Future Educational Strategies Research Articles

The Role of Education in Burma’s Revolutionary Journey: Past, Present, and Future Perspectives

Education is often seen as a panacea for shaping, developing and/or fundamentally changing the trajectory of one’s future or that of a nation. However, education can also be a means to reproduce social inequalities or even serve as an oppressive and ideological apparatus of the State. Thus, it is critical to consider the roles and purposes of education, in particular in times of revolution as we are witnessing in Burma/Myanmar today. This thought piece explores the role of education in Burma’s revolutionary journey. It includes a) excerpts of a conversation with three Burmese community members physically situated in the United States at a time of sustained military violence and oppression in Burma, in particular after the military coup of February 2021; and b) a conceptual frame for three respective educational efforts that they share about. This piece shines a light on ways in which education is being employed as part of revolutionary, liberatory and future building educational strategies as part of the movement for freedom and democracy in Burma today.

Advancing a Practical Inquiry Model with multi-perspective role-playing to foster critical thinking behavior in e-book reading

In the digital age, where media proliferation challenges traditional reading habits, this study investigated the impact of digital platforms on critical thinking (CT) and reading practices. Some conventional e-books may not sufficiently encourage reflective thinking or foster CT skills due to their linear nature and lack of engaging elements. Employing the Practical Inquiry Model (PIM) within the Community of Inquiry (CoI) framework, this study highlights the integration of multimedia elements and the use of students' selfies to boost engagement and social presence in a digital learning environment. This study introduced selfie role-playing reading, along with group discussions from various perspectives as an innovative pedagogy to enhance cognitive presence within the CoI, ultimately enhancing learners’ CT performance. Using a quasi-experimental design, 63 participants were grouped into single-perspective or multiple-perspective categories by narrative perspective exposure, and then engaged in online story discussions with worksheets. Reading performance was measured through a detailed examination of their CT patterns via behavioral sequential analysis. Results revealed that students in the multi-perspective groups demonstrated superior CT and reflective thinking levels, underscoring the potential of innovative e-book designs in enhancing CT. This study not only validates the importance of diverse narratives and role-playing in CT development, but also pioneers a method for analyzing such skills through behavioral sequence analysis. It signifies a leap in applying the PIM to multimedia e-book reading, offering insights for future educational strategies and CT assessment in the digital era.

Redefining educational paradigms: Integrating generative AI into society 5.0 for sustainable learning outcomes

The digital era has ushered in significant advancements in Generative Artificial Intelligence (GAI), particularly through Generative Models and Large Language Models (LLMs) like ChatGPT, revolutionizing educational paradigms. This research, set against the backdrop of Society 5.0 and aimed at sustainable educational practices, utilizes qualitative analysis to explore the impact of Generative AI in various learning environments. It highlights the potential of LLMs to offer personalized learning experiences, democratize education, and enhance global educational outcomes. The study finds that Generative AI revitalizes learning methodologies and supports educational systems’ sustainability by catering to diverse learning needs and breaking down access barriers. In conclusion, the paper discusses the future educational strategies influenced by Generative AI, emphasizing the need for alignment with Society 5.0’s principles to foster adaptable and sustainable educational inclusion.

A Narrative Review of Impact of Incentive Spirometer Respiratory Training in Long COVID.

Long COVID refers to symptoms that appear 3 months after initial infection with severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), the causative virus of Coronavirus disease 2019 (COVID-19), and last for at least 2 months, not attributable to other diagnoses. This health issue significantly burdens patients' quality of life, the economy, and society. Improving the af-termath of COVID-19 is a crucial global health issue in the post-pandemic era. According to current results, it is evident that developing a simple, low-cost respiratory training method that can be easily used at home by themselves with long Coronavirus disease 2019 symptoms (long COVID) is an important and urgent issue. The incentive spirometer is widely used in physical, speech, and respiratory therapy, as well as in preventing postoperative pulmonary infections and improving sputum clearance. However, to date, the role of incentive spirometer respiratory training in long COVID symptoms is still limited. In this literature review is presented to explore the effectiveness of incentive spirometer respiratory training in alleviating symptoms among individuals recovering from long COVID. We also compile non-invasive assessment methods, with the aim to enable individuals to undergo training and assessments conveniently at home or in the community. In this review, a literature review approach was utilized to explore the effectiveness of incentive spirometer intervention in alleviating long-term COVID symptoms. This study is to synthesize the findings of articles published during January 2019 and December 2023 retrieved from PubMed/CINAHL/MEDLINE/ Google Scholar without re-strictions on study type. We ultimately identified seven articles and have summarized similar past studies. This review could contribute to improving symptoms related to long COVID by incentive spirometer respiratory training and serve as practical reference material for clinical medical staff and provide insights for healthcare policymakers in de-veloping guidelines for future research directions, clinical guidance, and educational strategies in the context of nursing care.

