Healthy Learning Environment Research Articles

Learning Outcomes and Social Emotional Competences: A Cross-Feeding Relationship to Promote Meaningful Learning Experiences

Since the beginning of the employment of Learning Outcomes (LO), the educational field has been marked by significant changes. This approach, by being deliberately learner-oriented, influenced several knowledge fields to promote relevant shifts in different levels of educational programs offered by prominent institutions. Parallelly, the last decades have been characterized by an increasing concern with the development of Social Emotional Competences (SEC) in educational contexts. In this complex scenario, the main aim of this article is to reflect on the relevance of teachers’ social emotional competences in the construction of a healthy learning environment that equally embraces students with different social and cultural backgrounds. Thereby, the current work presents two specific aims: 1) to review the literature that discusses the connections between education and social emotional learning; and 2) to discuss the relevance of cultural identities and SEC for LO in an increasingly intercultural world. To achieve these objectives, the Qualitative Document Analysis’ methodology was employed to identify, examine and select the scientific sources to support the knowledge development which background the proposed discussions. Considering the intrinsic link between cultural identity and learning outcomes, this article defends the development of educators’ social emotional competences as a pathway to provide not only the best educational experiences for students with different cultural backgrounds but also to contribute to the construction of equitable societies by fostering the development of students’ intercultural competences.

THE PREVALENCE OF ACADEMIC DISHONESTY AMONG UNIVERSITY STUDENTS: AN ACTION RESEARCH STUDY IN THE FIELD OF EDUCATION

Academic dishonesty poses a significant challenge in educational institutions, compromising the integrity of learning environments. This study endeavors to identify the root causes contributing to the prevalence of academic dishonesty among university students and proposes actionable strategies to address this issue. To get an in-depth insight into the issue, a questionnaire was developed and validated through expert opinions. Suggestions from experts were incorporated and shared again with experts to get final approval for the utilization of the questionnaire. Employing an action research methodology with a descriptive focus, the researcher conducted surveys using this validated questionnaire. 150 university students were purposively selected for data collection. Focus group discussions with 9 students and interviews with 4 teachers were utilized to obtain a comprehensive understanding from both perspectives. The findings are based on the high value of the mean. After the identification of the results, Researcher emphasized the urgent need for concerted efforts to create a sustainable, transparent, and healthy learning environment within the university. Addressing the root causes of academic dishonesty requires collaborative initiatives to promote academic integrity, foster ethical behavior, and implement preventive measures. By implementing the proposed action plan and strategies derived from this study, universities can effectively combat academic dishonesty and uphold the integrity of their academic programs. In conclusion, this study offers valuable insights into the prevalence and root causes of academic dishonesty among university students.

Effect 10-Weeks Extracurricular Sports Training Program in Physical Education Courses for Male Students of University of Medicine and Pharmacy

Backgrounds: Extracurricular sports in schools is an activity with a very important position and great meaning to help students improve the quality of the subject of physical education, meet training needs of students. Purposes: The purpose of this study is to evaluate the impactiveness of the extracurricular sports training program (ESTP) on the physical development of male students at University of Medicine and Pharmacy after in 10 weeks of experiment. Methods: A total of 60 healthy male students were randomly selected and divided into 2 groups: an experimental group of 30 students and a control group of 30 students. In the study, used 5 criteria to evaluate the physical development, such as 30-s sit-up test, 30-m sprint test, 4 × 10-m shuttle run test, standing long jump test, and 5-min running field test. Results: After 10 weeks of applying for the ESTP, the experimental group had a higher rate of physical growth than the control group in all 5 tests. Accordingly, 30-s sit-up test increased the highest by 27.72%, 30-m sprint test increased by 17.52%, standing long jump test increased by 16.26%, 5-min running test increased by 16.69%, 4 × 10-m shuttle run test increased by 6.53%. Conclusions: The ESTP has many improvements and benefits than the current program. It creates a diverse and healthy learning and physical training environment and meets the learning needs of students at the University of Medicine and Pharmacy. We recommend actively using this program in the coming time to improve the quality of physical education.

