General Education Research Articles

Application of Character Education in the Modern Islamic Boarding School Curriculum

Character education is an important aspect in students' personal development, especially in a modern pesantren environment that integrates religious and general education. This study aims to explore the application of character education in the modern pesantren curriculum and its impact on student development. The method used is a case study on several modern Islamic boarding schools in Indonesia, focusing on the strategy, implementation, and evaluation of character education programs. The results of the study show that modern Islamic boarding schools apply various approaches in educating students' character, including the integration of religious values, experiential learning, and extracurricular activities that support character development. The implementation has a positive impact on student attitudes and behaviors, such as increased discipline, responsibility, and empathy. This study concludes that the curriculum of modern Islamic boarding schools that integrate character education can make a significant contribution to the formation of students' character, and recommends a more structured and sustainable approach to improve the effectiveness of character education in Islamic boarding schools.

Girls’ education and success in Azerbaijan: comparative document analysis

ABSTRACT This study undertakes a comprehensive examination of female academic success in Azerbaijan, with a particular emphasis on general education and higher education, against the backdrop of global efforts to enhance girls’ education and empower women. Since gaining independence in 1991, Azerbaijan has exhibited a commitment to gender equality through the adoption of international laws, implementation of gender-based projects and formulation of women’s empowerment policies. By scrutinizing the latest national and international documents, including reports, this research evaluates female educational achievements and compares them with historical data, male educational attainment levels and benchmarks from comparable post-Soviet and neighbouring countries. The study reveals a notable upward trajectory in female academic success, surpassing male counterparts in various fields. Despite these achievements, gender disparities persist, positioning Azerbaijan behind similar nations. The research concludes that while female success is strongly linked to education, further efforts are required to address gender imbalances in domains such as politics and safety.

Fostering Critical Thinking Skills: Comparative Creative Projects in General Education Humanities and Social Science Classrooms

According to both post-secondary educational advocates and employers, critical thinking is a vital skill for students to learn during their university education. It is not a skill, however, that students can be introduced to once and then expected to independently apply. Instead, critical thinking skills should be integrated and practiced throughout a student’s degree program. Including project-based learning (PjBL) in general education classes can serve a dual purpose for the general education instructor: first, well-designed project-based assignments allow students to practice many of the cognitive and metacognitive skills associated with critical thinking, and, second, they enable students to connect the material in the general education classroom to their own experiences, making it a more robust learning opportunity while at the same time providing students choice. This essay reflects on the PjBL assignment “Thinking Outside the Essay” to illustrate one potential avenue for humanities and social and behavioral science faculty to facilitate practice in critical thinking, provide student choice, and connect course content to students’ lived experiences.

Testing for Screening using vocational skills: The case of upper secondary general and vocational education in Greece

Testing for Screening using vocational skills: The case of upper secondary general and vocational education in Greece

Financial literacy of Russians: The relationship with socio-demographic and psychological characteristics

The goal of the study is to reveal the relationship between the financial literacy of Russians and socio-demographic and psychological factors using data from three waves of the All-Russian Panel Survey of Consumer Finances (2018, 2020 and 2022). Fixed effects regression shows that the age of an individual is related non-linearly with financial literacy and the profile has the inverted U-shape. The association of education with financial literacy is positive: respondents with specialized secondary and higher education are more financially literate compared to people with general secondary education or lower. Income, Internet use, the presence of a spouse, paid employment, and a bank account are also positively related to financial literacy. Individuals with higher risk appetite, low ability to control their emotions, and short-term time preferences are worse literate in personal finance. Robustness tests allowed us to conclude that the influence of gender on the level of financial literacy in Russia is insignificant.

Effectively teaching students with special educational needs (SEN): A template analysis and comparison of mainstream and special education teachers in Flanders

Numerous teachers face significant challenges teaching students with SEN, possibly stemming from a lack of guidance in translating broad principles formulated in teacher effectiveness frameworks into context-specific effective teaching behaviors. This study addresses this issue by outlining teachers' translations and comparing them across teachers from two classroom settings. Semi-structured interviews were conducted with 12 mainstream and 12 special education teachers and a template analysis revealed: (1) teachers mentioning a multitude of translations, highlighting numerous general effective teaching principles and (2) key differences between the two teacher groups concerning the ‘within-class differentiation’ and the ‘activating or reviewing prior and background knowledge’ indicator.