'I never knew it was so prevalent': Experiences and perceptions of student health visitors recognising and responding to domestic abuse in practice placement settings.

Health visitors have a key role in supporting and protecting adults and children affected by domestic abuse. The study aimed to examine the experiences and perceptions of student health visitors recognising and responding to domestic abuse in practice placement settings. Semi-structured interviews were conducted with five student health visitors in the United Kingdom. Interviews were transcribed and analysed using interpretive phenomenological analysis. Four superordinate themes were identified: 'part and parcel of health visiting practice'; 'challenges in identifying domestic abuse'; 'uncertainty and apprehension'; 'strengthening knowledge and confidence'. All participants had engaged in practice activities related to domestic abuse within SCPHN placements, commonly expressing a sense of disbelief at the scale of the issue in practice. Difficulties and unease regarding identification and management of domestic abuse were reported. Access to support and opportunities to reflect and 'talk things through' were found to be important for students regarding this sphere of practice. The findings contribute to the body of knowledge about domestic abuse-related practice within nursing. Recommendations made may contribute to practice development and help inform future teaching and educational strategies within SCPHN programmes.

Exploring Intercultural Dynamics in Medical English Education in China: an In-depth Analysis and Strategic Enhancement

With the continuous development of modern society, information transmission has become more rapid and convenient, which has gradually increased the economic exchanges among various countries in the world, and has also led to more frequent communication among political, cultural, medical and other fields between different regions. At the same time, the mutual penetration and integration between foreign medical culture spread through English and domestic traditional medical concepts have also put forward new demands for the cultivation of high-quality talents in China's medical field. Researchers have explored the cross-cultural complexity of Medical English Teaching (MET) in Chinese higher education institutions and its impact on global medical communication. With the increasing internationalization of healthcare services, English, as the main language of medical communication, is gaining prominence in education. In this broader context. The status of English in global medical education and its teaching in non-native English-speaking environments are facing great challenges, especially in China's higher education settings. Based on an in-depth analysis of the literature and empirical research, this study reveals cross-cultural barriers to MET practice and adopts a mixed-methods research design that combines both quantitative and qualitative methods of data collection and analysis in order to comprehensively examine the current status of MET in China. Special attention was paid to teachers' intercultural competence development, teaching method innovation, and course content adaptation. Based on this, the researcher proposes targeted strategies aimed at improving intercultural competence in MET, including strengthening teacher training, improving curriculum design, and promoting the integration of intercultural communication skills. The findings of the study not only provide insights into existing MET practices, but also offer constructive suggestions for future educational strategies and research directions. Through this study, we expect to contribute a valuable reference and guidance to the field of medical English education in China and globally.

The impact of online learning on basketball courses: A true experimental design study in sports students

This study explores the implementation of online learning for basketball courses at STKIP PGRI Bangkalan compared to offline basketball courses. Employing a true experimental design with a posttest-only control setup, the research gathers data through pretest and posttest scores. The study ensures validity through expert validation and assesses reliability using product-moment correlation. Normality tests are performed with the one-sample Kolmogorov-Smirnov test, while differences are evaluated using an independent sample t-test. This research reveals significant differences between online and offline learning environments. The analysis highlights a decrease in performance during online courses with a mean difference of 9.29870, underscoring the challenges faced by students in adapting to online learning platforms. The study contributes valuable insights into the effectiveness of online learning in physical education, providing a basis for future educational strategies and interventions.

