Future Learning Research Articles

Online English Teaching and Learning in Higher Education: Lessons from Chinese College Students

Aim. The current study aims to investigate Chinese students' perceptions and experiences with online English learning, as well as their recommendations for future online English courses. Methods. This study included 383 Chinese college students and was conducted using a mixed-methods, sequential explanatory research design. A survey questionnaire and semi-structured interviews were used to collect data from the students. The collected data was analyzed both statistically and thematically. Results. The findings provided useful insights into the strengths and areas for improvement in current online English learning practices. Despite widespread comfort and satisfaction with online learning platforms, concerns about the digital divide, engagement, interactivity, and assessment integrity call for a more nuanced approach to online course design and delivery. Conclusion. Students highlighted several recommendations for future online English learning, including a desire for more interactive sessions, better management of student needs, diversification of learning activities, emotional support and motivation, and enhancing online exam integrity. Cognitive value. This study offers some pedagogical implications for infrastructure, the learning environment, teaching methods, and approaches to online assessments. It also advocates for a rethinking of how online courses are designed and taught to meet the changing needs of students in the digital age.

Assessing teachers' acceptance of traditional games-based creative movement for increasing preschool children's imagination

This research aims to explore the urgency, content expectations, and teachers' attitudes towards learning creative dance based on traditional folk games in building the imagination of preschool children. Knowledge about the teacher's urgency, content, and attitude is needed to develop a creative dance learning model that can increase the imagination of preschool children using traditional folk games. A survey conducted on 40 preschool teachers in Malaysia showed that teachers felt an urgency to improve children's imagination (mean = 4.48), proposed some content related to traditional games (mean = 4.45), and saw that traditional games could inspire a creative movement to increase children's imagination (mean = 4.41). This research is still in the early stages of evaluating teacher needs and readiness and has not yet reached the design or empirical testing of the Active-Tradir model. Nevertheless, these findings provide a strong basis for further development and implementation of a future creative movement learning model based on traditional games, which we have named "Creative Movement Based on Folk Traditional Games (Active-Tradir)." Keywords: children's imagination, traditional games, creative movements, preschool teacher, Malaysia

Exploring electricity in early childhood education: A 5E-based learning approach

This paper presents a teaching scenario designed to introduce preschool children to electricity, structured around the 5E instructional model (Engage, Explore, Explain, Elaborate, Evaluate). The study involves 18 children from an urban kindergarten with diverse backgrounds and learning needs. Over four weeks, children engage in interactive activities to understand electrical devices, electric current, static electricity, conductors, insulators, electricity generation, and safety. The curriculum integrates interdisciplinary learning, combining literacy and science, and uses hands-on experiments and digital tools to enhance engagement. Activities include constructing simple circuits, experimenting with static electricity, and role-playing. Emphasis is placed on practical applications and safety. Findings highlight the effectiveness of a constructivist approach, where children build understanding through exploration. The study underscores the need for resources, teacher preparedness, and inclusive strategies to address diverse learning needs. This scenario provides insights into effective early childhood science education, emphasizing the potential to build a strong foundation for future learning and curiosity in young children.

Study on the Application of Task-Based Language Teaching in Middle School English Reading

Against the backdrop of a new round of curriculum reform of basic education, the English teachers in middle school should pay attention to studying the student-centered teaching method in order to help students to acquire English knowledge in a deeper way, to develop students’ core competences and to lay a solid foundation for students’ future English learning. This thesis introduces the Task-based Language Teaching method and represents its practical use in English reading class. In doing so, it aims to find out the teaching methods suitable for students in middle school class so as to steadily improve the teaching quality.

Multiphysics analysis of mechanical responses in micro-reactors under varied operating conditions

