General Education Research Articles

General Education Skills in Practice: An Interdisciplinary Pop-Up Learning Community on Climate Change

General Education Skills in Practice: An Interdisciplinary Pop-Up Learning Community on Climate Change

Diskurser om att lära sig läsa och skriva som vuxen

This article investigates discourses about basic literacy learning for adult second language learners in the program Swedish for Immigrants (SFI), study path one, which is for students with little or no prior schooling. The study has its theoretical basis in nexus analysis, which here means that literacy education is studied as a social act through these three discourses: discourses in place, historical bodies, and interaction order. These are investigated through the analysis and study of current policy documents, teacher interviews, and classroom observations. Current documents emphasize that the design of teaching programs should be functional. This corresponds with teachers’ views about how literacy education forms part of general education in Swedish and how it has clear ties with what students perceive they need on an everyday basis. At the same time, the shortcomings pointed out in audits and reports that look at procedures to adapt teaching to individual needs correspond with the findings of the observation and interview data in the present study. There is a clear need for improvement both in this area and in the teaching of the alphabet, which does not have a prominent place in current policy documents and which appears to be taught separately. Currently, knowledge about the early literacy development of adult second language learners is not a formal requirement in teacher education, and only one of the 24 teachers in this study claims to have such knowledge. Usually, the acquisition of knowledge about early literacy development is included in the training of primary school student teachers and is foremostly in the teaching of first language learners. This study, however, shows the need for increased knowledge about initial literacy development for adults as part of the professional development of SFI teachers.

CLINICAL PATTERNS AND OUTCOMES IN CIRRHOTIC YEMENI PATIENTS WITH ACUTE-ON-CHRONIC LIVER FAILURE

Acute-on-chronic liver failure (ACLF) is a clinical condition of abrupt hepatic decompensation in chronic liver disease patients that is associated with extra-hepatic organ failures and a higher mortality rate. This study aimed to identify the clinical patterns and outcomes in cirrhotic Yemeni patients with ACLF. This prospective cohort study was carried out on 160 cirrhotic patients admitted between May 2023 and May 2024 to the Internal Medicine Department in Al-Sadaqah General Teaching Hospital in Aden governorate, Yemen. Based on the European Association for Study of Liver's Chronic Liver Failure Consortium EASL-CLIF criteria, patients were divided into Group A: 54 patients with ACLF. Group B: 106 patients without ACLF. The prevalence of ACLF is 33.8%. The mean age was 41.54± 8.11 years in ACLF and 39.22± 8.14 years in non-ACLF patients. The proportion of males in ACLF was 51.9% vs. 57.5% in non-ACLF patients. The most common causes of cirrhosis were cryptogenic (58.8%) and autoimmune hepatitis (25.6%). A significant correlation was found between prior hospitalization, decompensation, and the increased risk of developing ACLF. The most common complications were jaundice, hepatic encephalopathy, renal failure, signs of bacterial infection, ascites, and gastrointestinal bleeding, respectively. The main precipitating events for ACLF were bacterial infection, especially SBP (48.1%), GIT bleeding (24.1%), and no identified precipitating events (24.1%). The most common organ failures were renal (70.4%), liver (42.6%), and cerebral (31.5%). ACLF patients showed higher levels of WBCs, bilirubin, and serum creatinine. Mortality rates were significantly higher in ACLF patients compared to non-ACLF at both 28 days (33.3% vs. 5.7%) and 90 days (685% vs. 23.6%). This study demonstrated that ACLF patients have worse prognoses, higher mortality rates, increased ICU admission, lower survival, and higher rates of organ failure than non-ACLF patients.

Bridging the Gap: Addressing Educator and Caregiver Challenges in Transitioning Students with ASD to Higher Education and TVET - A Scoping Review

Students with Autism Spectrum Disorder (ASD) often struggle with communication and social skills, necessitating significant support from family, caregivers, and educators. In Malaysia, while Special Education Needs (SEN) students are typically integrated into general education during their school years, their presence in tertiary education or TVET remains underrepresented. This scoping review aims to identify and understand the challenges general educators and caregivers face in facilitating the transition of ASD students from higher education to tertiary education and TVET. A comprehensive analysis of literature from Scopus, ProQuest, and Science Direct databases, focusing on studies published between 2013 and 2023, was conducted. The findings reveal mixed experiences, highlighting significant difficulties and areas for improvement. General educators and caregivers report numerous challenges, including inadequate training, insufficient resources, and a lack of tailored support systems, which collectively hinder the smooth transition of ASD students into higher educational settings. It suggests that targeted interventions and increased collaboration between educators and caregivers can lead to more positive outcomes. This study provides original insights into the specific needs and barriers faced by ASD students in Malaysia, offering valuable implications for policymakers, educators, and caregivers to create more inclusive and effective educational transitions. Future research on transitioning students with ASD to higher education and TVET should focus on longitudinal studies to track long-term outcomes, the development and evaluation of targeted intervention programs, and the role of assistive technologies in the transition process.

