Foster Students Research Articles

Raising nurse educators’ awareness regarding caring pedagogical relationships’ barriers to foster inclusive simulation settings: Insights from a phenomenological study

AimThe purpose of this paper was to shed light on the main barriers to caring pedagogical relationships within simulation centers from the perspective of nursing students and offer targeted strategies to reduce these barriers. BackgroundA caring pedagogical relationship is a powerful strategy to foster students’ learning within simulation settings. However, the development of this relationship could be hindered if nurse educators are not aware of its barriers. Hence, this could affect students’ learning and well-being within this academic context. According to our knowledge, no previous research has addressed the question of the barriers to caring pedagogical relationships within the context of simulation. DesignThis study employed a descriptive phenomenological method, entitled Relational Caring Inquiry, to collect and analyze data gathered from 19 students enrolled in an undergraduate nursing program. ResultsThis paper focuses on one eidos-theme that emerged from our data analysis and interpretation entitled “Educator’s conscientization regarding barriers to the development of a caring pedagogical relationship”. According to data analysis and interpretation, this eidos-theme was the most emphasized by research participants. It emerged from the following themes: (a) educators’ dehumanizing practices, (b) disruptive and stressful academic context, (c) lack of educators’ experiences and (d) educators’ disinterest in students’ learning. ConclusionsLeaving caring pedagogical relationships’ barriers unaddressed has shown adverse impacts on students’ learning process and their mental and physical well-being. This paper brings to light the main barriers to caring pedagogical relationships and invites educators, managers and nurse leaders to be aware of these obstacles and collectively engage in humanizing nursing education. In other words, we emphasize the impact of these barriers on students’ apprenticeship and suggest political actions to build caring and inclusive simulation environments. Study Registration NumberCERSES-19–050-D.

The development of an analytical model for science classroom creativity in China

ABSTRACT Background Fostering students’ creativity is a key feature of education. While Chinese students score well on international measures of science attainment, their performance on measures of science creativity is less impressive. Purpose To develop an analytical model for science classroom creativity in China and examine its likely applicability, given Chinese culture and other factors. With suitable modifications, our model may apply elsewhere, too. Design and methods We critically evaluated three established creativity models and developed a new analytical model for science classroom creativity in China by synthesising components from the three models and additional development in light of a literature review on science education practices. Results Our model for science classroom creativity in China has four components: ‘creative students’ (who possess or are developing creative characteristics, including scientific knowledge, divergent thinking, and intrinsic motivation); the ‘creative process’ (students’ engagement in scientific inquiry activities within classrooms, facilitated by the guidance of science teachers); ‘teachers’ attitudes to creativity’ (teachers’ perceptions of creative students and teachers’ feedback on creative ideas); a ‘creative environment’ (the physical and the socio-cultural environments within which teaching and learning take place). Conclusion In Chinese science classrooms, some students typically have adequate but not challenging scientific knowledge and a lack of divergent thinking and intrinsic motivation. Additionally, the inappropriate understanding and practice of scientific inquiry among some Chinese science teachers, coupled with their limited pedagogical content knowledge, can impede the creative process. This challenge might be further compounded by teachers’ partial understanding of creative students and negative feedback towards creative ideas. Moreover, the lack of a suitable physical environment and sufficient time prevent students from engaging in authentic scientific inquiry. Finally, the socio-cultural environment in which harmony, encouraged by collectivism and Confucianism, may not encourage difference, and cultural factors concerning ‘Face’ may discourage students from developing their creativity.

Research on the Reform Strategy of College English Teaching Based Xinon Curriculum Ideology and Politics

With the development of globalization, English, as a commonly used language in international communication, has become increasingly important. College English teaching, an integral part of China's higher education system, aims to cultivate students' English application ability and cross-cultural communication skills. However, the traditional college English teaching mode often focuses excessively on the cultivation of language skills while neglecting the ideological and political education of students. In the current context, it is crucial to incorporate ideological and political education into the classroom and foster students' correct world outlook, life outlook, and values. This paper aims to explore the reform strategies of college English teaching under the guidance of curriculum-based Ideological and Political Education, hoping to contribute to the reform of college English teaching, promote the organic integration of English teaching and ideological and political education, and assist in cultivating outstanding talents with an international perspective and sound ideological and political accomplishment.