The History of the Dissemination of Lifelong Education Thoughts in the UK and Its Implications for China

The concept of lifelong education is an important educational thought aimed at future education strategies. Modern lifelong education thoughts originated in the UK in the early 20th century, initially developed in Europe and the United States, and gradually spread to and influenced various countries in Asia. This paper reviews the history of the dissemination of lifelong education thoughts in the UK, utilizing historical-factor analysis to summarize the experiences and patterns of its historical development. It focuses on the pathways for the dissemination and absorption of lifelong education thoughts in China's adult education and higher education sectors in the near future, aiming to contribute to the goal of modernizing Chinese education.

Forecasting Methods in Science Education: A Bibliometric Analysis Using the Scopus Database

This study utilizes a detailed bibliometric analysis to thoroughly explore the literature surrounding forecasting methods and models in science education. It highlights significant trends, applications, and impacts of these methodologies. Leveraging data from the Scopus database pinpoints essential themes and notable gaps within the current body of work. The research underscores the importance of integrating forecasting techniques across various scientific disciplines and applying these techniques to address real-world challenges in education. This comprehensive analysis is intended to contribute richly to academic dialogue and guide the development of future educational strategies and policies. By identifying and discussing these key elements, the study aims to enhance understanding and implementing forecasting methods in academic settings, ultimately influencing both practice and theory in science education. Keywords: forecasting methods, science education, bibliometric

Online Medical Education During the COVID-19 Pandemic: Experience and Perception of Second-Year Bachelor of Medicine and Bachelor of Surgery (MBBS) Students in a Tertiary Care Hospital in Assam, India.

Introduction The onset of the COVID-19 pandemic-imposed changes in educational practices worldwide. It forced medical institutions to adapt to an online teaching mode, which has advantages and disadvantages. The present study aims to investigate the perceptions of medical students regarding online learning during COVID-19. Purpose This study assesses whether online teaching methods are feasible, suitable, preferred, and effective compared to traditional in-class teaching for Bachelor of Medicine and Bachelor of Surgery (MBBS) students. Methodology It is a cross-sectional descriptive study conducted on 120 second-year MBBS students ofSilchar Medical College, Silchar, India. Using Google Forms, a closed-ended pre-formed questionnaire was distributed to the students to get feedback on the advantages and challenges of online learning. The respondents were prompted to respond to the questions on a Likert scale ranging from 1 to 5. The data were analyzed using Excel 16 (Microsoft® Corp., Redmond, WA). Results The majority of the participants positively supported the feasibility, suitability, utility, and effectiveness of online learning. The most preferred online web conferencing platform for e-learning in the survey was Google Classroom. Despite the advantages, online medical education was limited by network-related issues and a lack of socializing with peers. Moreover, looking forward, about 90% of the students preferred online or a combination of online and classroom teaching. Conclusion The study highlights the positive attitude toward online education among second-year MBBS Students in a tertiary care hospital in Assam. It provides valuable insights into the challenges faced in e-learning in medical education, forming the groundwork for devising future education strategies.

Revolutionizing dental education: harnessing the power of ChatGPT for personalized learning in dentistry

With the advancements in modern technology, educators in the field of dentistry are exploring innovative and new ways to enhance the learning experience for students. Aim: This journal article integrates ChatGPT, a state-of-the-art language model OpenAI developed into dental education. By leveraging the capabilities of ChatGPT, educators can provide personalized and interactive learning experiences, fostering a deeper understanding of dental concepts and improving the overall educational outcomes in dentistry for both teachers and dental students. By embracing this transformative tool, dental education is poised to adopt a new era of engagement, adaptability, and efficacy in preparing future dental professionals for the challenges ahead. Method: This is an overview of current and future dental education strategies, limitations, and challenges. The data and information reflected and summarized in this article are gathered and extracted from recently published articles, especially a search of online databases. Conclusion: In conclusion, while using ChatGPT in dental education offers substantial benefits in personalized learning, virtual patient interactions, and knowledge reinforcement, ethical considerations and potential disadvantages highlight the need for a balanced and responsible integration.