What competencies should early childhood educators possess for the future? An expert judgement approach

IntroductionThe objective of this research was to identify and discuss the professional competencies essential for early childhood educators to effectively navigate current challenges and anticipate future ones. The study aims to contribute to the development of a competency framework tailored specifically for early childhood education.MethodsA proposed set of general teaching competencies was subjected to validation by a panel of experts, including early childhood teachers and academic professionals specializing in this field. The process involved adapting and refining these competencies to suit the early childhood education stage.ResultsExpert consultation confirmed the relevance and appropriateness of the proposed competency dimensions for early childhood educators. The experts emphasized several critical aspects, including the importance of building relationships, providing emotional support, employing nonverbal communication, and fostering family involvement. They also highlighted the significance of observation and educational documentation in the early years.DiscussionThe findings underscore the need for reflection on the specific professional competencies required for early childhood educators, which is crucial for enhancing both initial and ongoing teacher training programs. This research contributes to the ongoing dialogue about the competencies necessary for educators, emphasizing the development of teaching practices that address the unique demands of early childhood education.

An ecology of resilience: A nature-informed pilot curriculum for improving stress management in college students

Objective: Mental health of college students is a matter of concern, and counseling centers have experienced a surge in demand and strain on capacity to provide services. This study explored the efficacy of a novel, nature-informed stress management curriculum entitled The Ecology of Resilience delivered via a for-credit general education course. The goals were a more favorable perception of stress and increased sense of bouncing back from stress (resilience). Participants: One hundred fifty-seven junior- and senior-level undergraduates participated in a project spanning three semesters from January 2022 to April 2023. Methods: The Perceived Stress Scale (PSS) and Brief Resilience Scale (BRS) were employed in a pretest/post-test arrangement. Results: PSS scores decreased significantly and BRS scores increased significantly for students enrolled in the course versus a control group. Conclusions: Curricula like the Ecology of Resilience, presented within the contexts of for-credit academic courses, are viable options for addressing student mental health.

Effective technologies for the development of semantic reading skills in students of basic general education

Introduction. In the context of an increase in the amount of information that general education students receive, the use of innovative technologies for developing semantic reading skills is relevant. Possession of the skills of meaningful reading and working with information serves as the foundation for acquiring knowledge in modern society. With the growing emphasis on the digital economy and digital technologies, developing strong reading skills has become essential. The purpose of the study is to analyze the effectiveness of using quantum technologies to develop semantic reading skills and the ability to work with information for the development of reading literacy of students in basic general education. Materials and methods. 97 5th grade students of the Petrozavodsk Presidential Cadet School (Russian Federation, Republic of Karelia). Methods: pedagogical experiment, comparative analysis, diagnostics of the level of semantic reading (quantum technologies), observation, self-assessment of students, statistical processing using the t-test for related samples, Wilcoxon signed-rank test. The results of the study. It is revealed that the development of semantic reading skills through quantum technologies is effective for 5th grade students. As a result of the analysis of the effectiveness of the formative experiment, a change in the indicators characterizing the development of semantic reading skills and the positive dynamics of academic performance in the experimental groups (p < 0,001) was revealed. Conclusion. The use of quantum technologies for the development of semantic reading skills has confirmed its effectiveness at the level of basic general education, which has had a positive impact on student academic performance. The results obtained can be used by teachers of basic general education both in extracurricular activities and in various academic subjects.

THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF MONITORING THE QUALITY OF EDUCATION

The theoretical and methodological foundations of monitoring the quality of education reveal the management of the educational process, the system for implementing the monitoring of education quality in the general secondary education system, and the object of monitoring education quality. It also highlights the opportunities provided by monitoring the quality of education in managing school activities, the communication of the results of education quality monitoring to the pedagogical staff, and the effective implementation of advanced pedagogical and information-communication technologies in the educational process.