External Factors and Endogenous Elements Fostering Critical Thinking of Tertiary EFL Learners in China: A Grounded Theory Study

The cultivation of critical thinking (CT) skills is a fundamental aim within the realm of higher education. It assumes particular significance within the domain of Teaching English as a Foreign Language (TEFL). This study directs its focus on the Chinese tertiary TEFL context and endeavours to explicate what the external factors are, as well as endogenous elements and ways to foster students’ critical thinking. Methodologically, the study adopted grounded theory (GT) and drew upon qualitative data gathered through interviews with 36 participants, including both students and instructors recruited from prestigious universities, mid-tier colleges, and less developed college across China. The data analysis, utilizing NVivo12 software, encompasses a multilevel coding process, including open, axial, and selective coding, in accordance with the principles of GT. The outcome of this meticulous analysis results in the formulation of a comprehensive model revealing the interplay among external influences, endogenous elements, and ways to foster the development of CT skills among tertiary English as a Foreign Language (EFL) students. The implications of these findings extend pedagogically to multiple stakeholders within the tertiary TEFL context.

Exploring The Mediating Role of Intrinsic Motivation Between Innovation Support and Innovative Behavior: An Empirical Study Based on a Design Thinking Course

Establishing a culture of innovation is complex and demands more than simply urging students to be creative. It requires a comprehensive support system encompassing resources, leadership, training, and an environment that fosters and sustains innovative behavior. The purpose of this research is to investigate the way in which innovation support impacts the innovative behavior of university students. Additionally, it aims to explore the role of intrinsic motivation in mediating the relationship between innovation support (including emotional, interpersonal, and resource support) and innovative behavior within the context of a design thinking course. The study presents a conceptual model that examines the causal link between innovation support and innovative behavior, as well as the mediating role of intrinsic motivation, to test hypotheses regarding the connections among innovation support, innovative behavior, and intrinsic motivation. The research was conducted using an online survey and snowball sampling technique, which resulted in the collection of 234 questionnaires from four universities in China. The collected data were analyzed using structural equation modelling. The results indicate that all three types of innovation support have a significant impact on students’ innovative behavior. Furthermore, the research reveals that intrinsic motivation plays a mediating role between the three types of innovation support and innovative behavior. These findings have both theoretical and practical implications for universities seeking to foster students' creative thinking and innovative behavior. Additionally, future research can further explore ways in which universities can effectively cultivate a culture of innovation through strong support systems and by harnessing intrinsic motivation.

Enhancing Students’ Geometry Learning Outcomes and Critical Thinking Skills through the Implementation of Problem Based Learning Model

To enhance students' critical thinking abilities, it is essential to adopt an interactive learning model where students actively participate, and the instructor acts as a facilitator. This can be achieved through the implementation of the Problem-Based Learning (PBL) model in the teaching and learning process. This study aimed to evaluate the improvement of learning outcomes and critical thinking skills through the application of the PBL model among students. Conducted as classroom action research, it involved 40 students from Yogyakarta State University. The research comprised two cycles, each consisting of two sessions. Instruments used included observation sheets for learning implementation, critical thinking assessment sheets, and tests. Data analysis was performed quantitatively using descriptive analysis methods. The findings revealed that (1) the learning process was effectively implemented, with observation data from both cycles rated as good, with a mode of 4 (good); (2) students' learning outcomes improved, with the average post-test scores increasing from 70.85 in Cycle 1 to 80.63 in Cycle 2; (3) students' critical thinking skills also enhanced, with the average score rising from 68.54 in Cycle 1 to 82.08 in Cycle 2. The conclusion of this study is that implementing PBL in the learning process can significantly enhance both critical thinking and learning outcomes. The research implies that teachers' professional competence can be developed through the application of PBL. It is recommended that teachers integrate the PBL model into their teaching practices to foster students' higher-order thinking skills, such as critical thinking, creativity, and scientific reasoning abilities.