Grassroots Approach to Forming a Diversity, Equity, and Inclusion Committee in an Academic Radiology Department

Radiology is among the medical specialties that have made the fewest gains in closing the gap in underrepresented minorities and women. Diversity, equity, and inclusion (DEI) initiatives are important for promoting healthy learning environments for trainees, health equity for patients, and equitable career development opportunities for employees, all of which contribute to innovation in today's competitive health care environment. DEI committees can self-organize or form from institutional directives. These committees can implement impactful projects in multiple domains in education, recruitment and retention, department culture, and health equity research. This article describes the formation of a grassroots DEI committee, key initiatives and strategies, and structures for accountability. ©RSNA, 2023 Quiz questions for this article are available in the supplemental material.

Depressive symptomatology in medical students in Chiapas, Mexico

Depression is a common mental disorder that can significantly affect medical education students. Intense academic load, high expectations and stress associated with medical training can contribute to the development of depression, which has an impact on the emotional and mental well-being of students, fundamental for their academic success and future medical practice. Objective: To determine the prevalence of depressive symptoms in medical students of Campus II of the Autonomous University of Chiapas. Method: The type of study was descriptive, cross-sectional and prospective, the sample of 231 students in the period January - June 2020. After informed consent, the Beck Depression Inventory was applied for depressive diagnosis. It was classified according to symptomatology as mild, moderate and severe. Results: It was determined that 8.23% in the fourth semester presented moderate symptomatology and 5.19% in the eighth semester had severe symptomatology. In the fourth semester 8.23% and 9.09% of the eighth semester have had suicidal thoughts. Also 67.96% of both semesters referred lack of concentration, which affects students' academic performance. Conclusions: With the results obtained it is evident that almost one third of the population studied presents some depressive symptom and one fifth, suicidal ideation, so it is necessary to address depression, to promote a healthy learning environment and support the general welfare of students.

Enhanced Learning Continuity Framework Using Online Teaching as Alternative Delivery Modality

This study explores the integration of technology platforms in online modular learning and proposes an enhanced learning continuity framework using online teaching as an alternative delivery modality. The study captures participants’ experiences related to online modular education through surveys by employing a qualitative approach. The findings demonstrate that integrating technological platforms enhances learning continuity. Online teaching offers flexible and accessible learning experiences, fostering effective teaching and learning. The study emphasizes the significance of comprehensive technical infrastructure, blended learning approaches, pedagogical and learner support services, continuous assessment, and a healthy learning environment in crafting the framework. The framework emphasizes robust technological infrastructure, training programs, blended learning approaches, pedagogical support, diverse assessment strategies, and a healthy learning environment by addressing challenges like the digital divide, technical difficulties, and lack of face-to-face interaction, flexibility, adaptability, and continuous evaluation are emphasized to address specific institutional and learner needs. Implementing the framework requires collaboration among educational institutions, policymakers, and communities to create inclusive online learning environments. Efforts should be made to ensure equitable access to reliable internet connections, support disadvantaged learners, and foster creativity through interactive activities. Monitoring and evaluation play a vital role in tracking progress and making informed decisions for improvement. This study provides a foundation for institutions to develop an enhanced learning continuity framework using online teaching. By optimizing the benefits of online modular learning while addressing challenges, the framework promotes effective teaching and learning in the online education landscape.

Preschool teachers display a flexible pattern of pedagogical actions in promoting healthy habits in children.

The school represents the optimal setting for promoting the physical, emotional, and social health of children, especially during the first years of life. Understanding the pedagogical actions of teachers to address health education is an important first step in promoting healthy behaviors in children. We inhere analyzed the pedagogical action patterns in the preschool teaching of healthy habits from a holistic health perspective. We used photography as a strategy for data collection and applied a Chi-square automatic interaction detection (CHAID) classification tree, a data mining procedure, to generate a pattern model. We found that the school space and the learning playfulness strategies for the development of executive functions, classified according to the exercise, symbolic, assembly, rules (ESAR) model, were the main factors that influence the pedagogical actions fostering healthy habits. By contrast, the school and the pedagogical resources of the classroom are factors with a much smaller impact on working with healthy habits. This pedagogical action pattern is flexible, since teachers conduct a multiplicity of pedagogical actions through different strategies, in different school spaces, at any time. In conclusion, our results unmask the interdependent relationships between the different factors that determine the teacher's actions at the preschool. It also contributes to the understanding of the teacher's practices in fostering healthy habits in a healthy learning environment.

