Education Experts Research Articles

Teacher shortages: a social justice perspective on an Australian teacher education policy

ABSTRACT Australia and much of the Global North are facing a teacher shortage crisis. In this paper, we examine the most recent (2023) Australian education policy response to the crisis that ties this crisis to Initial Teacher Education (ITE): Strong Beginnings: Report of the Teacher Education Expert Panel (TEEP). Social justice imperatives related to economic, cultural, and political justice are used in this paper not only to explore the contents of this policy but also to think about the problem beyond borders. The policy focus, we argue, has shifted towards greater government regulation and intervention into ITE programs than ever before and that such moves work to undermine teacher professionalism. Whilst issues of student and teacher diversity are raised within some aspects of the policy, systemic social justice issues for education related to poverty, ethnicity, gender, teacher and student voice, and workplace justice are not adequately addressed. There is also little recognition within this policy that some schools are much harder to staff than others. In presenting this critical analysis, we offer ways forward for social justice imperatives to be realised within Australian ITE policy and the broader global teacher shortage crisis.

Why Are Other Teachers More Inclusive in Online Learning Than Us? Exploring Challenges Faced by Teachers of Blind and Visually Impaired Students: A Literature Review

Distance learning has grown rapidly in recent years. E-learning can aid teachers of students with disabilities, particularly visually impaired students (VISs), by offering versatility, accessibility, enhanced communication, adaptability, and a wide range of multimedia and non-verbal teaching methods. However, the shift from traditional face-to-face instruction to online platforms, especially during the pandemic, introduced unique challenges for VISs, with respect to including instructional methodologies, accessibility, and the integration of suitable technology. Recent research has shown that the resources and facilities of educational institutions pose challenges for teachers of visually impaired students (TVISs). This study conducts a literature review of research studies from the years 2000 to 2024 to identify significant issues encountered by TVISs with online learning to show the effects of distance learning before, during, and after the pandemic. This systematic literature review examines 25 publications. The evaluation reveals technological problems affecting the educational experience of visually impaired educators through a methodical categorization and analysis of these papers. The results emphasize important problems and suggest solutions, providing valuable knowledge for experts in education and legislation. The study recommends technology solutions to support instructors in providing inclusive online learning environments for VISs.

Redesign of a virtual reality basic life support module for medical training – a feasibility study

BackgroundHealthcare providers, including medical students, should maintain their basic life support (BLS) skills and be able to perform BLS in case of cardiac arrest. Research shows that the use of virtual reality (VR) has advantages such as improved accessibility, practice with lifelike situations, and real-time feedback during individual training sessions. A VR BLS module incorporating these advantages, called Virtual Life Support, has been developed especially for the medical domain. Virtual Life Support was collaboratively developed by software developers and stakeholders within the field of medical education. For this study, we explored whether the first version of this module capitalised on the advantages of VR and aimed to develop an understanding of barriers to feasibility of use.MethodsThis study was conducted to assess the feasibility of employing Virtual Life Support for medical training and pinpoint potential obstacles. Four groups of stakeholders were included through purposive sampling: physicians, BLS instructors, educational experts, and medical students. Participants performed BLS on a BLS mannequin while using Virtual Life Support and were interviewed directly afterwards using semi-structured questions. The data was coded and analysed using thematic analysis.ResultsThematic saturation was reached after seventeen interviews were conducted. The codes were categorised into four themes: introduction, content, applicability, and acceptability/tolerability. Sixteen barriers for the use of Virtual Life Support were found and subsequently categorised into must-have (restraining function, i.e. necessary to address) and nice to have features (non-essential elements to consider addressing).ConclusionThe study offers valuable insights into redesigning Virtual Life Support for Basic Life Support training, specifically tailored for medical students and healthcare providers, using a primarily qualitative approach. The findings suggest that the benefits of virtual reality, such as enhanced realism and immersive learning, can be effectively integrated into a single training module. Further development and validation of VR BLS modules, such as the one evaluated in this study, have the potential to revolutionise BLS training. This could significantly improve both the quality of skills and the accessibility of training, ultimately enhancing preparedness for real-life emergency scenarios.

