Faculty Of Education Research Articles (Page 1)

Aim: This study was conducted to determine the effect of footbath on premenstrual syndrome (PMS), sleep quality, and quality of life in university students with PMS. Materials and Methods: This randomized controlled trial was conducted during the 2021–2022 academic year with students from the Faculty of Education at a university in the Black Sea Region of Turkey. Data were collected between November 2021 and June 2022. Following screening with the Premenstrual Syndrome Scale (PMSS), 78 students were randomly assigned to the intervention ( n = 39) and control ( n = 39) groups using a computer-generated sequence (1:1 ratio). Before starting the intervention, the Pittsburgh Sleep Quality Index (PSQI) and the SF-36 Quality of Life Scale (SF-36) were applied to both groups. Students in the intervention group received footbaths with water at 38°C–42°C every night for 7–10 days during the premenstrual phase of each cycle for three menstrual cycles. The control group received no intervention. The PMSS, PSQI, and SF-36 were readministered at the end of each cycle. The primary outcome was the change in PMSS scores; secondary outcomes included PSQI and SF-36 subscales. Data were analyzed using descriptive statistics, the Shapiro–Wilk test, and a two-way mixed ANOVA. Results: Post-test mean scores of the PMSS and its subscales (depressive mood, anxiety, fatigue, irritability, depressive thoughts, pain, and sleep changes) showed statistically significant differences between the intervention and control groups ( p < 0.05). While a significant within-group improvement in PSQI scores was observed in the intervention group, no statistically significant between-group difference in sleep quality was found ( p > 0.05). For the SF-36 subscales, bodily pain, vitality (energy), role emotional, and mental health scores significantly improved in the intervention group compared with the control group ( p < 0.05). Conclusion: Footbath was found to reduce PMS symptoms and improve quality of life in students with PMS. However, it did not lead to a statistically significant improvement in sleep quality when compared with the control group.

Social studies education at predominantly white institutions (PWIs) in the United States has long centered whiteness and Eurocentric knowledge production. In response, Black women teacher education faculty have engaged in intentional decolonizing practices to challenge dominant narratives and center marginalized perspectives. This study explored the experiences of Black women social studies education professors as they enacted curricular resistance and coped with institutional barriers at PWIs. Through narrative inquiry, participants revealed how they strategically used curriculum as a site of transformation, interrogating racialized knowledge, re-centering silenced voices, and equipping prospective educators with anti-racist pedagogies. While their work often lacked institutional support and carried significant emotional and professional risks, participants relied on culturally grounded coping strategies, including boundary setting, spiritual practice, and collectivist support networks, to sustain their efforts. Findings underscore the critical, yet often unsupported role Black women faculty play in reshaping teacher education for equity and justice.

This study investigated the information needs of postgraduate students and challenges faced in using online databases at Ahmadu Bello University, Zaria. The study has two objectives which are; to identify the information need of postgraduate students in Ahmadu Bello University, Zaria, and to find out the challenges faced by postgraduate students in using online databases. Quantitative research methodology and survey research design were used for the study. The population of the study comprised of two faculties of Ahmadu Bello University Zaria which are Faculty of Education and Social Science, the Postgraduate students in the faculties were two thousand six hundred and seventy (2,670). The sample size of the study is 134 which is 5% of 2670 as opined by Yount (2006). Questionnaire was used as the instrument for data collection. The data collected was analyzed and interpreted using frequency tables and simple percentage. The study revealed that academic information (93.9%) represents significant secondary needs. The analysis identified skill-related challenges as the most significant barriers to effective database usage, with lack of skills (92.9%), and search confusion (91.8%), dominating the obstacles faced by students. The study concludes that postgraduate students require diverse information sources beyond academic materials, and their ability to utilize electronic resources is constrained by skill deficits rather than technological limitations. The research recommends implementing comprehensive information literacy programs and adopting diversified resource management strategies to bridge identified gaps and enhance research productivity among postgraduate students.