Micro-reactors are a promising alternative for power production applications where traditional methods may not be feasible (e.g., space missions). Their design requires critical selection of materials, especially for moderator and fuel, to ensure long-term operation and optimal performance. This research focuses on developing computational analysis models for micro-reactors, aiming to explore their structural behavior under thermal and mechanical loadings. The micro-reactor model is based on the Zero Energy Breeder Reactor Assembly (Zebra) Kilowatt (kW) reactor design conceptualized at Los Alamos National Laboratory. This study investigates the thermal and mechanical responses of three distinct reactor models considering factors, such as boundary conditions, material properties, and thermal-mechanical loading. In this study, Beryllium Oxide (BeO), Beryllium (Be), Aluminum Oxide (Al2O3), and Magnesium Oxide (MgO) are chosen as materials for the reflector. Yttrium Hydride (YH) and Zirconium Hydride (ZH) are chosen as moderators. Uranium Nitride (UN) and Uranium Molybdenum (UMo) are chosen as reactor fuel materials. The thermal analysis predicts the deformation due to the thermal expansion within the reactor under steady operating conditions at 25 kWth, mimicking the maximum rated power of the Zebra kW design. The mechanical study simulates the system's response to forced vibration loads applied along the cooling channels, matching the natural frequency of the system. The results from both analyses show that Beryllium Oxide, Yttrium Hydride, and Uranium Nitride demonstrate the most optimal stress distribution in the system compared to other configurations investigated here. The results of this study can be developed into datasets to facilitate future machine learning studies, enabling the prediction of mechanical and thermal responses for micro-reactors.

Literacy development in early children

Literacy, which encompasses the process of reading and writing, is essential for children's cognitive, academic and social development. Introducing these skills at an early age, generally between 0 and 6 years old, is decisive because it forms the basis for future learning. Through literacy, children develop their vocabulary, reading comprehension and communication skills, which also reinforces their critical thinking and creativity. The objective of the research is to determine the importance of the early development of literacy in the first years of life, the result was that literacy is part of the academic base for the following years of early childhood, boys and girls learn to expand their imagination and also lose stage fright when performing a socio-cultural or artistic presentation, highlighting at the same time their interest in reading and writing, improving throughout life.

Evaluating the effectiveness of a blended learning system for developing technological andragogical content knowledge (tack) in community educators

Objective: The relevance of content knowledge, as well as andragogical knowledge and technological knowledge, is rapidly coming into focus as a challenge to turn into Technological Andragogical Content Knowledge (TACK). This study aimed to understand better the substantial variations in learning outcomes attributed to each of the seven sub-indicators of comprehension of technological andragogical content knowledge. Method: This study part of quantitative study. The data were gathered twice in this research, once before and once after the TACK intervention program began, to examine the impact of the TACK training paradigm. The TACK Training Model Development program was offered to 97 instructors from 28 Community Learning Activity Centers in the West Sumatra Province, Indonesia. These instructors engaged in the program on a voluntary basis. Result: The results of this study show that there was a statistically significant difference in TACK among currently practicing educators. This study suggests that a blended learning system for educational applications as an intelligence tutor may provide an alternate means of guiding educators. The findings of this research align with other research suggesting that the blended learning strategy has great potential for future TACK-based professional learning enabled by data analytics. This study's findings add to the expanding body of literature on blended learning in teacher education and teacher professional development, which seeks to enhance how adult instructors get specialized professional training to significantly impact their students' achievements. Conclusions: According to the findings, the TACK of the participants showed substantial signs of improvement. These findings contribute to the relatively small body of research that has been done on TACK, which helps adult educators further their professional development through the support of a blended learning system. This allows them to acquire the knowledge necessary to andragogically incorporate digital technology into students' educational experiences in Community Learning Activity Centers. This investigation has the potential to serve as a case study of the integration of blended learning with adult learning theory.

Envisioning future deep learning theories: some basic concepts and characteristics

Envisioning future deep learning theories: some basic concepts and characteristics

Exploring the power of KANs: Overcoming MLP limitations in complex data analysis

In the field of artificial intelligence, the requirements of models that can adeptly explore informative features of complex data sets has led to the emergence of advanced neural network architectures. Beyond the perceptron-based architectures that are currently in widespread use, a variety of innovative and cutting-edge designs have been proposed. This paper thoroughly explores the critical role of Kolmogorov-Arnold Networks (KAN) in overcoming the limitations of traditional Multilayer Perceptron (MLP) models, particularly highlighting KANs significant advantages in handling complex nonlinear and high-dimensional data. By analyzing the mathematical foundations and neural network architecture of KAN, and comparing it with MLP, the paper demonstrates KANs outstanding performance in time series analysis and image classification. The research indicates that KAN has distinct advantages in addressing high-dimensional nonlinear data. The paper also summarizes the current research progress on KAN and discusses its enormous potential in future machine learning and real-world applications, pointing out possible future research directions.