Elevating the competitiveness of general education schools: Perspectives from experts and educational leaders

Education is the cornerstone of development in all its forms. Therefore, the continuous improvement of education is a fundamental necessity pursued by societies to ensure progress and advancement. Schools are the fundamental pillars for the development and growth of society in all areas, and education is the path to progress and prosperity. This study aims to uncover the essential requirements and expected challenges to enhance the competitiveness of Omani public education schools from the perspectives of educational leaders and experts. A qualitative approach was employed in collecting and analyzing the data. The study sample consisted of 43 experts and educational leaders from the Ministry of Education and Omani universities, including 19 working in higher education and 24 in the public education sector. The data gathered through semi-structured interviews centered on two main themes: the requirements and the expected challenges. The study revealed a list of requirements to enhance competitiveness in the areas of administrative, cognitive, human, and organizational requirements. It also identified the prominent expected challenges.

Hybrid Approach Using Multi-Relational Weighted Matrix Factorization (WMRMF) and Cohen’s Kappa (Sk) to Refine Educational Items Clustering

In the context of adopting the competency-based approach (CBA) as a new teaching methodology in sub-Saharan countries, and particularly in Côte d’Ivoire, the development of learning content that is aligned with the economic, socio-cultural, and scientific needs of society is of paramount importance. Educational experts have therefore proposed competencies and associated tasks for educational programs. However, these learning contents often face issues of task redundancy. The present paper aims to address this problem by proposing a hybrid approach to educational item clustering, combining weighted multi-relational matrix factorization (WMRMF) and Cohen’s Kappa (Sk) techniques (Sk-WMRMF). This approach takes into account not only student performance and achievements but also a novel reflexive relationship, “tasks-require–tasks”. To evaluate the Sk-WMRMF approach, we conducted a survey among students in general secondary schools in Côte d’Ivoire. With an accepted task redundancy threshold of 0.185, an RMSE score of 0.198, and an improvement rate of 90.47% in the “tasks–skills” mapping, the results demonstrate that Sk-WMRMF enhances the elaboration of “task-skill” mappings. This not only improves learning content but also facilitates the updating of curricula in accordance with the CBA approach.

The effect of essential skills on perceived employability: a case of Malaysian undergraduates in energy-focused universities

PurposeThe purpose of this study is to examine the effect of technical skills, soft skills and social mobility skills on the perceived employability of Malaysian undergraduates in energy-focused universities. This study also aims to investigate the moderating effects of academic performance on such relationships.Design/methodology/approachTo accomplish these objectives, this study employed partial least squares-structural equation modelling (PLS-SEM) to analyse data obtained from 247 Malaysian undergraduates from public and private energy-focused universities across Malaysia. The Human Capital Theory served as the overarching theoretical framework for the study.FindingsThe study reveals that even if an undergraduate has stellar grades, they will not help him/her to land a job if they lack basic technical and computing skills. This study also indicates that undergraduates’ current academic performance affects their perceived employability despite already possessing the necessary soft skills. Along with academic performance, social mobility skills can be a determining factor in how graduates see their own employability. This is because social mobility has a significant impact on graduates’ chances of finding gainful employment.Research limitations/implicationsThis study provides insights into how technical skills, soft skills and social mobility skills influence the perceived employability of Malaysian undergraduates, especially in energy-focused universities, and the role of various parties involved. These parties, such as higher education institutions, are the key players that can initiate strategies to enhance specific skills and steer a public conversation towards a more methodical strategy for boosting graduates’ employability for future employment. This research also sheds light on how to better prepare for emerging job opportunities in the energy sector.Originality/valueThe study examines the effect of technical skills, soft skills and social mobility skills on the perceived employability of Malaysian undergraduates in energy-focused universities for future employment among Malaysia’s universities’ graduates. By providing a multidisciplinary viewpoint, this study paves the way for future research partnerships among experts in higher education, researchers in related fields and career researchers.