Weekly short assessment and individual feedback: a strategy for deeper learning in blended learning environment

Assessment and feedback methods have important role in motivating students to take deep or surface approaches in their learning. Designing assessments with clear link to the teaching content and intended learning outcomes (ILOs), supports students’ approach toward deep learning. This study explored impact of the weekly short assessments with individual feedback in blended classes, on motivating students to take a deep learning approach in their studies. Constructive alignment framework was used to prepare the teaching content, in-class learning activities and assessment tasks. Series of short formative questions prepared with each question evolving around one teaching topic and its ILOs. Students’ responses to each question were followed by individual feedback and an opportunity to reflect on the received feedback to improve their work. Students’ perception towards the short formative assessment with individual feedback was collected using the Revised Study Process Questionnaire (R-SPQ-2F). Using quantitative methodology responses of the 90 Year 2 chemical and environmental engineering students were analysed. Results showed that there are significantly higher deep approach scores (Mean=2.92, SD=1.14) compared to surface approach (Mean=2.41, SD=1.15), with p-value=0.001. Students’ motives and strategies in taking either deep or surface approach is also explored. While factors of “self-satisfaction” and “interest in the course content” were the main motives for students to take deep learning approach, surface strategies such as “learning the examinable content” were remaining high. This research aims to contribute to development of an assessment method in engineering education to foster students’ deep learning, by developing their critical thinking and problem-solving skills.

Remote Work Arrangements: Negotiating the Duality of Managerial and Employee Perspectives

The quantum growth of remote work has caused both managers and employees to reconsider where and how to work. This often takes the form of negotiations between an employee and manager as they attempt to resolve differing views on how best to carry out remote work. The multi-issue negotiation role-play exercise described here encapsulates these often opposing views through the negotiation of seven issues related to working from home. The issues are designed to reflect different types of negotiation approaches and include those that are distributive, integrative, and compatible between the parties. Furthermore, the design of issues reflects differing values assigned to each role, in order to foster student engagement and a greater appreciation for how to achieve trade-offs. Through this exercise and ensuing discussion, students learn how to better analyze and carry out negotiations, and enrich their understanding of the complexities of setting up remote work arrangements.

Innovative Teaching: Building Engagement, Critical Thinking, and Lifelong Learning Skills

This study delves into the crucial elements of teaching and learning that foster student engagement, critical thinking, and lifelong learning skills. A comprehensive review of existing research uncovers the profound impact of active learning techniques, inquiry-based learning, self-directed learning, and effective assessment practices on these educational outcomes. The findings underscore the transformative role of active learning and technology-enhanced environments in enhancing student engagement. At the same time, inquiry-based and collaborative activities are shown to be instrumental in developing critical thinking skills. The study also underscores the importance of self-directed learning and continuous skill development in promoting lifelong learning, highlighting the pivotal role of motivation and autonomy. Effective assessment practices, including defined learning outcomes, timely feedback, and varied assessment methods, are key in supporting student growth and development. The study identifies barriers to engagement, such as socio-economic factors and learning environments, and provides practical recommendations for educators, administrators, and policymakers. These recommendations are designed to be easily implemented, making the research directly applicable to real-world educational settings. By synthesizing insights from previous studies, this research offers a comprehensive understanding of creating dynamic, supportive, and inclusive learning environments that equip students for lifelong success.

Using AI-driven chatbots to foster Chinese EFL students’ academic engagement: An intervention study

The present experimental research was an endeavor to assess the role of AI-driven chatbots in fostering Chinese EFL students' academic engagement. To do so, a sample of 113 EFL students was chosen from a national university in central China. Following that, through a random sampling method, students were allocated to the experimental and control groups. The experimental group (N = 57) was instructed through three AI-driven chatbots, whereas the control group (N = 56) received regular instructions without using AI-driven chatbots. To evaluate participants' level of academic engagement, a self-report scale was administered to them before and after the intervention. The study results indicated that the AI-driven chatbots positively influenced the academic engagement of students in Chinese EFL classrooms. Put it another way, the study outcomes revealed that AI-driven chatbots served as an important role in fostering Chinese EFL students’ behavioral, cognitive, and emotional engagement. The results of this intervention study may be illuminating for all language teachers working in L2 instructional contexts. Concerning the outcomes of this inquiry, AI-driven chatbots could be of great help to language teachers in enhancing the academic engagement of their students.