Application of Mind Mapping in Primary School English Teaching

With the continuous progress of society and the continuous development of education, English teaching in primary schools has also been reformed. In order to make primary school English teaching more in-depth, primary school English teachers need to actively innovate teaching ideas and improve the efficiency of English teaching. Therefore, this study focuses on the application of mind mapping in primary school English education, from the aspects of learning methods, letter teaching, word teaching, conversation teaching, reading teaching, discourse teaching and writing teaching, in order to improve pupils' English learning ability and lay a solid foundation for future English learning.

The Challenges and Strategies for Cleaning the Routinely Collected Data for Total Knee Replacements (TKR) and Total Hip Replacements (THR) in the Kingdom of Fife

Knee and hip replacement surgeries have revolutionised orthopaedic medicine by providing individuals with surgeries resulting in pain relief, improved mobility and a better quality of life. NHS Fife has been collecting routine data since 1998 on patient demographics, type of surgery, recovery time, follow-ups, revision, and outcomes, including complications. This work reports the challenges and strategies to clean the collected data. Data was available for 12,313 patients, totalising 14,524 THR and TKR surgeries performed in NHS Fife between 1998 and 2021. The original dataset consisted of 34 unique-structured files covering distinct periods and representing five categories: primary surgery, follow-up, infection, mortality, and revision. Data wrangling was done using the programming language R, transforming the raw data into a more functional form. The main elements of the data-cleaning procedure were combining variables representing the same information and converting void/corrupted/purposeless values into missing data, providing a standardisation for the collected information. Then, a rigorous data merging resulted in reshaping this complex collection of files into one single streamlined file for each of the five categories and type of surgery. Patients who had multiple surgeries were also cross-identifying, enabling the characterisation of the epidemiology of multiple lower limb joint replacements. The structured files can now be linked to studies across different datasets like social care, prescriptions, and primary care. It can also be used to develop future machine learning models to assess the risk of multiple primary and revision knee and hip replacements and their outcomes.

Validity and Reliability of an Evaluation Instrument for English Curriculum System in Chinese Vocational Higher Education Institutions

The English curriculum is the basic part of the curriculum system of vocational higher education institutions (VHEIs) in China, and it is the public compulsory curriculum that students of all majors must study. It not only cultivates students' ability to learn and apply English but also lays an English foundation for students' future further learning and lifelong development. The purpose of this study is to validate the evaluation instrument for English curriculum system. This is a quantitative research and the questionnaire has adapted from previous scholars. A stratified random sampling technique has been employed to select 350 English lecturers from a total of 864 English lecturers at 20 vocational HEIs in Shandong Province, China. The results showed: ⅰ) Each dimension Clonbach alpha coefficient and McDonald’s omega (Composite reliability) are more than 0.70. ⅱ) For the convergent validity, each item factor loading > 0.5, each dimension AVE >0.5. ⅲ) For the discriminant validity, the square root of the AVE of the five dimensions is greater than the corresponding correlation coefficients between the two dimensions. ⅳ) Measurement model meet the fit indices, that CMIN χ2=411.228, with degrees of freedom (df) 314, CMIN/df=1.310 (1-3), CFI=0.979 (>0.9), GFI=0.916 (>0.9), NFI=0.916 (>0.9), and RMSEA=0.031(<0.08). The results prove that this English curriculum implementation instrument has good validity and reliability. The instrument can measure the level of English curriculum systems in VHEIs in Shandong Province, China. The research findings showed there were five dimensions in the evaluation of English curriculum system. The research can be used as the basis for evaluation curriculum system for other researchers and education administrators.

Principals’ conceptions of mathematics instruction: Co-constructing sophisticated instructional vision through professional development

ABSTRACT Objectives Although a principal’s instructional vision is recognized as important for schoolwide improvement efforts, little is known about how principals conceive of mathematics instruction or how professional learning opportunities shape their instructional vision. This article explores principals’ conceptions of mathematics instruction after participating in learning experiences designed to support the development of a vision of high-quality instruction. Methods Through a design-based research approach, we created classroom-based learning experiences for six elementary school principals to develop their vision of high-quality mathematics instruction in the context of a research-practice partnership. Transcripts from the learning experiences and follow-up interviews were analysed qualitatively. Results Findings illustrate nuances in participating principals’ conceptions of mathematics instruction and how their role shaped their vision. Principals attended to the importance of the teacher in actively shaping learning experiences, but were less consistent in describing other dimensions of high-quality instruction such as mathematics tasks. Findings suggest that principals’ conceptions aligned with features of high-quality instruction to the extent they were discussed or elevated during the professional learning experience. Conclusions Our analysis highlights the importance of considering principals’ unique perspectives in professional development around high-quality mathematics instruction and has implications for future practice-embedded principal learning opportunities.