Effect of Multiple Representations to Promote Early Algebraic Thinking in Students with Autism

ABSTRACT Given the growing emphasis on algebraic concepts in primary education curricula and the importance to investigate how students with Autism Spectrum Disorder (ASD) approach mathematical learning, the purpose of this study is to evaluate the effectiveness of an instruction based on multiple representations in promoting early algebraic thinking in students with ASD. Three students with ASD, aged 7, 7, and 9 years, enrolled in the same general education school in Spain participated in the study. The research followed a single-subject, multiple probe across participants design. The results of the study showed that the participants improved their performance on generalization tasks in functional contexts when using multiple representations. These improvements were maintained over time and transferred to everyday situations involving regularities. Social validity data collected from students’ families and teachers indicated that both groups had positive perceptions of students’ attitudes and motivation after the study. The implications of the results for promoting early algebraic thinking in students with ASD are discussed.

MODELING OF THE EDUCATIONAL ENVIRONMENT IN THE TEACHER’S PROFESSIONAL AND PEDAGOGICAL ACTIVITY

The study substantiates the theoretical and methodological aspects of modeling the educational environment in the professional and pedagogical activity of a general secondary education teacher on the methodological basis of the humanistic-competence paradigm of general secondary education and the concept of the New Ukrainian School. The article’s purpose is to clarify the role and significance of the modeling method as a means of efficient professional and pedagogical activity of teachers in the educational environment of general secondary schools. The principles of individualization of educational services, conscious perspective, flexibility of educational influences, democratization, and dynamism of the educational process are emphasized in the process of applying the modeling method by the teacher. The objects of modeling in the teacher’s activity are model programs in teaching subjects, a system of aspect and subject lessons, a set of club activities, individual qualities and properties of students’ personalities, etc. The author proposes the stages of creating a pedagogical model and the algorithm of modeling in the teacher’s activity (setting a goal, selecting an object, formulating a subject, clarifying the normative support, choosing a theory that explains the content of the subject of modeling; substantiating the basic assumptions of simplifying a real object; constructing a model using theoretical foundations; model examination; studying the model using a pedagogical experiment; finalizing, adjusting and finalizing the model). It is concluded that the awareness of the principles of building a model of the educational environment of general secondary school, as well as the use of this knowledge as a theoretical basis for the general scheme of forming the content of the educational process will contribute to the successful implementation of efficient professional and pedagogical activities of teachers in an institution aimed at building a health-developing educational space.

PREPARATION OF TECHNOLOGY TEACHERS FOR IMPLEMENTATION OF COMPETENT LEARNING IN THE EDUCATIONAL PROCESS OF THE NEW UKRAINIAN SCHOOL

The article discloses theoretical and methodological approaches in the preparation of technology teachers for the implementation of competence training as a leading approach in the organization of the educational process of the New Ukrainian School. A characterization of the methodical training of a technology teacher through the lens of the main concepts of the New Ukrainian School was carried out.The article defines the main directions (according to the main provisions of the National Academy of Sciences) in which it is necessary to change the methodological training of technology teachers for their professional activities in institutions of general secondary education. To do this, the essence of competency-based learning and the relevant professional skills and abilities that a future teacher of technology should master in order to implement this approach in the New Ukrainian School are revealed.The characterization of the methodical activity of a technology teacher in terms of the concepts of the New Ukrainian School conducted in the article allows to simulate the process of training such a teacher for the introduction of competence training in the educational process of a modern school. The presented model consists of three main levels, which are interconnected and are the basis for methodical training of a technology teacher for professional activities in a modern school.The basis of the proposed model are the concepts of the New Ukrainian School, which are described above, and which allow considering three conditional levels of technology teacher training.