An Examination of the Degree of Complexity of Teacher Questions in English-Medium University Courses

Research has demonstrated that questions are essential when teachers endeavor to foster students’ comprehension and learning of the subject taught. However, there is a scarcity of studies on questioning practices in English-medium instruction (EMI) settings. In this study, we aim to fill this gap by focusing on the linguistic complexity of the questions put forward by EMI lecturers by paying particular heed to whether the disciplinary culture exerts any influence on the complexity of lecturers’ questioning practices. The study was conducted at four public Spanish universities in which the classes delivered by nine EMI lecturers from three different disciplines (history, economics, and engineering) were recorded and analyzed. The statistical analyses performed found no significant differences in the lexical and syntactic complexity of the questions posed in the three disciplines, while language at the C level of the Common European Framework of Reference for Languages (CEFR) was conspicuous by its absence. These results lead us to conclude that if students are not widely exposed to language at the C level of the CEFR, oral language development and improvement may not be promoted in EMI courses. Therefore, EMI teacher training should be given more attention.

Fostering systems thinking about socioscientific issues

ABSTRACT Systems thinking is essential for understanding wicked real-world problems and suggesting solutions. This is the case for addressing socioscientific issues (SSI) that involve inter-related personal, socio-political, cultural, scientific, economic and moral dimensions. It is challenging for teachers to support students in adopting and practising systems thinking when they explore SSI. In this study, we tested the extent to which causal loop diagramming (CLD) developed students’ systems thinking. We examined a 2-week teaching unit that used a computer-based CLD tool to foster students’ systems thinking about obesity in a first-year university general education course. Ninety-six students from a variety of majors/disciplines participated in this study. They worked in groups and engaged in reading news, proposing actions while creating causal loop diagrams about factors that contributed to obesity and approaches to tackle the issue. We analysed their pre-, mid-, and post-unit causal loop diagrams (3 × 26 groups) and weekly reflective memos. The data revealed their significant shift towards a systems approach of thinking. The reflective memos showed that the shift was afforded by cycles of construct–revise–use as they created the diagrams. The findings suggest the potential of causal loop diagramming to foster systems thinking in the sense-making and decision-making of SSI.

TRANSFORMING LITERARRY TEXTS: A MULTILITERACIES APPROACH TO ENGAGING DIGITAL NARRATIVES

Combining technology with literary texts may help solve the obstacles faced in modern education. Digital storytelling (DST) is an engaging approach that involves students with literature, developing creativity, cultural knowledge, and character development, while creating a dynamic classroom atmosphere. This research investigated how the lecturer use multiliteracies pedagogy to facilitate students in transforming literary text into a DST and their responses to this process. The researchers used purposive sampling and performed a qualitative case study to get detailed insights into how multiliteracies instruction transforms literary text into digital storytelling among 25 ELT students at Universitas Muhammadiyah Sidoarjo. The results showed that the DST task promotes students’ active involvement with texts. They scrutinised the components of the narrative and converted the text into a digital story. The stages of multiliteracies teaching had a good influence on students’ learning experiences, improved their comprehension of literary content, and encouraged them to combine literature and technology. Ultimately, multiliteracies teaching may transform passive learning into active engagement and foster students’ creativity, cultural proficiency, and multimodal literacy abilities.

