ individuals within academia, this research catalyses the advancement of social justice and provides directions for future research within educational contexts.

Unravelling the Nexus: Exploring the Impact of Corruption and Personality Traits Among Public Servants in Putrajaya on Malaysian Governance

Objective: With an emphasis on governance and the effects of organizational culture, ethical education, and work experience, the study explores the connection between personality qualities and corruption among public workers in Putrajaya, Malaysia. The inspiration behind this study stems from the pervasive and ongoing problem of corruption among Malaysian public servants, in the Putrajaya. The study investigates the intricate relationship between personality traits and organizational dynamics, focusing on their impact on corruption and governance. It offers a comprehensive understanding of the factors influencing corruption in the public sector, crucial for developing effective anti-corruption strategies. This research provides a comprehensive analysis of the correlation between personality traits, ethical education, organizational culture, work experience, and corruption among public servants in Putrajaya. The study utilized a quantitative methodology, using online surveys via Google Forms, with 230 respondents completing usable questionnaires. This study employed random sampling methods to select participants and applied statistical analysis using the Statistical Package for the Social Sciences (SPSS) software Version 26. The study reveals that personality traits, ethical education, and organizational culture significantly influence corruption among public servants. It highlights the need for targeted strategies to enhance governance and reduce corruption. The findings underscore the importance of ethics education and the unexpected positive correlation between corruption and governance. These insights have the potential to inform the development of tailored public administration policies that consider individual differences and prioritize ethical competence to enhance governance and combat corruption effectively. Based on the findings, the study suggests enhancing ethical education and revising organizational policies to effectively combat corruption, which could significantly impact policymaking by prioritizing ethical integrity for improved governance and reduced corruption in public service.

Answering the Call: The Impact of Global Service-Learning on BSN Graduates.

Global migration significantly impacts demographic patterns in the United States, intensifying the need for nurses to deliver culturally competent healthcare to refugees, immigrants, and migrants. By integrating global service-learning (GSL) into nursing curricula, this study aims to provide a comprehensive understanding of GSL benefits in fostering effective intercultural communication, cultural humility, spiritual growth, and global health knowledge among nursing students. The findings suggest that GSL enhances the educational experience and equips nurses with the skills necessary to address the complex needs of a diverse patient population.

South African Teachers’ Insights on Improving the Sensory Classroom Teacher Questionnaire (SCTQ) for Inclusive Education and ADHD Support

The Sensory Classroom Teacher Questionnaire (SCTQ) is a psycho-educational tool designed to empower teachers in creating sensory-rich, inclusive environments that promote diversity, equity, accessibility, and inclusivity through the application of sensory ergonomics. Unlike other tools that focus on isolated strategies, the SCTQ takes a holistic approach by optimizing the overall classroom environment to meet the sensory and ergonomic needs of learners, particularly those with ADHD and sensory integration/processing challenges. This makes the SCTQ especially vital in diverse and under-resourced quintile schools, where creating sensory-optimized, inclusive environments is essential for fostering equitable learning experiences. By addressing sensory needs through thoughtful classroom design, the SCTQ not only strengthens learners’ cognitive development and socio-emotional well-being but also improves behavior regulation, physical comfort, and overall functioning. This manuscript is part of a larger exploratory mixed-methods study that validated the SCTQ using both qualitative and quantitative approaches. Here, the focus is on the qualitative aspect, utilizing thematic analysis to explore data from 23 focus group interviews with 88 Grade 1, 2, and 3 teachers from various Quintile 1–5 schools in Gauteng, South Africa. Guided by the enactivism paradigm, the study emphasizes the crucial role teachers play in creating and adapting sensory environments. Their insights were key to refining the SCTQ, ensuring it is practical, developmentally appropriate, culturally, linguistically, contextually, and socio-economically relevant. Developed through collaboration among researchers, specialists, and teachers, the SCTQ supports sensory ergonomic practices, raises awareness of ADHD and sensory integration/processing challenges, and supports both learners’ potential and teachers’ well-being, contributing to a more sustainable and positive educational experience.

Real-Time Particle Visualization in an Electric-Cooled Cloud Chamber Using Machine Learning

Abstract This paper presents the development and implementation of an electric-cooled cloud chamber designed to visualize alpha and beta particle tracks. Traditional cloud chambers rely on dry ice for cooling, which can be cumbersome and impractical for extended use. Our approach employs a Peltier device coupled with a commercial CPU cooler, providing a stable, large field of view, and long-lasting cooling environment. Additionally, we have integrated a real-time visualization system utilizing OpenCV and machine learning with TensorFlow. This system accurately identifies and labels particle tracks, enhancing the educational experience. The cloud chamber operates seamlessly with consumer laptops, such as the MacBook Air with an M1 chip, making it accessible and convenient for educational purposes. Initial qualitative results demonstrate the system's effectiveness. Future work will focus on refining detection accuracy and exploring additional applications. This advancement not only improves the usability of cloud chambers but also offers new possibilities for interactive scientific education.

Exploring additive manufacturing in assistive technologies to transform the educational experience: empowering inclusion

This study explores additive manufacturing's potential in creating tailored assistive technologies, fostering inclusion in education. To design ergonomic solutions for diverse user needs, promoting inclusion and autonomy. A sequential approach involves assessment, 3D modeling, additive manufacturing, and aligning with the Inclusion Support and Accessibility Promotion Program (PIPA). Various assistive technologies were developed, addressing specific needs. The “Ergonomic Pen and Pencil Reamer” improves grip accuracy, and the “Folding Handle for Folding Cup” offers an ergonomic solution. The “Guideline Ruler” supports music education, with accessories like the “Template for Clefs and Musical Notes” and “Thimble with Support Base for Musical Instrument Strings” enhancing versatility. The “Ring with Front Support” aids art education, and the “Support for Scissors” promotes independence. These innovations contribute to inclusion and autonomy. The research underscores the importance of additive manufacturing in crafting personalized solutions, propelling inclusion in education and daily activities. Identified challenges, including material selection and adaptation to diverse needs, signal areas for future research. Continuous collaboration with end-users and professionals remains crucial for enhancing usability and effectiveness, reinforcing the commitment to promoting inclusion and autonomy.

The ravages of war: challenges and resilience in medical education in Sudan

The armed conflict between the Sudanese Armed Forces (SAF) and the Rapid Support Forces (RSF) beginning on April 15, 2023, has thrust Sudan into a worsening humanitarian crisis, severely affecting all aspects of Sudanese life, including medical education and healthcare systems. This commentary explores the current state of medical training in Sudan amidst this conflict and discusses potential strategies to address the challenges faced by both students and educators.Following a comprehensive literature review of articles using keywords, and published from 2015 to the present, 2024, the challenges were categorized into issues related to the curriculum, educational resources, wellbeing of students and educators, human resources, and oversight by governing bodies. The proposed solutions involve the government, humanitarian organizations, medical schools, and innovative curricular strategies. Partnerships and the involvement of the Sudanese diaspora are crucial for situational assessment and execution of culturally sensitive, contextualized solutions. Alliances with other medical schools can facilitate the relocation of students and faculty. Faculty development programs and student support are paramount during this phase.Deploying distant learning strategies combined with small group learning, such as e-learning, problem-based learning (PBL), team-based learning (TBL), and ambulatory teaching, can mitigate some adversities in the Sudanese educational experience during war. Implementing collaborative evaluations and solutions can help Sudan's educational system navigate the conflict, enhance resilience, promote healthcare, and facilitate planning for the post-conflict period.