Health policies and guidelines to promote, protect and support early childhood development: A narrative review.

This comprehensive review examines the pivotal role of health policies and guidelines in promoting, protecting, and supporting early childhood development (ECD). Recognizing the multifaceted nature of ECD, the study explores key elements commonly found in policies that span health, education, social services, and community support. The focus is on creating an integrated approach that ensures the optimal well-being and growth of children during their formative years. The review highlights the significance of maternal and child health care, emphasizing contact toward prenatal and postnatal care for pregnant women and newborns. Nutritional policies center around supporting breastfeeding and ensuring access to nutritious food, laying the foundation for a healthy start in life. Early childhood education programs and parental education initiatives are crucial components, emphasizing cognitive, social, and emotional development from the earliest stages. The review underscores the importance of a holistic perspective, urging the integration of services across sectors to provide a comprehensive framework for ECD. Research-based policies, continuous monitoring, and evaluation mechanisms ensure evidence-driven decision-making and ongoing refinement of strategies. Additionally, the role of legislation and advocacy is highlighted in protecting the rights and well-being of children and advocating for ECD at various levels. In the end, this review highlights the importance of ECD guidelines and health policies as investments that not only help individual children but also enhance societal productivity and general well-being. By prioritizing the early years, policymakers can lay a strong foundation for future health, learning, and success.

EFL Teachers’ and Students’ Perceptions of Knowledge for Translating English Proverbs Into Vietnamese

EFL teachers’ and 60 students’ perceptions of the knowledge needed to translate English proverbs into Vietnamese. The study used an online survey to collect the two groups’ responses. The survey used a five-point Likert scale ranging from 1 for strongly disagree to 5 for strongly agree. The results showed that most teachers were aware of teaching their students the necessary knowledge to help them translate English proverbs into Vietnamese. Similarly, most students were mindful of the knowledge required for translating English proverbs into Vietnamese, and they perceived that translating English proverbs was a demanding task. For an open-ended question, many valuable ideas regarding translating English proverbs to Vietnamese were collected and used as references for future proverbial translation teaching and learning. Suggestions and limitations of the study were also included.

A Curriculum on Advanced Topics in Hypertension for Internal Medicine Residents.

Hypertension (HTN) affects nearly half of US adults. Our multi-institutional survey revealed that Internal Medicine residents lack proficiency in advanced HTN topics. We developed a curriculum to address knowledge gaps in these topics and aimed to assess the effects of the curriculum on residents' confidence, desire for future training, and knowledge in advanced HTN topics. HTN experts taught four advanced topics in HTN: conducting a workup for secondary HTN, managing HTN in chronic kidney disease, managing HTN in patients who are or may become pregnant, and managing hypertensive urgency (severe asymptomatic HTN) in the outpatient setting. The setting of the curriculum was an ambulatory educational half-day, during which residents rotated through small-group sessions dedicated to each HTN topic. We developed pre-, immediate post-, and 8 weeks postcurriculum surveys assessing residents' confidence and desire for future training in the four topics (4-point Likert scales), and multiple-choice quizzes to assess changes in knowledge. We used repeated-measures analysis of variance to compare means between time points for surveys and quizzes. A total of 112 Internal Medicine residents participated in the curriculum. The mean confidence scores for all four topics increased from 1.79 to 2.61 precurriculum to 2.90 to 3.45 immediately postcurriculum (all P < 0.001) and remained higher (2.53-3.18) than precurriculum at 8 weeks postcurriculum (all P < 0.02). The mean desire for future training scores decreased from 2.74 to 2.96 precurriculum to 2.06 to 2.36 immediately postcurriculum (all P < 0.001 except for managing HTN in patients who are or may become pregnant, which was P = 0.17) and remained lower (2.08-2.36) than precurriculum at 8 weeks postcurriculum (all P ≤ 0.003). The mean knowledge score increased from 48% precurriculum to 62% immediate postcurriculum (P < 0.001) and remained higher (55%) than precurriculum at 8 weeks postcurriculum (P = 0.015). A curriculum on advanced HTN topics produced durable gains in confidence and knowledge and partially satisfied the desire for future learning among Internal Medicine residents.