RESEARCH APPROACH IN METHODOLOGICAL FUTURE SCIENCE TEACHER TRAINING

The article is devoted to a research approach implementation in the methodological training of future science teachers. The author emphasizes the need to develop research competence in higher education students majoring in the subject specialty 014.15 Secondary Education (Natural Sciences) and obtaining a professional qualification of a teacher of natural sciences, physics, chemistry, and biology to work in the New Ukrainian School. The article’s purpose is to reveal the essence of the research competence of future science teachers and the peculiarities of implementing the research approach in their methodological training. It has been established that the research approach involves the organization of the educational process in which learning takes place through research activities. The research competence of future science teachers is interpreted as an integrative quality of a personality that combines motivation for research, methodological knowledge and knowledge of research technologies, research skills, the ability to carry out research activities, organize them with students in teaching science subjects, and evaluate their effectiveness. It is determined that this research competence combines motivational, cognitive, activity-operational, and reflective components. The importance of methodological disciplines in the formation of research competence of future teachers of natural sciences, physics, chemistry, and biology is emphasized. It has been found that the research approach in the methodological training of future teachers requires the use of specific teaching methods and technologies (project, contextual, case technology, research laboratory work). It contributes to the research competence of higher education students development, in particular, their ability to organize students’ research activities in science classes in general secondary education institutions.

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

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

Methodology for Improving the Educational Process Based on Computer Simulation Models in Secondary Schools (In the Example of 11th Class Computer Science and Information Technology Science)

This article presents the scientific research conducted on the use of computer simulation models in the effective organization of the educational process in general education schools. Also, the stages of creating computer simulation models, recommendations on their use in teaching activities are given. Scientific publications of foreign scientists and CIS countries were analyzed

П РОГНОЗИРОВАНИЕ И СТРАТЕГИРОВАНИЕ РЕГИОНАЛЬНОЙ СИСТЕМЫ ОБЩЕГО ОБРАЗОВАНИЯ

In this research project of Sevastopol State University (Sevastopol, Russian Federation), an urgent scientific task has been implemented to analyze and predict the effectiveness, as well as strategize the regional system of general education. At the first stage of the study, the criteria and indicators of the effectiveness of the educational organization and the regional education system as a whole were determined. At the second stage, a non-random sample of twelve secondary schools of the city with declining educational performance was formed and analyzed, which amounted to about twenty percent of their total number, as a result of which “problem points” were identified and a forecast of the effectiveness of these educational organizations was built. At the same time, the tools of economic and mathematical modeling were used: correlation and regression analysis, time series analysis, the principal components method and cluster analysis. At the third stage, individual and general strategies have been developed for the sample schools that optimally correspond to the identified “problem points”, in addition, planning for the implementation of the proposed strategies for each of the considered educational organizations has been carried out.

Theoretical Review of The Nature and the Possibilities of Inclusive Catholic Education in Lithuania

Aim. The aim of this theoretical review is to identify the possibilities of inclusive education in a Catholic school. The review seeks to describe the ways in which such schools have already chosen to engage or not engage in compulsory inclusive education in Lithuania. It also seeks to highlight the Catholic Church's teaching on inclusion of vulnerable groups. Methods. Analysis and synthesis of scientific literature. Analysis and synthesis of Catholic Church documents. Results. The analysis and synthesis of the scientific literature revealed that Catholic educational institutions in Lithuania implement one of the following three ways of contact with inclusion: a) full inclusion, b) gradual involvement in the state strategy of inclusion, c) segregation of pupils at the time of admission to the school. The analysis and synthesis of Catholic Church documents has shown that the Church's teaching on the inclusion of vulnerable groups unequivocally invites, encourages and even insists that schools become open to all children and their needs. Conclusions. The very nature of the Church community is inherently inclusive and has no room for discrimination; on the contrary, its weakest members should be the most lovingly protected. The development of Catholic education is bound up not only with the creators of specific educational paradigms, but also with the changes in general education in a particular context. Although concrete practices are gradually changing and showing good trends towards inclusiveness, some schools retain a strong elitist character and tend to offer aid as a form of charitable action outside the formal schooling.

Appreciation, Analysis and Creation in the Teaching-learning of the Plastic Arts

Aim. The Didactics of the Plastic Education is necessarily nourished by the general didactics and the arts, as well as by their particular methodologies, in aspects related to the teaching-learning of the textual analysis, and specifically, the study of the visual code (iconic and visual signs, tropes or rhetorical figures, etc.), which dialogues with theory, semiotics, cultural anthropology, among other sciences. Methods. In academic research, methods such as the analysis of the results of pedagogical activity, ethnographic or experiential and inductive-deductive methods were used. Results. The Didactics of a Plastic Education requires an urgent review that includes, from its most general principles and laws, to the aspects related to the selection and sequencing of content, the role of the student's plastic education in achieving a social model, the distinctions between artistic education, aesthetic education and teaching of the plastic arts in all the integrality and complexity of their discourses, the teaching-learning process, its essence and contradictions, the categorical system of the teaching-learning process, among other fundamental aspects. The present study contributes to this rethinking of the theoretical and methodological postulates of the Didactics of Plastic Education, as it proposes as an objective: to argue the didactic principle of the unity between appreciation, analysis and textual creation in the teaching-learning process of the visual image analysis. Conclusion. This argument constitutes a theoretical contribution to the science, and clarifies, while unifying, criteria and procedures in the pedagogical practice of artists, teachers, instructors and masters of the plastic arts.