The test-retest reliability of a Body Posture Literacy Questionnaire among Polish teachers from different educational levels

Background The study aimed to develop a reliable and valid Teachers’ Body Posture Literacy Questionnaire (TBPLQ) to examine their body posture knowledge. Methods The tool was based on a Parents Body Posture Literacy Questionnaire (PBPLQ) and modified and validated through discussion with experts, conducted in two rounds. Corrective gymnastics, physiotherapy, ergonomics, and physical education (PE) experts and doctoral and postdoctoral scholars evaluated content validity. Test-retest repeatability was tested using Cohen’s kappa coefficient. The study used a convenience sample of 195 teachers from three different educational levels: PE, kindergarten, and primary education in two rounds of test-retest (pilot test-retest reliability and main test-retest reliability of the questionnaire). The first round encompassed 95 participants, with pre-test and post-test procedures applied using the original TBPLQ. The second round involved 100 participants and followed a similar approach, incorporating modifications to the TBPLQ based on the reliability outcomes observed in the first round. Results The results of the first-round test-retest TBPLQ reliability, with 95 samples, resulted in an overall reliability of 0.77 (range 0.02 to 1). This indicated that the questionnaire still lacks sufficient reliability. Consequently, after the necessary amendments and modifications, the questionnaire’s reliability was tested for the second time with 100 samples. Notably, the overall reliability of 0.82 (ranging from 0.50 to 1) was established for the TBPLQ indicating that 87.5% of the questionnaire items achieved reliability scores within the substantial and almost perfect range and only 12.5% of the items attained moderate reliability scores. Conclusions The questionnaire is a new self-report measure for evaluating teachers’ literacy in postural health. It is applicable in both research and practical contexts, extending its use to larger and more diverse populations.

Heads of Schools Preparation of School Environment for Actualizing Student Mothers’ Continuation with Education in Public Secondary Schools in Dodoma Municipality

This study aimed to investigate the heads of schools' preparation of the school environment in actualizing student mothers’ continuation with education in public secondary schools in Dodoma municipality. Guided by the Clinical Supervision Model (CSM) developed by Goldhammar in 1969, the study used the convergent design under a mixed methods research approach. Targeted 40 heads of schools, 312 secondary school teachers, and 291 student-mothers, a sample of 6 heads of schools, 60 teachers, and 12 student-mothers was drawn, making a total of 78 respondents. Data was collected using questionnaires and interview guides whose validity was ensured by education experts in educational administration and planning. Based on the pilot test data, the reliability of teachers' and student mothers’ questionnaires was established through Likert-type items where 0.81 and 0.75 Cronbach-Alpha coefficients were separately obtained with the aid of SPSS version 22. The credibility and dependability of the qualitative data gathered through interview guides were carried out through instrument triangulation and peer debriefing approaches. At the same time as the qualitative data were analyzed thematically and presented in quotations, the quantitative data were analyzed descriptively and tabulated in frequencies, percentages, and means. The study revealed that public secondary schools in Dodoma Municipality did not have on-site childcare facilities. The study also exposes that schools are striving for inclusive learning, but lack counseling, mentorship, financial aid collaboration, teacher professional development, and flexible academic programs. The study concluded that there are still inadequacies in assistance, even if school administrators have made strides toward fostering inclusive learning environments and honoring the accomplishments of student mothers. As adaptive academic programs are being introduced, additional supportive measures should be strengthened. Student mothers should participate in school-run initiatives and programs intended to assist them.

The use of Oral Anti-Diabetic Medications in Diabetes Mellitus type 1: An Educational Article and Expert Opinion

Diabetes mellitus type 1 is lifelong condition resulting from failure of production of insulin because of the loss of pancreatic islet beta-cells because of autoimmune damage. Patients with this type of diabetes need lifelong treatment with insulin to remain alive. Poor diabetic control which predisposes to a variety of complications is not uncommon in patients treated with insulin alone. Therefore, the use of medications that can possibly enhance the therapeutic effect of insulin and reduce the risk of diabetic complications has been considered. Oral anti-diabetics including acarbose, an inhibitor of intestinal α-glucosidase, metformin, a biguanide, sulfonylureas including glipizide, and sitagliptin, an inhibitor of dipeptidyl peptidase 4 (DPP-4) are primarily used for the treatment of non-insulin dependent diabetes (Type 2). The aim of this paper is to provide an overview of the use of oral anti-diabetics in the treatment of insulin dependent diabetes (Type 1). Expert opinion: The current evidence-based expert opinion recommends the judicious use of oral anti-diabetics especially acarbose and metformin in the treatment of unsatisfactorily controlled insulin dependent diabetes type 1. These medications can help in improving diabetic control through reducing glucose levels after meals, and can contribute to lowering the levels of glycosylated hemoglobin (HbA1c). The use of these oral anti-diabetics can also help in reducing insulin requirement.