This study examined facilities maintenance and administrative effectiveness in federal universities in North-West, Nigeria. The study adopted correlational Research Design. Three objectives and three research questions were raised to guide the study. Three null hypotheses were tested at 0.05 levels of significance. Two instruments: Facilities Maintenance Questionnaire (FMQ) and Administrative Effectiveness Questionnaire (AEQ) were adapted. The instruments were validated by experts from the Department of Educational Foundations and Faculty of Education and Extension Services. The instruments exhibited reliability coefficients of 0.75 and 0.79. Population of the study comprised of 15,700 staff of Federal Universities in North-West, Nigeria with a sample size of 390 respondents proportionately drawn for the study. Null hypotheses were tested using Pearson Product Moment Correlation Coefficient. The findings of the study revealed high level of facilities maintenance, a significant and positive relationship between Facilities Maintenance and Administrative Effectiveness among the Federal Universities in North-West, Nigeria. Based on these findings, the study recommended regular and systematic cleaning schedules for all academic and administrative facilities, establishment of proactive maintenance and repair system and promotion of optimal and efficient use of available facilities to ensure administrative effectiveness among federal universities in North –West, Nigeria.

Education is a fundamental right of every individual, which helps to ensure a safer, healthier and more prosperous society. The efficacy of an educational system is contingent upon the educational achievements of its teachers, as the quality and dedication of educators directly influence the overall quality of education provided. The study ascertained the lecturers of the Faculties and Colleges of Education’s awareness level of the component of the National Teacher Education Policy (NTEP) in Southwestern Nigeria. It also identified factors affecting lecturers of the Faculties and Colleges of Education’s awareness of NTEP in Southwestern Nigeria. The study adopted the descriptive survey research design. The population for the study comprised all the 2009 lecturers in the Faculties and Colleges of Education in Southwestern Nigeria. A sample size of 1005 lecturers was selected using a multistage sampling procedure. Two research instruments were used for data collection, namely: National Teacher Education Policy Awareness and Implementation Questionnaire for Faculties of Education Lecturers (NTEPAIQFEL, r = 0.92) and National Teacher Education Policy Awareness and Implementation Questionnaire for Colleges of Education Lecturers (NTEPAIQCEL, r = 0.86). Data collected were analysed using percentage, frequency count and ranking. Results showed that the level of lecturers of the Faculties of Education awareness of the component of NTEP in Southwestern Nigeria ranged from a high level of awareness (21.1%) to a low level of awareness (18.5%); and Colleges of Education: high (13.9%) to low (20.2%). It also revealed that factors affecting lecturers of Faculties of Education awareness level of NTEP ranged from poor funding (RII=0.863) and the government’s effort in creating awareness of the policy (RII=0.763); and Colleges of Education: poor funding (RII=0.804) to availability of NTEP copies in libraries (RII=0.711). The study concluded that the level of lecturers of the Faculties of Education of the component of NTEP ranged from a high level of awareness (21.1%) to a low level of awareness (18.5%); and Colleges of Education: high (13.9%) to low (20.2%), and this makes the implementation of the policy difficult.

The study aimed to understand the role of agile leadership in enhancing the effectiveness of digital transformation and its impact on improving performance and increasing efficiency in higher education institutions in Palestine. This was achieved by presenting theoretical frameworks for the role of agile leadership in digital transformation at universities. This was achieved by developing Palestinian universities to keep pace with digital transformation by applying the dimensions of agile leadership. This was achieved by providing a digital information network that supports digital transformation and is connected to global networks. This network provides university employees with the mechanisms and culture of e-management, as well as psychological, behavioral, technical, and material readiness, among other requirements for adapting to e-management. The study hypotheses included the existence of a relationship between agile leadership management and improving performance and increasing the effectiveness of digital transformation at universities. It also emphasized the existence of specific agile leadership methods that lead to improved both job performance and development effectiveness. The study used a descriptive and analytical approach to develop and monitor theoretical frameworks based on previous scientific studies and a scientific approach to analyze the research problem. The study concluded that agile leadership at universities focuses on preparing human resources to implement digital transformation, providing qualified personnel capable of using and analyzing data to make effective decisions, and being able to select human competencies and scientific expertise. It bears the burdens and efforts of data management and monitoring, as well as providing appropriate tools for statistical analysis and future forecasting, and reconciling internal resistance from employees and conflicting opinions. Flexibility and calm agile leadership helps establish an effective framework that ensures optimal implementation of digital transformation. This includes internal and external alignment in operational processes, and improves and develops the professional performance of faculty members through the provision of information. The use of self-critical thinking skills in analyzing problems and issues has a positive impact on improving performance. The study recommended the need to save time and accelerate the learning process to reduce the burden on faculty in traditional education for exams, marking, and results so that they are completed electronically. The quality of education should be improved by enhancing the quality of curricula and educational programs, and equal educational opportunities for all students to participate in the learning process, discuss, dialogue, and freely express their opinions on educational topics. Bridging the digital gap between urban and rural cultures among staff, and providing adequate professional training on the use of digital education tools and artificial intelligence in Palestinian universities.