Perceptions of Medical Students on the Transition to and Impact of Online Learning During the COVID-19 Pandemic: A Qualitative Study.

Background The coronavirus disease 2019 (COVID-19) pandemic necessitated a swift transition to online learning within medical education, disrupting traditional methods of teaching and learning. Objective This study aims to investigate the perceptions of medical students regarding the sudden shift to online learning during the COVID-19 pandemicand its impact on their education and personal development as future healthcare professionals. Methods A qualitative grounded theory approach was employed to collect and analyze data from semi-structured interviews with 23 medical students across all stages of their education at a university in Ajman, UAE. Participants were selected using purposive sampling to ensure a diverse representation, and interviews were analyzed to identify emergent themes. Results The thematic analysis revealed multifaceted student experiences, highlighting challenges such as concentration difficulties (reported by students from all years), lack of hands-on experience (particularly for clinical year students), restricted communication with peers and faculty, and diminished interactivity leading to heightened stress levels and decreased motivation. The positive outcomes included increased independence as learners, improved time management, and the opportunity for flexible schedules. Additionally, students suggested future improvements like the continued recording of lectures, more frequent online quizzes, and the augmentation of session interactivity. Conclusions Medical students faced significant challenges with the transition to online learning, which prompted an evolution in their learning approaches, underscoring the need for a more blended educational model that combines the strengths of traditional and online methods. The recommendations derived from this study could inform about future educational strategies to better support medical students in similar situations.

Perceptions of Medical Students Concerning Online Education

Background: The COVID-19 pandemic necessitated a rapid shift to online education systems worldwide, significantly affecting traditional learning environments. This study examines the perceptions and experiences of medical students at Liaquat University of Medical & Health Sciences (LUMHS) during the enforced online education period, exploring the efficacy and challenges of this sudden transition. Objective: The main objective of this study was to assess medical students' perceptions of online education, their engagement with various digital tools, and the effectiveness of online learning during the COVID-19 lockdown. Methods: A cross-sectional study was conducted using a non-probability convenience sampling method at LUMHS. The study spanned one month and included undergraduate medical students who consented to participate. A structured questionnaire was employed to collect data on students' demographics, their experiences with online classes, and the challenges faced. Ethical approval was obtained from the Institutional Ethical Review Committee of LUMHS. Data analysis was performed using SPSS version 25, employing descriptive statistics, frequency distributions, and Chi-square tests to assess the relationships between variables. Results: The study comprised 328 participants with a gender distribution of 40.55% male and 59.45% female. Age groups were 18-20 (30.48%), 21-22 (33.55%), and 23-24 (35.97%). Most students preferred online sessions of 40-45 minutes, with significant dissatisfaction reported regarding the educational effectiveness of online learning compared to traditional methods. Technical issues, internet connectivity, and inadequate electrical supplies were significant barriers encountered. Conclusion: The findings highlight the challenges and limitations of sudden transitions to online learning. Despite the proactive measures by educational institutions and government bodies, students faced significant hurdles that impacted their learning experiences. Future educational strategies should consider these insights to enhance the design and delivery of online education, ensuring it is more robust and effective.

Clinical oncology pharmacy has become a reality: results of a member survey of the European Society of Oncology Pharmacy Global

Abstract Introduction: The European Society of Oncology Pharmacy (ESOP) Global has almost 4000 members across 70 countries. Over the past few decades, the focus of oncology pharmacists has shifted, from a mostly product-based role to include a patient-centric care model, often termed clinical pharmacy. To map the advancement of the integration of clinical pharmacy into daily oncology pharmacy practice, a survey was conducted among the members of the ESOP Global in 2023. Methods: A survey comprising 28 questions was distributed across the full ESOP Global membership. Questions were grouped to obtain demographic results (first section), the practice of clinical pharmacy (second section), and barriers to providing clinical oncology pharmacy (third section). Results: Overall, 314 colleagues responded to the clinical oncology pharmacy survey from 59 individual countries in Europe, Asia, Africa, and America, yielding a response rate of 28.6%. Overall, all participants who responded to the survey reported being involved in one or more tasks associated with clinical oncology pharmacy, with the highest responses in the section's patient counseling (62.5% of participants actively counseling outpatients) and drug–drug interaction checking (performed by 58% of participants). Furthermore, almost 50% of participants indicated that their pharmaceutical interventions are always or usually accepted by doctors. Conclusions: This survey showed that there is currently an operational clinical oncology pharmacy service in all countries surveyed. This may provide a reference for policymakers, promote international communication, and shed light on the future development of clinical pharmacies in oncology settings. These survey findings may also help guide future education strategies for the ESOP Global and other providers of oncology pharmacy education.