Local wisdom-based assessment of historical thinking skills: Developing and testing an instrument for junior high school students

The aim of this research is to develop an assessment instrument based on local wisdom from the Pagaruyung Palace to measure the historical thinking skills of junior high school students. The research methodology includes the use of a modified ADDIE model, starting with a needs analysis through literature review and interviews with 18 history teachers. The initial instrument was designed and validated by experts in history education, language, and evaluation. The instrument was then tested on 136 eighth-grade students in Solok Regency, and the data were analyzed using the Quest and Parcale programs to evaluate model fit, item difficulty, information function, and Standard Error of Measurement (SEM). The results indicate that the developed instrument has high validity and reliability, with a reliability value of 0.92. All items meet the established criteria and fit the expected measurement model. The integration of local wisdom enhances the relevance and effectiveness of history learning, enriching students' understanding of cultural and historical values. Therefore, the assessment instrument based on local wisdom from the Pagaruyung Palace is effective in measuring the historical thinking skills of junior high school students. This instrument provides a more accurate and contextual assessment of students' abilities to analyze, interpret, and use historical evidence.

Pengembangan Media Pembelajaran Berbasis Design Animaker pada Materi Pengetahuan Dasar Pemetaan, SMA/MA Kelas X

The rapid and limitless development of information technology marks the era of technology and media. However, the constraint of instructional time often poses a challenge for teachers utilizing technology-based learning media. This research aims to develop and validate a geography learning media based on the Animaker application for high school students, particularly focusing on basic mapping concepts. Using the ADDIE model, the study was conducted at MAN 2 Jember during the academic year 2022/2023, targeting X IPS grade students. Data collection involved student needs surveys, validation of content and media by experts, and student feedback on the learning media. The study developed a video-based geography learning media using Animaker for SMA/MA students, involving a sample of 45 X IPS grade students. The analysis phase included administering student needs surveys, which indicated a majority requirement for learning media. The design of the Animaker application focused on layout, characters, and learning material presentation. Validation by media, content, and educational experts showed valid average scores across all evaluation aspects. Implementation in X IPS 3 and X IPS 4 classes yielded positive student responses, with average ratings of 4.28 for the large group and 4.38 for the small group. Evaluation indicated that the learning media was well-received by students, demonstrating readiness for broader application.

“It’s a Battle You Can’t Win”: Domination and Class Differences in Real-World Trust among Black Families

How does class affect one’s propensity to trust? Previous research finds higher-status actors express less trust than lower-status actors in interpersonal and institutional contexts. Scholars explain this finding as an outcome of structural dependence—when people have few alternative means for accessing valuable resources. In contrast, I find dependence inadequate to explain the relationship I observe between class and institutional trust among black families whose children were recommended for special education and other remedial program placement in an affluent, predominantly white school district. Drawing on retrospective interviews from a community ethnography, findings show that real-world trust decision processes also involve domination. Empirical studies of trust have overlooked the ways trustees—those being given trust—exercise power to achieve deference in trust exchanges, and how trustors—those placing trust in others—deploy their power to withstand trustees’ influence. I argue that trust might best be conceptualized as a two-part decision process, because class and other status resources affect trustors’ freedom to choose at two key junctures: (1) in weighing options and costs of trust errors, and (2) in communicating distrust in face-to-face interactions, where the potential for domination is high. Focusing on intersecting systems of power in authentic trust exchanges, this study shows how middle-class black trustors use symbolic resources to “go up against” the institutional power of educational experts and refuse placement, whereas working-class trustors consent to placement.