A. M. von-Wilken – the first director of the Vyatka Teachers' Institute

Introduction. Russian education at all stages of its development has always relied on the dedicated efforts of numerous educators: teachers, organizers of public schools and other educational institutions, as well as textbook authors. One of these workers of enlightenment was a prominent figure in Russian education in the first third of the twentieth century Alexander Modestovich von Wilken (1874-1934). The example of his life and practical pedagogical activity represent an enduring value over the years and a kind of example for modern teachers. Materials and methods. The author uses as research methods: analysis of historical and pedagogical, local history and memoir literature, biographical and historical methods, axiological (value) approach to the study of historical and pedagogical material. Results. The need to open a teachers' institute in the provincial town of Vyatka at the beginning of the XX century was explained by the lack of an educational institution for the training of teachers in this region. The tireless, selfless work of the first director of the Institute von Wilken contributed to the emergence of the first qualified specialists in the field of primary school education, served as an incentive for the development of general and special education in the Vyatka province. Despite the difficulties of wartime and the accompanying shortage of funds and equipment, the Vyatka Teachers' Institute, headed by von Wilken, coped with tasks assigned to it; in addition to the graduation of teachers, the Institute became the center of education in the region. The teaching staff of the Institute included the best teachers of the time. Director was forced to leave it in 1917, and his further fruitful educational and organizational work was carried out in Kazan. His activity has received recognition, which was evidenced by the assignment of the title "Hero of Labor" to him. Conclusion. The activity of von Wilken has left a bright mark in the history of Russian education. He went down in the history of Vyatka province as one of the most outstanding representatives of local education. The history of his life and work, as well as the history of the Vyatka Teachers' Institute deserves further comprehensive study

Vasyl Yakovych Danylevskyi's lecture on science, university and faculty selection (1921): annotated translation

Kharkiv National Medical University has the honor to present a series of lectures by the outstanding doctor of Kharkiv region Danylevskyi V.Ya., which for 100 years have not lost their relevance and can be a guideline for modern doctors and students of medical universities. In this abstract, we will briefly outline the advice of the author of the lecture to young doctors. Without a general scientific education, even a good practicing doctor will remain a narrow empiricist with a limited mental horizon. The student must complete the entire curriculum, because he cannot yet understand the suitability of the academic subjects in his future profession. The formalistic system of educational institutions suppresses higher educational interests, logic and scientific truth. Scientific successes bring people together and promote international communication based on knowledge and art, work and peace. True, mutual understanding covers only the cultural top of the population. Therefore, the democratization of science is necessary for the universal sharing of spiritual and material benefits. That is why they fought so hard for the development of the education of their people in European countries after the wars, and that is why the general rise of the cultural and political power of Japan began with the development of public education. Our physical and mental health depends on all conditions of human existence, starting with the mental and social state. That is why in all matters of physical, mental and social life, their organization and reform, the voice of the doctor should be highly respected. To earn such respect, the doctor must have great tact, understanding of people, and most importantly, great scientific knowledge. What should someone do who has already spent 2–3 years at medical school and then became convinced of his worthlessness? Of course, leaving medicine. Keywords: medical university, medical education, history of medicine.

INCREASING THE EFFICIENCY OF MUSIC EDUCATION THE IMPORTANCE OF INTERDISCIPLINARY COMMUNICATION

In the article, the scientific-theoretical basis and possibilities of using the connection of subjects in music culture classes of general education schools are analyzed in connection with the specific structural features of music classes, and methodical recommendations are put forward.