Alternative Delivery Mode in Academic Performance of Junior High School Students Towards Proposed Implementation Guidelines

This study investigates the impact of alternate delivery methods on the academic performance of junior high school students at Bayugan National Comprehensive High School during the second grading period of the 2022-2023 school year. Employing descriptive research methods, the study focused on the “what” aspects of the issue, using a survey to gather data from 35 students enrolled in alternative delivery modes. Academic performance was measured using students’ average grades. The survey, divided into categories like learning resources and digital packets, revealed a significant correlation between alternative delivery modes and academic achievement, as indicated by a Spearman Rho p-value of 0.000. These findings provide valuable insights for future research and educational strategies in various delivery modes. Keywords: Alternative delivery mode, Learning resource materials, Digital packets, Worksheets/ Activity sheets, and Printed modules

Association between obtaining injury prevention information and maternal and child health services during COVID-19

BackgroundCoronavirus disease 2019 disrupted the delivery of public maternal and child health services to caregivers of preschool children, leading to decreased opportunities for injury prevention education. We aim to 1) explore the timing, content, and methods of providing injury prevention information desired by pregnant women and mothers and 2) identify mothers who experienced difficulty in obtaining injury prevention information owing to reduced maternal and child health services.MethodsFrom March 24 to 29, 2022, we conducted a population-based cross-sectional study and web-based survey. Of the registered monitors of the internet research company Rakuten Insight, 675 mothers raising their first child aged 0–2 during the COVID-19 period (February 2020 to March 2022) were included in the analysis.ResultsOver half of the mothers wanted injury prevention information throughout their pregnancy. They preferred receiving information through traditional face-to-face services provided by local governments, such as antenatal classes or checkups. However, 34.1% of mothers said they did not obtain the information they needed; this was particularly true of unemployed mothers, had children aged 0–1, and had children with illnesses requiring hospital visits.ConclusionsMothers who could not obtain injury prevention information were originally disadvantaged mothers concerning access to information. The decrease in maternal and child health services may have widened this information gap. These findings can inform recommendations for caregivers, particularly those susceptible to information gaps during emergencies, and offer insights into future injury prevention education strategies.

EVOLVING TRENDS OF TECHNOLOGICAL INNOVATION IN EDUCATIONAL ASSESSMENT: A BIBLIOMETRIC ANALYSIS

This study is a bibliometric analysis investigating the incorporation of technology in educational assessment. This study aims to analyze the influence of these developments on assessment methods in schools, considering the increasing integration of technology due to the availability of digital tools and the emphasis on data-driven, individualized learning. This study examines the current patterns in academic research, identifies important topics, and investigates the impact of technological breakthroughs such as Artificial Intelligence (AI) on teaching methods and educational policies. The objective is to provide guidance for future educational strategies and assessments. We utilize a bibliometric methodology, utilizing the Scopus database to extract pertinent publications. The inclusion criteria pertain to works published from 2014 to 2023, with a specific focus on Technological Innovation in Educational Assessment. Analyzed are key bibliometric indicators, including publishing patterns, prolific authors, and subject distribution. The study utilizes visualization methods to depict co-authorship networks, citation patterns, and theme clusters. Co-authorship networks and citation patterns provide insights into collaborative efforts and the spread of impactful research. This bibliometric analysis sheds light on the changing scholarly landscape of Technological Innovation in Educational Assessment. The detected tendencies enhance our comprehension of the intricate and diverse characteristics of research in this sector. Given the ongoing importance of technology innovation in education, the findings of this study provide a basis for future research, policy development, and educational methods within a country.