포커스 그룹 인터뷰를 통한 교사용 교사-학생 관계 척도 개발의 방향성 탐색

Objectives This study seeks to explore the direction of developing a teacher-student relationship scale as perceived by teachers. Methods For this purpose, focus group interviews were conducted with six elementary and middle school teachers who are field education experts. FGI was conducted in four stages: planning, recruitment, progress, analysis, and reporting. In the planning stage, an interview questionnaire, which was a research tool, was constructed. At the research participant recruitment stage, six people were selected as research subjects according to the selection criteria. Interviews were conducted at the proceeding stage. In the analysis and reporting stage, the collected data were analyzed. Results The results derived through FGI are as follows. First, the teacher-student relationship is one of positive interaction based on trust. And it was said that among the many relationships a teacher has, the relationship with students is the most important. Second, components such as listening, intimacy, immediate feedback, accessibility, respect and acceptance, and trust were extracted. In addition, the teacher's professional and human areas were divided into evaluation items. Third, matters to be considered when developing a teacher-student relationship scale were presented in terms of content and method. It was also reported that it can be used as basic data for teachers' self-understanding and self-inspection. Conclusions The significance of this study is to explore the direction of developing a teacher-student relationship scale as perceived by teachers in the future based on an in-depth analysis of FGI.

Developing an assessment instrument for strengthening the Pancasila student profile in web-based middle school mathematics teaching

This study aims to develop an assessment instrument for strengthening students' Pancasila profile in middle school mathematics teaching, which teachers can use. This research follows a development process using the Plomp model, consisting of three phases. The respondents involved in this study were six experts in mathematics education and information technology, 23 middle school mathematics teachers, and 1,297 students. The research results show that Aiken's V value is 0.89, which exceeds the v-table of 0.630, indicating good validity. The Cronbach Alpha reliability analysis results indicate a strong outcome, with a value of 0.751. Confirmatory factor analysis using the R program showed significant factor loadings with a p-value < 0.05. Apart from that, the achievement percentage for all dimensions is in the good category, with an average achievement of 87.06%. These results prove that the assessment instrument developed is suitable for teachers to measure the strengthening of Pancasila student profiles in mathematics teaching at school. The developed instrument can be used as an effective evaluation tool in mathematics teaching to strengthen the Pancasila Learner Profile and help identify areas that require improvement in teaching to achieve a more balanced profile across all dimensions.

WP6.3 - Neurodivergence Toolkit for Trainers, Supervisors and Educators

Abstract Aim To create a simple and easy to use reference toolkit for trainers, supervisors and educators to support neurodivergent trainees. Methods Around 15% of the UK population is neurodivergent, increasing annually. Between 2014-2020 the number of autistic medical students doubled. Neurodivergent doctors have little support, as few as 32% of neurodivergent doctors disclose to a supervisor and only 15% to Occupational Health. Only half of those who had asked for reasonable adjustments had them implemented. Neurodivergence impacts training, delaying graduation for up to 25% of individuals, increasing acts of self-harm by 50% and 24% increase of attempted suicide. We set out to create a simple reference toolkit of adjustments beneficial to neurodivergent doctors without negatively impacting neurotypical doctors, so it can be implemented without need for disclosure of neurodivergence. A literature review was completed using the terms “neurodivergent”, “neurodiversity”, “autism” and “education”, “training”. Adjustments in different clinical settings were developed with experts in higher education, neurodivergence and supervising trainers. Results A reference toolkit divided by training setting and by level of adjustments has been completed and will be published by in full for use by trainers and trainees in early 2024. Conclusions Effective adjustments can be made in a number of domains with varying levels of required trainer effort: Planning: Educational brief, Checklisting, Flexibility Environment Modification: Ambient noise reduction, Task completion, Reduced distractions Metacognition: Refocus on aims, Breaks from engagement, Two way communication Feedback: Specific behavioural feedback, achieved competency frameworks, reframing of difficulties, written descriptive feedback

LOOK, THATS HOW I DO IT! TRY IT!

In Hungary, children and pupils with special educational needs are those who, on the basis of a diagnostic assessment by a committee of educational experts, are entitled to additional support for their development. Today, they are often placed in inclusive or integrative kindergartens and schools, where they learn with other children and are assisted in their development by a special needs teacher. Several studies have looked at the role of special needs teachers in inclusive education. Other approaches emphasise collaboration between professionals, and some forms of collaboration are seen as teamwork. Although these collaborations are necessary to achieve the best possible developmental outcomes, they are difficult to achieve for a number of reasons. This paper presents an action research project in which teamwork, i.e. case discussion, solution finding and knowledge transfer, took the form of online collaboration. The methodological framework was participatory action research. Although this form of collaboration was created out of necessity in the institution, the positive feedback and results from the participants show the need for activities and collective learning adapted to the knowledge level and needs of teachers, which help them to deal with everyday tasks and problems with more confidence and self-efficacy.