Teaching and Learning Safely: Pupils and Teachers’ Perspectives on Classroom Safety Management in Selected Schools of Southern Province of Zambia

The management of safety in schools is essential for creating safe and healthy learning environments for pupils and staff. Using descriptive research design, which involved qualitative data collection and analysis, this study explored pupils and teachers’ perspectives on classroom safety management in selected schools of Southern province of Zambia. The study used homogenous purposive sampling to select schools and participants for the study. A total of 4 schools were sampled. 8 teachers were sampled purposefully. More so, 16 pupils were sampled purposefully. The selection criteria included schools with a diverse range of pupil populations and teachers with varying levels of experience. Data was collected using in-depth interviews (teachers) and Focus Group Discussion (FGD) for pupils. Classroom observations were used to collect data on classroom behavior and interactions between pupils and teachers. A checklist was used to take note of missing items in classrooms. Document analysis was used to review school policies and procedures related to classroom safety management and to identify areas where improvements may be needed. The qualitative data collected from the in-depth interviews and FGD were analyzed using thematic analysis to identify patterns and themes in the data. From research evidence, the benefits of classroom safety management include improved academic performance, reduced absenteeism, and better mental and physical health outcomes for learners. However, managing safety classrooms in schools presented numerous challenges, such as risk assessment, emergency preparedness, and ongoing training and education for pupils, teachers and other stakeholders. To overcome the challenges and realize the benefits of safety management in classrooms, there is need for effective collaboration and communication among all members of the school community, including pupils, staff, parents, and community partners, is essential.

Management of Safety and Health in Schools: Benefits, Challenges and Prospects

The management of safety and health in schools is essential for creating safe and healthy learning environments for learners and staff. Through literature review and analysis, this paper examines the benefits, challenges, and prospects of safety and health management in schools in general. From research evidence, the benefits of safety and health management include improved academic performance, reduced absenteeism, and better mental and physical health outcomes for learners. However, managing safety and health in schools presents numerous challenges, such as legal and regulatory compliance, risk assessment, emergency preparedness, and ongoing training and education. According to reviewed literature, the prospects for safety and health management in schools are promising, as schools are increasingly prioritizing health and wellness initiatives and investing in the necessary resources and support. To overcome the challenges and realize the benefits of safety and health management in schools, this paper recommends effective collaboration and communication among all members of the school community, including learners, staff, parents, and community partners.

Students and Teachers Perspectives on Classroom Management in Moroccan Public High Schools: Interviews and Observation

Classroom management is one of the most important factors behind a successful learning experience. This article argues that classroom management is more complex than disciplinary problems and that both teachers and students should be engaged to improve the quality of the teaching/learning process. This article, thus, aims at investigating both teachers and students perspectives of classroom management in Moroccan public high schools. This study has sought to use interviews and observations to shed light on the details of an effective classroom management. This article uses chiefly qualitative methods to address the major methods teachers use to achieve an affective classroom management and the perspectives of students’ on what it means to study in an (un-)healthy learning environment. The results of fieldwork and interviews reveal that Moroccan public high schools’ teachers and students are in dire need of the improvement of communicative skills and planning, the renovation of the curricula, and the involvement students in the learning process. According to teachers and students, these are the key factors that would ensure an effective classroom management in Moroccan public high schools.

The Effects of Learning and Eating Behaviours among Medical Students during the COVID-19 Pandemic