Extended reality for education: Mapping current trends, challenges, and applications

The advancements in 5G technology and Artificial Intelligence (AI) have accelerated the integration of immersive technologies such as Extended Reality (XR) into educational practices. There is a notable scarcity of studies focusing specifically on the applications and impact of XR in academic settings. Most existing research has concentrated on AR and VR, leaving a gap in understanding the full potential of XR. Addressing these gaps and challenges is crucial for harnessing the full potential of XR in education. This study aims to map and analyze the applications, trends, and educational challenges of XR technology. This study conducts a bibliometric analysis covering XR's application in education from 2018 to 2023, analyzing 32 articles from Scopus sources. Key findings highlight XR's annual growth in research publications, with significant contributions from the United States, China, and Canada. XR enriches education by facilitating immersive simulations, real time interaction with virtual objects, and spatial manipulation in three dimensions. It fosters presence and embodiment in virtual environments, supports practical training through realistic simulations, enhances multi-sensory engagement, promotes collaborative learning environments, and improves accessibility for diverse learners. The main challenges of XR technology include high costs, technical hurdles, regulatory issues, infrastructure limitations, and the need for digital literacy and skills. Addressing these challenges, collaborative efforts among educators, researchers, and industry stakeholders are required. Such collaboration is crucial for harnessing the full potential of XR technology to revolutionize education and prepare learners for a dynamic future.

Loose Parts Media Learning Management to Improve Linguistic Skills in Non-Formal Early Childhood Education Institutions in Wonosobo District, Wonosobo Regency

The purpose of this study was to determine the effect of learning management with loose parts media on improving the linguistic abilities of children aged 5-6 years in non-formal PAUD institutions throughout Wonosobo District. This research, conducted in a non-formal PAUD institution in Wonosobo District, used a qualitative descriptive method to explore the impact of loose parts media on the logical and linguistic intelligence of children aged 5-6 years. Data was collected through direct observation, structured interviews, and documentation, focusing on children's interactions with loose parts and teachers' responses to this learning method. The analysis involved data reduction, presentation, and conclusion drawing, with the findings expected to enhance future learning methods. This study found that children aged 5-6 years in Non-Formal PAUD, Wonosobo District, can express their desires and dislikes through speaking skills, with language development indicators including understanding commands and repeating complex sentences. The application of loose parts in learning management significantly enhances their linguistic abilities, as demonstrated by positive outcomes in one well-implemented institution. However, challenges such as limited funding and lack of training information hindered broader implementation. To address these, it is suggested that BOSP funds be allocated for materials and educator training

Transformative Learning &amp;amp; Self-Efficacy in a world shaped by AI: Empowering students through Future Skills

Generative AI faces educational institutions in particular with an immense challenge and requires them to prepare students for unknown contexts in order not to fall behind in the race against technological progress. Teaching Future Skills as such competencies that prepare students for complex, emergent situations is a key to achieving this. This paper shows a pedagogical teaching-learning concept to promote Future Skills in higher education. With various learning materials students are supported in their personal skills development and are also prepared for the demands of the future working world through evidence-based self- and external assessments and situational and self-reflective learning. In addition to the pedagogical concept, quantitative evaluation results of the workshop on which the concept is based are presented. The Workshop was trialed with 1143 students and evaluated via questionnaire. The aim of the research design was to find out the acceptance, the reaction and learning effectiveness of the Future Skills Learning design as well as the self-efficacy of the students.

FLUENT: Towards a more flexible design and planning approach

The following paper introduces the FLUENT model, a contemporary university course planning approach built on the findings from a research which used the results of a survey, interviews to university key informants and a literature review based on the PRISMA methodology. FLUENT is an acronym that stands for Flexible Universal Education Model for a New Hybrid. Faced with the complexity of teaching and uncertainty in planning, the model aims to comprehensively address course planning intricacies. Unlike traditional models, FLUENT adopts a fully online perspective, acknowledging the potential of online education. It incorporates evidence-backed elements from course design, as for example emphasizing deep understanding, accurate planning, or crucial structuring elements. The structuring elements encompass time, space, technology, students' agency, and teachers' reflectivity. Additionally, FLUENT integrates principles of reversibility, addressing unforeseen circumstances, and recognizes students in both face-to-face and online environments. The model promotes flexibility, personalization, interaction, and collaboration, aligning with the pillars of future learning. FLUENT stands out by offering reversible design, considering diverse needs of students, and being adaptable to diverse institutional infrastructures. The model emphasizes learning paths, competencies, and aligning objectives, providing a comprehensive framework for course planning.