Alternative education in Russian megacities: a chance for a different school

Introduction. The relevance of the study is determined by the search for innovative ways to develop school education. The study of the history and current state of alternative education in the largest Russian cities plays a significant role in this search. Systematisation of private educational projects will help families to better orientate themselves in alternative education and avoid its destructive models. Materials and Methods. An analysis of scientific literature was conducted, and information from the websites of 665 private educational projects was collected and analyzed, including 322 from Moscow, 183 from Saint Petersburg, 57 from Yekaterinburg, and 51 each from Novosibirsk and Kazan. In-depth interviews with their leaders were conducted, focus groups with experts were held, and an analysis of federal state statistics was made. Research Results. The coverage of children by humanistic alternative education practices in Russia is less than 1%. However, over 10 years, there has been a noticeable growth in the number of educational projects outside the system. An analysis of Project websites showed that only 8% of them consider themselves to be alternative education. 43% of Projects have a license for primary educational activities. Most often, projects implement primary general education programs. 23% of projects claim to implement proprietary programs. A small number of projects are based on specific didactic systems, approaches and practices. The typology of Alternative Education Projects is made taking into account the role of the child in the formation and implementation of educational requests. The study identified three spaces of alternative education: projects supporting family education, projects with established didactic systems (program schools), and A-schools. There are destructive practices in alternative education. Conclusion. Alternative education in the large cities of Russia is diverse and includes both humanistic and other pedagogical practices, as well as a degree of uncertainty. The pedagogical practices of alternative education are difficult to typologize. This living organism continuously transforms, sensitively responding to the external environment.

Promoting long-lasting changes in student well-being through a pharmacy general education course: A pilot study

Objective Colleges and universities need effective strategies to help students develop medication-use behaviors that positively support their well-being. This pilot study evaluated the utility of Fink’s Taxonomy of Significant Learning (FTSL), an evidence-based instructional strategy, to create long-lasting changes in students’ well-being during a pharmacy general education course. Participants and methods Using a mixed methods survey design, we assessed 84 undergraduate students’ changes in self-reported well-being at three different time points (pre-intervention, post-intervention, and 6-month follow-up) through five variables (safe medication practices, general healthcare behaviors, healthcare self-efficacy, safe medication storage, and safe medication disposal). Results The results of multiple repeated-measures ANCOVAs, four McNemar chi-square tests, and qualitative thematic analysis showed significant positive changes in several variables over time. Conclusions This pilot study demonstrated that intentional integration of FTSL during the course design process helped students develop long-lasting general healthcare and safe medication-use behavior intentions. We discuss holistic approaches for promoting student well-being.

ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ И МОТИВЫ ИССЛЕДОВАТЕЛЬСКОЙ ДЕЯТЕЛЬНОСТИ СТУДЕНТОВ

The article raises the problem of low interest of students in scientific work. The question of the influence of motivation levels of engineering students on their interest in research activities is considered. Attention is paid to the potential of junior courses' block of natural science disciplines as the first step in a series of measures to attract students to research. An anonymous survey of three-year students of a technical university was conducted to identify their motivations for vocational training. An analysis of the results of assessment of students of different courses by levels of manifestation of motives is presented, with elements of author's scaling of empirical data. In order to obtain and analyse qualitative data, the results of the focus group method are presented. The pedagogical principles of early development of research activity are defined: systematicity, interdisciplinarity, variability. A significant time and organisational resource for conducting optional research activities was identified. They are the hours in the working programmes of general education disciplines, allocated for independent work of students. Organisational and pedagogical conditions and approaches for early involvement of students in research activities are proposed. It is noted that the proposed measures have been successfully implemented in Tver State Technical University. The obtained results do not contradict similar studies of other authors.

ПРОЕКТИРОВАНИЕ ЛИЧНОСТНЫХ РЕЗУЛЬТАТОВ В ДОПОЛНИТЕЛЬНОЙ ОБЩЕОБРАЗОВАТЕЛЬНОЙ ОБЩЕРАЗВИВАЮЩЕЙ ПРОГРАММЕ

The article is devoted to the problem of designing personal results in an additional general education general development program. The authors reveal the essence of the concept of “personal results”, justify the need for the formation of personal results of students, and focus on data from an empirical study of the content of programs in terms of designing personal results. It is noted that the design of personal results should be carried out taking into account the focus of the program and the age characteristics of students based on the proposed algorithm. The need for diagnosing personal results is emphasized, in which formative assessment plays an important role. It is concluded that designing personal results is the most important condition for realizing the educational potential of the program and achieving its goals and objectives.