Background: The effect of the COVID-19 pandemic has transformed medical education and is likely to have long-lasting effects on student learning, mental well-being, and eating behaviour. This study aimed to examine the learning behaviours of medical students at the American University of Integrative Sciences (AUIS), Barbados, during the COVID-19 pandemic. Methods: A cross-sectional web-based on-line survey was administered to medical students at AUIS from July to November 2021. The data collecting instrument recorded students’ demographic and learning behaviour information and eating disorders (SCOFF questionnaire). Results: The overall response rate was 55% (n = 120). In relation to learning behaviour, students agreed with the following statements: ‘deterioration in work performance and studying’ (48.4%), ‘remember subject’s contents appropriately’ (40.4%), ‘concentration on the studies’ (40.3%), ‘difficulty in performing two tasks simultaneously’ (38.7%), ‘difficulty in performing mental calculations’ (33.9%), ‘difficulty in recalling recent information’ (32.3%), and ‘difficulty in recalling old information’ (38.7%). Among the eight dimensions of learning behaviours, deterioration in work performance or studying and difficulties in recalling recent information were found to be significantly associated with the gender of the students. For the SCOFF questionnaire, approximately 24.2% screened positive for eating disorders. Screening with the SCOFF test demonstrated that females, older (>25 years), overweight + obese, Clinical Sciences + PreMed, and non-USA-based students were at more risk of eating disorders. Conclusions: The results indicate that during the COVID-19 pandemic, AUIS students have developed learning difficulties and are likely to have eating disorders. University policymakers should take appropriate measures to support a healthy learning environment and improve students’ mental well-being and eating behaviours.

УПРАВЛІНСЬКА ДІЯЛЬНІСТЬ В ЗАКЛАДІ ПОЗАШКІЛЬНОЇ ОСВІТИ В УМОВАХ СЬОГОДЕННЯ

Management activities in today's conditions face new challenges every day, which require an immediate response and the construction of a strategy for their solution. Management of after-school education institutions is a difficult and responsible task, especially in the current conditions. At the same time, this task is extremely important, because after-school education plays a vital role in preparing the rising generation for success in today's economy. A review of the existing literature revealed that challenges faced by out-of-school education institutions include funding, organizational challenges, and the need for appropriate educational content. To address these challenges, the paper recommends innovative solutions such as public-private partnerships, staff development programs, and investment in modern infrastructure and equipment. In addition, post-secondary institutions must focus on providing relevant, practical education that prepares students for success in today's economy. Management of out-of-school education institutions in today's environment faces numerous challenges, including funding, infrastructure and educational content. These challenges can hinder institutions' ability to provide quality education to students, potentially affecting their success in today's economy. The COVID-19 pandemic also made adjustments to modern out-of-school education, which in turn created new challenges for management, including the need to adapt to distance learning and ensure a safe and healthy learning environment. Effective management of out-of-school education institutions requires a willingness to address the challenges facing these institutions through innovative solutions and a focus on providing quality education to all students. Collaboration between post-secondary institutions, schools and community organizations can help solve funding, staffing and infrastructure challenges. If effectively managed, after-school institutions can continue to play a critical role in shaping the future of education and preparing students for success.

The adolescent behavioral index: Identifying students at risk for disengagement in high school

BACKGROUND: Proposed frameworks of college and career readiness include aspects of school climate perceptions and behavioral engagement. School climate initiatives emphasize the importance of healthy learning environments; while behavioral indicators tend to be used to identify students at-risk for disengagement, established early warning systems include few, if any, behavioral indicators. A promising and useful screening mechanism that combines behavioral indicators along with school climate perceptions may enhance identification of adolescents at risk for disengagement, academic failure, and dropout, and may ultimately improve college and career readiness. OBJECTIVE: The purpose of this study was to examine the relationship between self-reported adolescent perceptions of school climate and extant high school academic and behavioral data to create an index score which could be used as an early warning system for student disengagement. METHODS: To accomplish the stated objective, we employed structural equation modeling to estimate a multiple indicators multiple causes model using a sample of high school students (n = 5039) with and without disabilities. Extant school data included grade point average, attendance, tardies, and office discipline referrals, while school climate was measured using the Georgia Brief School Climate survey. RESULTS: Findings show evidence of a robust Adolescent Behavioral Index when controlled for disability status as those with disabilities are expected to have lower index scores indicating greater risk for school disengagement. CONCLUSION: Implications for research and practice are focused on the Adolescent Behavioral Index as a mechanism for systematic data collection that may underlie early warning systems in high schools specifically when designing college and career readiness interventions for adolescents and when identifying students who may be at risk for disengagement.