Synergetic approach to formation of the quality assurance system of education in a general secondary education institution

Synergetic approach to formation of the quality assurance system of education in a general secondary education institution

The effect of educational aspirations on labor market outcomes in secondary vocational education in Africa

The study explores the relationship between educational aspirations and labour market outcomes among African secondary vocational education students. It reveals that students with vocational education are more aware of labour market demands and desire to acquire skills that align with industry needs. However, disparities in access to quality vocational training and societal perceptions of vocational education significantly impact students' aspirations. A comprehensive systematic literature review was explored to examine the impact of educational aspirations on labour market outcomes in secondary vocational education in Africa, focusing on countries like Nigeria and Ghana. The review focuses on studies published between 2010 and 2024, reflecting current trends and challenges vocational education graduates face. The study identifies key labour market outcomes linked to vocational education, including employment rates, job stability, and income levels. Graduates of vocational programs secure employment more rapidly than general education students but face challenges in advancing their careers due to limited opportunities for further training and professional development. The research calls for policy interventions to enhance the quality and perception of vocational education in Africa, ensuring that they meet immediate labour market needs and empower young people to achieve their long-term career aspirations. This research can potentially inform vocational education policy in Africa by developing targeted strategies to enhance the effectiveness of vocational training programs. Adapting policies that align vocational education with labour market demands can create a more responsive educational system that addresses the needs of both students and employers.

Forecasting staffing needs in general education: HR-practices and staffing planning model for metropolitan schools

Introduction. The development of human capital is crucial for preparing an effective response of the Russian society to the great challenges related to ensuring sustainable economic growth, development and implementation of new promising technologies, increasing labour productivity, and improving the quality of life of citizens. The key role here is played by the state of the education sector, on which the population's mastering of competences, knowledge and skills demanded by the economy and the labour market directly depends. Ensuring the training of highly qualified specialists considering the changing staffing needs of society and trends in the development of the digital economy refers to the urgent problem of management and forecasting of staffing in the Russian education system. Materials and Methods. The methodological basis of the study was formed by reports of international organizations, national agencies in the field of education, reports of working groups, as well as domestic and foreign studies in the field of forecasting the staffing status; official web pages of federal and regional executive authorities that carry out management and control in the field of education; websites of educational organizations of general and higher education; information from open data sources. Qualitative analysis of data using general scientific methods of cognition was carried out on the obtained set of data. Results. The analysed solutions have limitations that make it difficult to directly transfer them to the staff forecasting model for Moscow schools. They do not consider the peculiarities of Moscow education, for example, the directions of the Moscow education development strategy, specifics of the nomenclature of positions and certification of managerial staff, city projects of pre-professional education, optimization of administrative staff, etc. When creating a staff forecasting service for Moscow schools, it is necessary to consider the advantages of platform solutions that provide an integrated interdisciplinary approach using large amounts of data. At the same time, the forecast should consider the peculiarities of the Moscow education system that can affect the staff composition of schools. Discussion and Conclusions. Based on the analysis, a model solution for forecasting the staffing status of educational organizations in the metropolitan education system has been developed, including methodological approaches to evaluation; directions for assessing the dynamics of changes in the staffing status of schools; the structure of the staffing composition of Moscow schools; the structure of primary data; and a set of indicators.

Teachers’ professional ideas on the characteristics of evaluation of educational results of students with limited health abilities on lessons of physics and mathematics