Application of Word Wall to Foster Students' Understanding of Science Learning

Application of Word Wall to Foster Students' Understanding of Science Learning

A self‐reported instrument to measure and foster students' science connection to life with the CARE‐KNOW‐DO model and open schooling for sustainability

AbstractNational governments are concerned about the disconnection of young people from science, which hampers the development of a scientifically literate society promoting sustainable development, wellbeing, equity, and a green economy. Introduced in 2015 alongside Agenda 2030, the “open schooling” approach aims at enhancing students' science connections through real‐life problem solving with families and scientists, necessitating solid evidence for scalability and sustainability. This study conceptualizes “science connection,” a term yet underexplored, as the integration of science's meaning and purpose into personal, social, and global actions informed by socioscientific thinking. It details a novel 32‐item self‐report questionnaire developed and validated from insights of 85 teachers into “science connection”‐enhanced learning. A new consensual qualitative analysis method with visual and textual snapshots enabled developing quantitative measures from the qualitative findings with rigor. The multilanguage instrument provided just‐in‐time actionable data, enhancing the immediacy and applicability of the feedback to 2082 underserved students aged 11–18 across five countries participating in open schooling activities using the CARE‐KNOW‐DO model. This innovative feature supports open science and responsible open research, offering real‐time insights and fostering immediate educational impact. Exploratory and confirmatory factor analyses revealed five components of science connection: Confidence and aspiration in science; Fun participatory science with teachers, family, and experts; Active learning approaches; Involvement in‐and‐outside school science activities; and Valuing science's role to life‐and‐society. Many students felt connected to science— Brazil: 80%, Spain: 79%, Romania: 73%, Greece: 70%, UK: 57%— with boys: 75%, girls: 73%, nonbinary students: 56%. These differences need in‐depth research. Results suggest that science connections decline from the primary to secondary education, but the CARE‐KNOW‐DO model may reengage older students. A robust science connection enhances scientific literacy and builds science capital. This instrument aids policymakers, educators, and learners in identifying factors that facilitate or impede students' engagement with science for sustainable development efforts.

Using storytelling to foster the teaching and learning of gravitational waves physics at high-school

Studies in Physics Education Research show that interdisciplinary approaches in education foster students’ motivation, creativity, curiosity, and interest in physics. We discuss their features and potential role in bringing contemporary physics topics to high school and how to use them to integrate formal educational programs. We make an explicit example of the use of storytelling and theatrical techniques to introduce secondary school students to black holes and gravitational wave topics. The Educational Division of the Physics Department at the University of Cagliari designed the activity. Participants were 200 high-school students (17 to 19 years old) from five schools (scientific, humanities) in Sardinia. Through a research questionnaire, we measure the efficacy of using artistic tools to communicate and teach the proposed subjects. We collected 76 answers. Results show that our methodology helps introduce students to contemporary physics themes, fostering their interest and learning of such content. Students from the humanities significantly appreciated the use of poetry and artistic tools more than their scientific peers. Finally, we discuss the potentiality of our approach in orientating students towards a STEAM (STEM and Arts) career.

Peningkatan Kualitas Pendidikan Melalui Program Bimbingan Belajar Bagi Siswa SD Negeri 173144 Silangkitang Desa Sipahutar

Community Service (PKM) is a form of implementation of the tridharma of higher education carried out by lecturers in the community. For students, this is one of the mandatory courses that must be taken to train them to apply the knowledge and skills they already have in the learning process according to their respective fields of study. This PKM activity aims to improve the quality of education for students at SD Negeri 173144 Silangkitang, Sipahutar Village through more useful activities, such as tutoring and games that can increase knowledge and cooperation between children in the school environment. The method used in collecting data is as follows: conducting a survey to find out the number of students in the school then recruiting tutoring participants, then tutoring activities are carried out once a week, namely on Fridays, starting at 14.00-16.00 WIB. The PKM implemented at SD Negeri 173144 Silangkitang aims to improve student academic achievement through the provision of study guidance. Apart from that, this program also aims to foster students' interest in learning by using interesting and interactive learning methods. Although a new activity, tutoring is not unfamiliar to this environment, demonstrating awareness of the importance of education to improve the quality of learning. Throughout the implementation, participants not only demonstrated extraordinary enthusiasm but also consistency with punctual attendance, reflecting their dedication to the learning process.