SOCIOEMOTIONAL SKILLS AND THEIR IMPLICATIONS IN THE EDUCATIONAL CONTEXT

The socioemotional educational approach not only focuses on understanding and managing emotions, thoughts, and behaviors, but also on building healthy and effective relationships. It also goes beyond the development of specific socioemotional skills, such as self-confidence, resilience, empathy, and coping with difficult situations, and encompasses other relevant skills. Rather than describing the socioemotional educational approach in a restrictive manner, it is important to have a broad and comprehensive view that includes a wide range of skills and important aspects for emotional and social development. The aim of this study was to discuss the importance of socioemotional skills in the educational context, exploring how they can be developed and examining how the inclusion of these skills can contribute to a more balanced and healthy learning environment. The research method used in this study was based on books, scientific articles from scientific databases such as Medline, Lilacs and SciELO, and internet articles, therefore this is bibliographical research. After reading, analyzing, comparing, and synthesizing the content of scientific articles from different authors regarding the subject at hand, it was found that socioemotional skills are effective in enhancing the teaching and learning process.

Monitoring and mapping noise levels of university campus in central part of India

Introduction: Each one of us is directly or indirectly exposed to noise pollution in our daily life. Noise has chronic effect on the human but many of us are not aware. In our modern research platform very few studies are available for monitoring and mitigating of noise pollution compared to other environmental pollution.
 Materials and methods: This study has been designed to monitor, map the noise pollution in educational institute and find out the sources of noise followed by identification of hot spot. In this regards National Institute of Technology Raipur, Chhattisgarh, India was selected as study area. Noise levels measurements were carried out at 15 locations within the study area at time intervals of forenoon (9:30 – 10:30 AM), noon (12:30-1:30 PM) and afternoon (4:30-5:30 PM) for 5 days of the week (working days). Using GIS tool observed noise levels were interpolated by Inverse Distance Weighted (IDW) method and graphical plots were prepared for different time intervals.
 Results: Noise Levels were found to be between 46 dBA to 72.08 dBA during our study. Sources contributing to higher levels of noise in the premises were traffic, honking of trains followed by students themselves. On comparing the finding with Central Pollution Control Board, New Delhi, India (CPCB) standards all the locations recorded higher noise levels than the prescribed limits.
 Conclusion: Based on our finding, mitigating approaches like: plantation of trees, construction of noise barriers, proper parking area, restricting high speed of vehicles etc. were suggested for making a healthy learning environment.

New strategies to combat workplace incivility and promote joy.

Eighty-five percent of nurses report incivility in healthcare. Promoting a culture of civility-from nursing school to the workplace-is vital to ensuring healthy learning and work environments and ultimately safe patient care. This article presents a nursing program's journey in addressing incivility among the nurse faculty and the results achieved.

Clinical environmental stressors and coping behaviors among undergraduate nursing students in Saudi Arabia: A cross-sectional study

ObjectivesThis study aimed to explore the level of stress, stressors sources, and coping strategies used among female Saudi undergraduate nursing students during their clinical practice. MethodsA cross-sectional design was used. Using a convenience sampling technique, female nursing students in Riyadh, Jeddah, and Alahsa who enrolled in clinical courses were recruited from a governmental university from January to May 2022. Data were collected using a self-report questionnaire including socio-demographic characteristics, the Perceived Stress Scale (PSS), and the Coping Behavior Inventory (CBI). ResultsThe degree of stress perceived by the 332 participants ranged from 3 to 99 (54.77 ± 0.95). Stress from assignments and workload was the most common type of stressor perceived by nursing students, with a score of 2.61 ± 0.94, followed by stress from the environment, with a score of 1.18 ± 0.47. Meanwhile, the students used staying optimistic as the most adopted strategy, with a score of 2.38 ± 0.95, followed by the transference strategy, a score of 2.36 ± 0.71, and the problem-solving strategy scored 2.35 ± 1.01. The coping strategy of avoidance is positively correlated with all of the stressor types (P < 0.01), while the problem-solving strategy is negatively correlated with stress from peers and daily life (r = −0.126, P < 0.05). Transference is positively correlated with stress from assignments and workload (r = 0.121, P < 0.05), and stress from teachers and nursing staff (r = 0.156, P < 0.01). Lastly, staying optimistic is negatively correlated with stress from taking care of patients (r = −0.149, P < 0.01), and with stress from lack of professional knowledge and skills (r = −0.245, P < 0.01). ConclusionsThese research findings are significant for nursing educators to identify nursing students’ main stressors and coping strategies used. Effective countermeasures should be taken to promote a healthy learning environment, decrease the level of stressors and improve students’ coping strategies during clinical practice.