Educational reforms and their impact on student performance: A review in African Countries

This comprehensive review delves into the educational reforms implemented across various African countries and assesses their impact on student performance. With a focus on the evolving educational landscape in the continent, this study aims to analyze the multifaceted reforms undertaken by diverse nations and their implications for student learning outcomes. The African continent has witnessed a dynamic shift in educational policies and practices over the years, driven by a commitment to enhance the quality and relevance of education. The paper scrutinizes the diverse reforms, encompassing curriculum modifications, teacher training initiatives, and advancements in educational technology. By examining these reforms through a critical lens, the review aims to provide nuanced insights into their effectiveness and the underlying factors influencing their outcomes. The impact of educational reforms on student performance serves as a central theme, emphasizing the need to go beyond mere policy implementation and delve into the tangible effects on learners. The review considers various performance metrics, including standardized test scores, graduation rates, and qualitative assessments, to offer a comprehensive evaluation of the reforms' success. Furthermore, the paper explores the contextual factors shaping the implementation and outcomes of educational reforms in African countries. Socio-economic disparities, cultural influences, and infrastructural challenges play pivotal roles in shaping the trajectory of reforms. By acknowledging these complexities, the review contributes to a deeper understanding of the intersection between policy initiatives and the diverse contexts in which they are implemented. In conclusion, this review presents a comprehensive analysis of educational reforms in African countries and their direct impact on student performance. The nuanced examination of policies, practices, and contextual influences provides a valuable resource for educators, policymakers, and researchers seeking to navigate the intricate landscape of educational transformations in the African context. The findings presented in this review aim to inform future educational strategies, fostering a more equitable and effective learning environment for students across the continent.

Media Article Text Analysis in the Context of Distance Education: Focusing on South Korea

The impact of COVID-19 pandemic is far-reaching, encompassing the social, economic, and psychological aspects of the society. . In order to prevent the spread of COVID-19, various countries, including South Korea, have entered into long-term home care and distance learning systems. However, distance learning experiments conducted in many countries have raised whether face-to-face education can be replaced by distance learning. Therefore, this study analyzed public opinion, social perception, and field trends based on media reports on remote learning. For this purpose, 2,600 articles from 11 newspapers and four broadcasters related to remote learning were collected in this study. Based on this data, keyword trend analysis, topic modeling analysis, semantic network analysis, and emotion analysis were performed. This study provides valuable insights into the impacts and perceptions of remote learning during the COVID-19 pandemic. It highlights the complexities of remote education, from influencing educational policies to affecting students' and parents' emotional states. The findings underscore the potential of remote learning in driving educational innovation while also pointing out its role in widening educational disparities. This research offers essential perspectives for shaping future educational strategies in crisis situations, emphasizing a balanced approach to harness the benefits of remote learning while mitigating its challenges.

Assessing higher education students' perception towards their engagement in pedagogical STEM approach

This study focuses on evaluating university students' views on their involvement in STEM (science, technology, engineering, and mathematics) teaching methods. The aim was to explore the various factors that affect students' participation in these educational approaches. The research looked at how teaching methods, the use of technology, teamwork, interaction, motivation, and interest all play a role in engaging students with STEM education. Using a descriptive, cross-sectional study design, data were gathered from an online survey completed by 321 senior students from four universities in Mogadishu, selected through a non-random purposive sampling method. The data were analyzed using Smart PLS-4's structural equation modeling (SEM) and SPSS 22.0 software. The results showed significant links between teaching methods, technology use, teamwork, interaction, motivation, interest, and student involvement in STEM education. The study disproved the initial hypotheses (H1, H2, and H3) with p-values of 0.006, 0.000, and 0.000, each below the standard threshold of 0.05. Based on these findings, the researchers suggest improving teaching methods, technology use, teamwork, interaction, motivation, and interest to boost student involvement in STEM education. These results are expected to help shape future STEM education strategies and offer important information for educators and policymakers to improve university settings and teaching methods to further increase student involvement in STEM subjects.