Sources contributing to engineering students' academic well‐being: An exploration using the Q methodology

AbstractBackgroundRecent literature has identified students' academic well‐being as an indicator of their persistence in their current study and competence development. While prior literature has focused on measuring students' academic well‐being from psychological and mental health perspectives, limited studies have explored the ways in which the learning environment provides diverse sources (e.g., supervision and peer support) to support students' academic well‐being.PurposeThis study aims to explore sources that foster students' academic well‐being from the perspective of two different student groups, namely first‐year engineering students and senior engineering students, in a PBL (project‐based learning) environment.MethodThe Q methodology was applied, connecting both qualitative and quantitative research characteristics. Two student groups, including 23 first‐year engineering students and 19 senior engineering students, participated in this study to illustrate various viewpoints of different student groups and offer prospects for analyzing data from a new comparative angle via second‐order factor analysis.ResultsIn the first‐year engineering student group, three viewpoints were identified, namely the emphasis on enjoyment through study–life balance, personal values and aspirations, and academic agency. The senior engineering student group focused on internal sources related to professional development, including two viewpoints pertaining to their goal‐oriented academic development and enactment of agency through self‐management. Practical suggestions are proposed to optimize engineering curriculum design to better support students' academic well‐being.

A study on the influence of academic passion on PhD students' research engagement-The role of ambidextrous learning and academic climate.

The engagement in research, as the primary form of learning engagement for PhD students, is crucial for enhancing their competitive edge. Academic passion, a key determinant of learning engagement, plays a significant role in driving the research enthusiasm of PhD students. However, the "black box" concerning whether and how academic passion influences PhD students' research engagement remains to be explored. Addressing this gap, the present study draws upon self-determination theory, adopts the "motivation-behavior-effect" analytical framework, and incorporates ambidextrous learning as a mediator to elucidate the specific pathway through which academic passion impacts PhD students' engagement in research activities. Furthermore, it examines the facilitating role of the academic climate in this process. From December 2022 to March 2023, a questionnaire survey was conducted, collecting 522 responses from PhD students across 25 universities in China. The survey primarily assessed the PhD students' academic passion, ambidextrous learning behaviors (including tendencies towards exploratory and exploitative learning), and their perceived academic climate, investigating how these factors collectively influence their engagement in research activities. The questionnaire data were analyzed using a combination of SEM and bootstrapping with SPSS 26.0 and Mplus 8.3 software. The findings reveal that academic passion significantly positively affects PhD students' research engagement; ambidextrous learning (exploratory and exploitative learning) mediates the relationship between academic passion and PhD students' research engagement; and the academic climate effectively facilitates the transformation of PhD students' academic passion into ambidextrous learning (exploratory and exploitative learning). The study's conclusions not only foster PhD students' enthusiasm for research but also enhance learning effectiveness and innovation vitality, providing a theoretical basis for reforming the doctoral training system.

The Role of Social Support and Emotional Intelligence in Fostering Resilience Among Malaysian Undergraduate Students

One of the challenges impeding Malaysia's economic growth in 2024 is the condition of the global economy, which would raise the country's unemployment rate. There are generally 224,000 new graduates born in Malaysia every year, yet only 127,000 highly skilled jobs are available. This means that Malaysia produces an excessive number of university graduates. The shortage of job prospects will make it harder for the next graduates to find jobs. Hence, graduates from universities need to be psychologically ready to handle uncertain circumstances. Employers do believe that university graduates must acquire workplace resilience before beginning their careers. People perceive a resilient individual as tough, deserving of respect, and successful. Empirical evidence supports the claim that university students' emotional intelligence and social support play a major role in determining their resilience. Thus, the purpose of this study is to find out the extent to which students’ resilience correlated with social support and emotional intelligence at six Malaysian public universities. To collect data, we conducted a cross-sectional survey with 387 students. The results show a considerable positive correlation between resilience, emotional intelligence, and social support. This study demonstrates the potential influences of social support and emotional intelligence on the development of resilience in Malaysian undergraduate students. The unpredictable nature of the global economy signifies that changes in the university environments are inevitable. This study suggests that enhancing the university's general courses and co-curriculum module will foster students’ willingness to take risks and increase their self-confidence, both of which will increase resilience.