The aim of this study is to reveal the views of pre-service teachers in different fields about out-of-school learning environments. Phenomenology, one of the qualitative research designs, was preferred in the study. The participants of the study consisted of nine preservice teachers (Turkish language teaching, social studies teaching and science teaching) studying in the fourth grade at the faculty of education of a state university in the Central Anatolia Region of Türkiye. The data of the study were obtained through a semi-structured interview form developed by the researchers. The data were analyzed by inductive content analysis. Codes, categories and themes were determined in line with the analysis. As a result, it was found out that pre-service teachers mostly drew attention to museums as out-ofschool learning environments, thought that the out-of-school learning environments course given in undergraduate education was not sufficient and that the information conveyed in this course was not up-to-date. In addition, it was determined that out-of-school learning would provide permanent learning and enable students to develop positive attitudes towards the course. Based on these results, it is recommended to create detailed activity plans for different educational levels and different places in order to make out-of-school learning environments more productive.

This research investigates various stakeholder perspectives on AI-powered teacher education, focusing on its potential benefits, strengths, and limitations for integrating this promising technology into a sustainable educational future. It was designed as an exploratory mixed-methods study. It involved five distinct groups: curriculum developers in teacher-training institutions, artificial intelligence experts, department heads and deans in education faculties, private sector managers in teacher-training companies, and over 500 pre-service teachers. The findings reveal promising smart opportunities that AI offers for reimagining teacher training, contributing to the social and long-term institutional sustainability of teacher education. Key components of AI-powered teacher education identified include “Intended use of AI in teacher education context,” “Machine learning with data monitoring,” “AI-human interaction in teacher training,” “AI-powered feedback for better faculty management,” and critically, “Digital vision, risks, and AI ethics for responsible and sustainable implementation.” Prominently stressed codes within these themes include “AI readiness, automated teacher education curriculums, a new recruitment system, designing AI-guided smart faculties, measuring on-entry skills, identifying risky pre-service teachers, improving teachers’ assessment capacity, creating smart content, and criticisms over its value.” The results of the multiple regression analysis demonstrate that curiosity about AI use has the strongest impact on pre-service teachers’ openness and readiness for AI-empowered teacher education, followed by institutional AI support. The research concludes by implicitly calling for a holistic and ethical strategy for leveraging AI to prepare educators to successfully navigate the demands of a sustainable future.

This study aims to analyze the extent to which political awareness influences political participation among first-time voters. The study used a quantitative approach with a correlational method. The sample was 124 first-time voters from a total population of 182 PPKn students from the Faculty of Teacher Training and Education, Cenderawasih University, who were selected using a purposive sampling technique. Data were collected through a Likert scale questionnaire and analyzed using validity, reliability, Pearson correlation, and simple linear regression tests using SPSS 26. The results showed that the majority of respondents had a high to very high level of political awareness, as did their level of political participation. Statistical analysis showed a very strong relationship between political awareness and political participation (r = 0.826), with a significant positive effect of 68.2%. Based on the research results, it can be concluded that the higher the political awareness of first-time voters, the higher their participation in elections. Political awareness is a key factor driving the involvement of the younger generation in the democratic process. Therefore, first-time voters are expected to be more active and critical in determining their political choices, while political parties and prospective leaders need to convey clear, transparent, and educational political messages. Furthermore, educational institutions play a strategic role in fostering students' political awareness as part of civic education, thereby shaping a generation that is critical, participatory, and responsible for the future of Indonesian democracy.