Enhancing pre-school teachers’ competence in managing pediatric injuries in Pemba Island, Zanzibar

BackgroundSafe and healthy learning environment in pre-schools has received increased attention in promoting the well-being of pre-school children. However, pediatric injuries have remained one of the leading causes of childhood morbidity and mortality around the globe. Empowering pre-school teachers with first aid competencies have been identified as being of potential strategy against pediatric health burdens of problem. This study tested the effect of established pediatric first aid training on pre-school teachers’ knowledge, attitude, and intention to practice first aid management to pre-school children in Zanzibar. MethodsUncontrolled quasi-experimental design with a quantitative research approach was conducted in Teachers’ Resource Centers among 120 preschool teachers at Pemba Island, Zanzibar. First aid training was facilitated based on the prescribed guidelines and standards of materials adapted from the American Academy of Pediatrics and implemented. The intervention was preceded by a baseline assessment using structured questionnaires adopted from previous studies that served as the main data collection tool.ResultsParticipants’ mean age was 32 years ± 6.2 with 84.2% of the sample being females. Given the training, post-test findings demonstrated a significant increase (p < 0.01) in participants’ first aid management scores with mean differences of M = 15.08 ± 5.34 (Knowledge), M = 26.99 ± 6.587 (Attitude), and (M = 4.76 ± 0.648 (Intentional practice).ConclusionThe established pediatric first aid training can enhance the spectrum of managing pediatric injuries among preschool teachers in Zanzibar. Ongoing public health services opportunities should be structured within teachers’ continuous learning against pediatric injuries in Zanzibar-Tanzania.

Online learning condition during covid-19 pandemic among public university students

The Covid-19 pandemic has led to unexpected changes in all Institut Pengajian Tinggi Awam (IPTA) operations. In the course of the lockdown, there had been a sudden shift in the educational system from face-to-face instruction to online instruction. Studies have shown that progress in online learning and teaching will be considerably more successful if all students have access to a conducive and healthy learning environment. Thus, the present study seeks to determine the level of online learning conditions during the pandemic among IPTA students. A total of 410 students between the ages of 18 to 32 from 20 IPTAs were selected randomly to participate in the study by answering a series of survey form. Several factors, including insufficient access to appropriate ICT devices, constant internet disruption, and a lack of enthusiasm or motivation to study online, contributed to the study's findings, which indicated a need for improvement in the level of online learning condition among university students during the Covid-19 pandemic. Consequently, students who received appropriate information from their educators and perceived the enjoyment and usefulness of the learning sessions will have greater advantages in dealing with learning processes during the COVID-19 pandemic when compared to students who did not share the same feelings and treatment.

The Quest for Sustainable Graduate Education Development: Narrative Inquiry of Early Doctoral Students in China’s World-Class Disciplines

Early doctoral student sustainable development plays a pivotal role in promoting doctoral education quality contextually. However, there are few studies analyzing the challenges and strategies of early doctoral student sustainable development. Thus, this study explores how various elements might have affected early doctoral students’ academic adaptation in a specific higher education institution context. The multiple data, including a narrative inquiry and a semi-structured interview, were examined to uncover 44 early doctoral students’ academic and living experiences on campus. It was found that some early doctoral students are facing great pressure from social relations, daily life, study groups, and academic requirements. Due to a lack of understanding of the doctoral education system, early doctoral students are often isolated after entering the new environment. Their current situation does not meet their initial expectations, and it is difficult to balance academia, work, and life. As a result, they lack social contact and cannot integrate into the team, the community, and learning community. Along with findings, we suggested that students should also actively participate in various academic exchange activities and research projects to continuously learn interdisciplinary knowledge and improve interdisciplinary ability. In addition, the supervisor should create a healthy learning environment and to guide, and supervise doctoral students to participate in exchanges and scientific research; doctoral students should pay attention to the quality of learning and academic communication to stimulate their self-development. Lastly, we present the discussion and conclusion.