LIRIS (Literasi dan Riset) sebagai Inovasi pada Problematika Gerakan Literasi Sekolah dalam Pembelajaran Sejarah di SMAN 1 Sumenep

Literacy activities in education hold a crucial position, particularly reading within history education. Addressing literacy challenges encountered in the history learning process at State Senior High School (SMAN) 1 Sumenep, there arises a necessity for innovation in implementing school literacy movements. LIRIS stands as an innovative initiative formed by the School Literacy Team (Tim Literasi Sekolah/TLS) at SMAN 1 Sumenep, aimed at addressing literacy challenges by amalgamating literacy processes with research. This research aims to find out the implementation and problems of history learning in the GLS program and find out how LIRIS can be an innovation in literacy activities. Employing a qualitative descriptive approach, data is collected through interviews, observations, and documentation, then analyzed through data reduction, presentation, and verification. Findings reveal: (1) GLS implementation in history education generally follows existing guidelines, observable in familiarization, development, and learning stages, yet specifics vary based on classroom conditions and teacher innovation, (2) literacy activity issues in history education arise across student, teacher, and school support aspects, and (3) LIRIS emerges as an innovative literacy activity addressing both general and specific history education challenges, albeit still necessitating evaluation and refinement.

An analysis of high school students perceptions of school culture under the new general education program with emphasis on academic achievement, extracurricular participation, and career guidance: A case in Ho Chi Minh City, Vietnam

This study examines the viewpoints of public high school students in Ho Chi Minh City regarding the culture of their school under the implementation of the new General Education Program (the 2018 General Education Program) with a specific focus on several aspects of their educational surroundings. The participants consist of students from diverse backgrounds, including different schools and exhibiting varying degrees of academic and extracurricular engagement. The study revealed that 59.8% of pupils obtained remarkable academic outcomes, whereas 33.5% received exemplary achievements. Just 6.5% were considered to be qualified, while a slight 0.1% were considered to be unqualified. The training results revealed that 75.7% of pupils were categorized as distinguished, 20.4% as good, and 3.9% as qualified. With regards to extracurricular involvement, 13.7% of students assumed the role of class officials, 20.5% were club members, 8.3% held the post of youth union secretary, and 8.1% held numerous roles. Nevertheless, 49.4% of individuals were not involved in any official roles. The evaluation of students' learning culture indicated favourable perceptions, namely in regard to the esteem of educators and classmates, as well as the mindset towards independent study and continuous learning. Several aspects, such as the process of selecting a suitable profession and making decisions regarding elective topics, received a lower score of 2.23, suggesting that there is a need for enhancing career advising. The results emphasize both the positive and negative aspects of the school culture in public high schools in Ho Chi Minh City, Vietnam. They stress the importance of constantly improving educational strategies, career guidance, and the fair allocation of resources in order to enhance the learning environment and promote student development, specifically in the 2018 General Education Program.

Using BioRender for Active Learning: Exploring Learning-Style Preference and Visual-Spatial Ability in Undergraduate Students.

Visual-spatial reasoning has been considered a predictor of performance success in STEM courses, including engineering, chemistry, biology, and mathematics. Little is known, however, about whether visual-spatial ability predicts success for non-STEM students in general education neuroscience courses. In the following study, we investigate how scores on tests of visual-spatial object rotation relate to student performance on illustrative and content exams in a large non-major undergraduate neuropharmacology course. To help students understand content visually, the course provided students with homework assignments that allowed them to create illustrations of lecture content using the online scientific illustration software, BioRender. Findings suggest that percent completion of BioRender assignments was a greater predictor of student performance than tests of innate visual-spatial ability. In addition, we show that visual learning style preference was not correlated with visual-spatial ability, as measured by the Purdue Spatial Visualization Test-Visualization of Rotations. Neither did learning style preference predict student success. The following paper suggests practice illustrating neuroscience concepts, or perhaps content practice in general, had a greater impact on student learning independent of learning style preference or innate visual-spatial ability.