Introduction: This study shares phase one results of a two-phase participatory research project that joins simulation faculty (educators), GP trainees (learners), simulated participants (SP’s) and persons with lived experience of chronic conditions (patients) to co-design simulations for primary care. Phase one is concerned with understanding each group’s starting perspectives on, and to surface the tensions within, the current design of simulation scenarios. The purpose is to intervene in the existing epistemic underpinnings of simulation whereby faculty are the primary source of expertise on all aspects including scenario creation and to provide a route map for others on how co-creation can be enacted in this space. Methods: Five focus groups were carried out. Two with patients, (N=10 participants), one with educators, (N=6), one with learners, (N=4), and one with SP’s, (N=5). The data was analysed thematically according to Braun and Clarke [1], with two team members independently coding each transcript before shared final themes generation. One member of the team then ensured all final themes were reflected in each individual’s coding and in each manuscript. Themes were also engaged with via the generation of I-Poems [2]. A reflexive log was kept throughout. Final themes were shared with participants at a co-production event for veracity checking. Results: Shared concerns across the focus groups included: 1. A desire for realistic scenarios that reflect illness complexity (“GP’s need to look at us holistically” [patient]), whilst recognising the tension between this and standardisation for learners, 2. The desire to improve representation (“we try not to lean into unhelpful stereotypes” [educator]), whilst balancing the importance of pattern recognition for junior trainees, and, 3. A greater emphasis on simulation for improving communication (“body language matters” [SP]). Differences of opinion arose regarding: 1. How patients can best contribute to simulation practice (scenario creation versus debriefing learners versus briefing actors), and, 2. Concern from educators and trainees about the practicalities and risks of patient involvement (“There’s a danger their personal experience completely confounds everything else” [learner]). Discussion: The focus groups surfaced key tensions in current simulation practice with important questions of who is simulation for and what does meaningful safe engagement for all involve rising to the surface? These questions were the starting point for a subsequent co-production workshop with all stakeholders. While neat answers are beyond a single study, our work has advanced the naming of some key considerations for researchers and educators entering simulation co-production. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable.

A 70% majority of the female students from the Rajo Kaaba trainee teachers studying at the University of Southern Somalia provide their opinion that they would prefer SGBV perpetrators either be executed or sentenced to life-imprisonment. The results came from a study jointly carried out by faculty and students of the Department of Social Work and Social Administration of the same institution in July 2025. Despite massive global efforts to tackle the pandemic, sexual and gender-based violence (SGBV) remains one of the most frequently experienced incidences by women and girls across the globe. The impact is dreadfully unbearable, harmfully intolerable, and in some cases fatally overwhelming if the survivor contemplates solving the agony by committing suicide. Somalia, a war-ridden nation gradually recovering from lawlessness and a host of ailments that consumed many sectors of its of human development, represents a unique example of an underdeveloped country grappling with the challenges of SGBV. Existing previous studies, mainly carried out by humanitarian organizations operating in the country, unraveled causes and factors contributing to SGBV, its impact on the survivors, arbitration of elders and community leaders through customary law, and the challenges needed to be faced to overcome the problem. To contribute to the scanty but growing body of knowledge on SGBV in Somalia and all over the globe, this essay explores the perceptions of female undergraduates studying in the Faculty of Education of the University of Southern Somalia based in the city of Baidoa, Southwest State of Somalia.

Introduction: Simulation within physiotherapy education, is effective in developing many essential clinical and professional skills [1]. Standardised patients (SPs) help create high fidelity scenarios reflecting real-world environments, enabling students to practice person-centred care, communication skills and empathy, alongside hands-on clinical techniques [1]. The cost of hiring external actors, however, is one of the biggest barriers faced by Higher Education faculty staff [2]. While peer-peer simulation has been shown to be effective [1], our own experiences demonstrated a reluctance for many students to take on a performance role. Collaborative discussions with the university Acting programme highlighted several mutual benefits if the non-medically trained acting students were able to portray realistic patients and the physiotherapy students could ‘buy into’ character age differences. Maintaining psychological safety was also a priority. This phenomenological study aimed to explore students’ perceptions of simulated learning, and the impact acting student SPs had on the learning experience. As qualitative methodologies are poorly represented in physiotherapy education simulation literature, a second aim was to add depth to our current knowledge. Methods: 70 physiotherapy students undertook a day of simulated learning in the University simulation wards. In groups of 6, students either led or observed 2 scenarios. 4 SPs of varying ages and medical presentations were portrayed by student actors, none of whom had previously been involved in simulation. A short training seminar helped the actors with clinical presentations. Following the simulation, all students were invited to participate in online focus groups. Thematic analysis was used to analyse data [3]. Results: 13 students participated in 3 focus groups. Physiotherapy participants reported the simulation supported the development of many skills including clinical reasoning, independent thinking, problem solving and teamworking. Although stressful, the simulation felt safe. It was an enjoyable and valuable learning experience. The acting students’ realistic portrayal of patients enhanced the session, and the physiotherapy students reported quickly ‘buying into’ patient characters, irrespective of the acting students’ age. Patient perspective feedback was particularly helpful, even though acting participants reported they found this aspect challenging. Acting participants also felt the simulation experience enabled them to create different, emotional characters and use improvisation skills to challenge the physiotherapy students as the scenarios developed (Table 1). Discussion: Results of this study add depth to the literature on simulation in physiotherapy education. It supports the use of acting students as SPs, offering an effective and cost-effective alternative to professional actors. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable.