Introduction. The article is dedicated to the problem of evaluating educational achievements of students with limited health abilities in the classes of physics and mathematics. The results of the research aimed at the study of professional views of the teachers on the issues of conducting interim certification of students at the level of basic general education are presented in this work. The actuality of the study is determined by the need to improve the quality of general education of students with OHS, which is directly related to the assessment of their educational results. Materials and Methods. The study was conducted among physics and mathematics teachers using an online questionnaire, consisting of problems, the answers to which characterize the professional positions of teachers in terms of defining goals, developing assessment tools, using a differentiated approach and creating special conditions when conducting midterm assessment and assessing the educational results of students with special educational needs. Results. The results of the study showed a fairly wide variability of the views of the teachers on the subject studied. The majority of respondents point to the need to modify and differentiate the ratings by the degree of complexity, allowing to provide different types of assistance to students, and consider it necessary to create special conditions. At the same time, in practice, part of the teachers address the problem quite formally, and in some cases the special educational needs of the students are ignored. Discussion and Conclusions. According to the results of the study, the author, on the one hand, notes the insufficient scientific development of the problem, on the other hand, he identifies some professional deficits of physics and mathematics teachers in terms of competencies related to the assessment of educational results. These deficits, according to the author, can be overcome by developing and including in the content of the main and additional professional educational programs sections related to the study of the special educational needs of different categories of students with disabilities, which determine the features of assessing their educational achievements, including the features of adapting assessment tools and assessment procedures, creating special conditions.

Bittersweet Experiences for Brazilian Newcomers: Positive Interactions, Microaggressions, and Isolation in General and Dual Language Bilingual Education

ABSTRACT With the rise of the number of immigrant children in schools across the U.S. educational research has directed its attention to understanding these newcomers’ social experiences at school. Grounded in critical sociocultural theory, this interpretive phenomenological study shares the social experiences of four Brazilian newcomers in elementary school. Participants were adolescents who were reclassified English learners, had immigrated to the U.S. as children, and attended general education and/or world language dual language bilingual education (DLBE) programs. As adolescents, participants were able to look back on their experiences as designated-English learners and newcomers in elementary school with greater perspective. Analysis of interview data reveal three main themes: (a) positive interactions with other Brazilian students; (b) microaggressions from non-Brazilian students; and (c) isolation due to participants’ language barriers and English hegemony. Findings highlight the importance of Portuguese-English DLBE programs as a place for Brazilian newcomers to support one another, even if the program was considered a world language immersion program due to the low number of Portuguese speakers. Additionally, findings reveal the prevalence of microaggressions and isolation across general and DLBE settings, underscoring the need for schools and teacher preparation programs to equip teachers with tools to support newcomers.

Examining the Success Rates in Licensure Examination for Teachers: A Quantitative Focus on Bachelor of Elementary Education (BEED) Graduates

This study examines the success rates of Bachelor of Elementary Education (BEEd) graduates from Sultan Kudarat State University (SKSU) – Kalamansig Campus in the Licensure Examination for Teachers (LET). This study utilized the descriptive-comparative research design that compares two variables to describe the differences. The study's respondents were the Bachelor of Elementary Education (BEEd) graduates of Sultan Kudarat State University – Kalamansig Campus who took the Licensure Examination for Teachers (LET) for elementary level from 2018 – 2023. The respondents were selected using the purposive sampling method, with 185 respondents. The data were analyzed using the t-test for paired samples, and the Statistical Package for Social Science (SPSS) was used to analyze the t-test. The study compares the overall passing percentage with national averages and analyzes the General Education and Professional Education scores. The findings indicate fluctuating performance, with BEED graduates performing better in General Education than in Professional Education. Despite a higher mean passing percentage than the national average, the study highlights the need for continuous improvement in curriculum and teaching strategies to enhance LET outcomes. The impact of the COVID-19 pandemic on exam preparation and administration is also discussed. Recommendations are provided for educational stakeholders to adopt innovative teaching methods and improve faculty development to increase licensure examination success rates

Examining the Effectiveness of Teaching Vietnamese Language among Ethnic Minority Primary Students in Son La Province

The Vietnamese language is the common language of different ethnic groups and also it is the official language used in the education sector. The development of the language skills of ethnic minority children is a fundamental issue in the development of education in ethnic regions. The main research question is; how effective are the current strategies in teaching the Vietnamese language to the ethnic minority primary students in Son La province? The methods used are collecting secondary documents, analyzing, and evaluating the situation. Data from the 2020-2021 and 2021-2022 school years show that ethnic minority students in primary schools in Son La province still face certain limitations in language proficiency when learning Vietnamese. The level of Vietnamese usage among ethnic minority students outside the classroom is 45%, and at home is only 5%. Based on the current situation, this article aims to propose some solutions to help ethnic minority primary school students in Son La province overcome language barriers, especially in light of the new requirements of the 2025 General Education Program, and to provide educators and teachers with guidance on building and selecting content as well as teaching methods that are more suitable for learners. Keywords: Ethnic Minorities, Primary Students, Language Barrier, General Education Program, Vietnamese Language, Son La Province.