Charting a Path From the Graduate QSEN Competencies to the New Essentials

Background: Graduate nursing programs were encouraged to map their curriculum to the Quality and Safety Education in Nursing (QSEN) graduate knowledge, skills, and attitudes (KSA) competency statements. Purpose: Evaluation of the alignment between the 2009 QSEN graduate KSA competency statements and the 2021 American Association of Colleges of Nursing (AACN) Essentials advanced-level (Level 2) subcompetencies is needed to support curricular transition to competency-based education and the Essentials. Methods: A team of 5 nursing education experts engaged in multiple rounds of review to seek consensus in determining alignment between the 2009 QSEN graduate KSA competency statements and the 2021 AACN advanced-level subcompetencies. Results: A QSEN-AACN graduate crosswalk tool was created, which reflects alignment of 34% of the 196 graduate QSEN KSA competency statements to the AACN Essentials subcompetencies at the advanced level. 36% of the graduate QSEN KSA competency statements were found to align with the AACN subcompetencies at the entry level. Conclusions: The 2009 QSEN graduate competencies are embedded within 2021 AACN Essentials at entry and advanced levels. However, a sizable shift toward entry level is noted, which represents an evolution in expectations for contemporary practice. This holds significance for graduate nursing faculty as they work to revise curriculum and assessments to meet new guidelines and standards for the profession.

Motion Graphic Sebagai Media Promosi SMK Telkom 1 Medan Sumatera Utara

The development of information and communication technology (ICT) has brought significant changes in various aspects of life, including in the world of education. Telkom 1 Medan Vocational School, as one of the leading vocational schools in the city of Medan, needs to formulate appropriate promotional strategies to attract the interest of prospective students in the digital era. This research aims to identify appropriate social media content visualizations to attract prospective students at Telkom 1 Medan Vocational School, especially in the city of Medan. This research uses qualitative research methods with a descriptive approach. Data was collected through observation of Telkom Medan Vocational School's social media, in-depth interviews with prospective students, visual analysis of social media content at other vocational schools, and focus group discussions with social media and education experts. The data analysis techniques used are content analysis and thematic analysis. The research results show that the right visualization of social media content to attract prospective Telkom Medan Vocational School students in the city of Medan must have several characteristics, namely Informative, Interesting, Interactive, Relevant and Building a positive image. Visualization of social media content made capable effective promotional strategy to attract prospective students at SMK Telkom 1 Medan in the digital era.

Assessment of emotion knowledge in a bilingual context and its relationship with adaptive behavior in early childhood education

Multiple education organizations and experts, including the recent education law in Spain, emphasize the significance of nurturing emotional skills from childhood to prevent the development of emotional and behavioral disorders. One of these skills is emotion knowledge (EK), which is closely linked to personal and social adjustment from early years, and later psychosocial adaptation. The present study aims to provide an assessment tool for EK in the bilingual context of the Basque Country and to provide evidence about the relationship between EK and various behavioral outcomes in early childhood education. The research involved 455 children between 3 and 6 years of old. The Emotion Matching Task, which measures the EK, was adapted to the bilingual context of the Basque Country has shown good psychometric properties and appropriate factor fit. The study also revealed the factor invariance of the Spanish and Basque versions, as well as invariance by sex. The results demonstrated that girls have higher EK than boys. Additionally, EK was associated with fewer externalizing, internalizing, and attention problems, as well as with lower atypicality and withdrawal, while higher EK was linked to greater adaptive skills. These findings support the need for interventions focused on the development of emotional skills and the suitable tools to assess their effectiveness.

Breaking down the complexity of geographical thinking: a European perspective

ABSTRACT The development of geographical thinking is often considered an essential outcome of geography education, yet its application within various school settings often falls short. This article addresses this discrepancy by deconstructing the concept of geographical thinking, aiming to facilitate its comprehension for educators in lower and upper secondary schools. The study applies thematic analysis to data collected from semi-structured interviews with European geography education experts. The findings reveal the interconnected dimensions of geographical thinking – content, procedural and affective – and the importance of factual knowledge as its basis. Moreover, the article offers various strategies and examples for fostering its development in schools based on the perspectives of the interviewed experts.