THE LINGUISTIC LANDSCAPE AT THE FACULTY OF EDUCATION OF THE UNIVERSITY OF THE BALEARIC ISLANDS: A WINDOW ONTO DIVERSITY?This paper aims to provide an initial approach to the linguistic landscape at the Faculty of Education of the University of the Balearic Islands (UIB), with the goal of offering a panoramic view of the presence and visibility of different languages in a specific university setting. The analysis of the linguistic landscape in a university environment is particularly relevant considering that, on the one hand, Castell, Cremades and Vanrell (2024) suggest it can serve as a space for language shift, while on the other hand, a recent study by Cremades, Maimó, Moreno, Sánchez and Solivellas (2025) indicates that the Faculty of Education at the UIB does not seem to function as such a space. Within this framework, the present study examines the languages found in various types of texts commonly seen in the public areas of any faculty, the positions that they occupy in these texts, and the roles that they play. In this regard, the study confirms the relevance of the two ideologies described by Woolard (2008) in understanding how Catalan and Spanish (as well as English) are legitimized in the Balearic Islands. Altogether, this allows for a critical reflection on the university’s sociolinguistic situation, which can serve as a starting point for future language planning efforts in the Balearic university context.

Uncovering gaps in orientation and continuing education of adjunct and part-time faculty in nursing: A scoping review.

Machine learning-driven analysis of student evaluation comments: Advancing beyond manual coding through a combined approach.

Academic Capitalism, Contingency, and Preserving Privilege Contingent Faculty and the Remaking of Higher Education: A Labor History, edited by Fure-SlocumEricGoldsteneClaire. Champaign: University of Illinois Press, 2024. 296 pp. $28.00 paper. ISBN: 9780252087653.The Challenges of Minoritized Contingent Faculty in Higher Education, by ChunEdnaEvansAlvin. West Lafayette, IN: Purdue University Press, 2024. 218 pp. $24.99 paper. ISBN: 9781612498379.

<span lang="EN-US">This study aims to investigate the needs of students and lecturers regarding interactive multimedia resources in linguistics at the Faculty of Teacher Training and Education, Universitas Borneo Tarakan, to facilitate further development. The findings reveal a significant gap between current instructional provisions and the specific needs of students and faculty, highlighting the necessity for pedagogical innovation to enhance interaction and understanding in linguistics. Utilizing a mixed-methods approach, the research included surveys and interviews with participants in linguistics courses. Results indicated that 86% of students sought in-depth knowledge of linguistics, and 73% felt that existing support was inadequate. It underscores a high demand for a focus on selected topics, simplified explanations, and multimedia interactivity. The findings demonstrate that instructional materials are poorly aligned with teaching needs, negatively impacting educational methodologies and failing to effectively address students' relevant needs. The implications of this study extend to practice and further research, urging faculty members to increasingly integrate multimedia elements into their teaching and develop tailored resources based on identified needs. Newly created materials should undergo practical evaluation to enhance student satisfaction and performance in linguistics studies.</span>

Corrigendum to “Technology-mediated online EMI professional development: Developing faculty self-efficacy and teaching practice through the community of inquiry framework” [System 133 (2025) 103727

In response to the dual challenge of global agricultural greening and digital transformation, it is imperative for agricultural colleges and universities in China to restructure talent cultivation models to support the development of sustainable and intelligent agriculture. This study combines literature analysis, case studies, and questionnaire surveys to identify misalignments between the current agricultural education system and industry needs. Focusing on educational objectives, curricula, practical training, and faculty expertise, the authors propose a novel four-dimensional collaborative cultivation model, “Objectives–Curriculum–Practice–Faculty”. This model centers on interdisciplinary course clusters (e.g., agricultural artificial intelligence and blockchain traceability), industry–academia-integrated training platforms (e.g., smart agriculture innovation centers), and a Dynamic Adjustment Mechanism (DCAM). To support the implementation of this model, this study advances policy recommendations from three perspectives. First, governments should accelerate reforms by providing special funding support and formulating legislation on industry–academia integration. Second, universities must establish early-warning response mechanisms. Third, enterprises must participate in developing education on ecosystems. This paper establishes both a theoretical framework and a practical pathway to transform agricultural education, offering significant referential value for global agricultural institutions adapting to technological revolutions.

Improving Faculty Teaching of Medical Students During Surgical Clerkships: The Feedback they Want and the Feedback they Need.