Holistic Development Of Students Research Articles

The Effect of Group Cooperation on College Students’ Learning Motivation

The author explores the multifaceted benefits of group work in education, focusing on its impact on students' interest, engagement, self-efficacy, creativity, critical thinking, and social skills. Group work is portrayed as a dynamic approach that transforms the learning experience into an interactive and compelling journey. It enhances interest by introducing diverse learning activities and formats, preventing monotony, and actively involving students in discussions, problem-solving, and hands-on projects. The passage emphasizes group work's role in facilitating learning engagement, promoting active participation, social interaction, and critical thinking. Furthermore, it highlights how group work stimulates student creativity through collaboration, diverse perspectives, and activities like brainstorming and problem-solving. The discussion then delves into the positive influence of group work on students' self-efficacy. It shapes self-awareness through peer assessment, fostering a deeper understanding of strengths and weaknesses. Additionally, healthy peer competition within group work is presented as a motivating factor, inspiring students to strive for excellence and view challenges as opportunities for growth. Lastly, the passage explores group work's contribution to critical thinking and social skills. Group discussions are identified as a catalyst for nurturing critical thinking skills, encouraging students to question assumptions, explore alternative perspectives, and analyze information. The social dimension of group work is portrayed as instrumental in enhancing communication, teamwork, and conflict resolution skills, preparing students for success in both academic and professional realms. In summary, group work emerges as a transformative educational tool that goes beyond traditional learning methods, fostering a holistic development of students by igniting interest, promoting engagement, shaping self-efficacy, stimulating creativity, enhancing critical thinking, and cultivating essential social skills.

Relationships among teachers’ emotional competences, emotional labour strategies and self-efficacy in moral and character education: A Hong Kong case

Teachers’ emotions and well-being are critical not only for their personal and professional development but also for facilitating holistic development of students. With increasing risks and uncertainties from sociopolitical changes and the global pandemic, teachers are facing tremendous stress which has affected their self-efficacy. This cross-sectional study of 1614 teachers from 50 primary schools in Hong Kong investigates how teachers’ perception of emotional competences and their emotional labour strategies relate to their self-efficacy in moral and character education via confirmatory factor analysis and structural equation modelling. The results reveal that both teachers’ emotional competences and teachers’ emotional labour strategies are positively associated with teachers’ self-efficacy in moral and character education. Understanding the relationships among emotional competences, emotional labour strategies and teachers' self-efficacy may be the first step in intervention implementation and effective policy development that could improve teachers’ self-efficacy in their provision of moral and character education.

Enhancing Resilience in Primary Education: Addressing Societal Challenges and Fostering Holistic Student Development

This study explores educational resilience in primary education, focusing on how teachers can effectively nurture this crucial trait amidst rapid societal changes and an information-rich environment. Utilizing qualitative focus group discussions with ten primary school teachers, the research examines four key themes: student-teacher dynamic, peer influence, family and community engagement, and school environment. The findings reveal that while teachers recognize the importance of building resilience in students, they face challenges due to curriculum demands and resource limitations. Teachers expressed a desire to foster empathetic relationships, positive peer interactions, and engage families and communities but often found these goals hindered by systemic constraints. This research underscores the need for a holistic approach to education beyond traditional academic learning. It highlights the need for professional development, strengthened school-community partnerships, and educational policy reforms that prioritize comprehensive student development. The study concludes that fostering resilience in primary education requires addressing classroom practices and systemic barriers, aligning with contemporary resilience theories and emphasizing the need for classroom interventions to support students' overall well-being and competence.

Academic Factors Influencing Students Career Choices in the IT Field: Insights from South African IT Students

Effective career decision-making is pivotal for students, influencing their prospects and employability. This study delves into the nuanced relationship between academic factors and career choices among Information Technology (IT) students. While existing literature acknowledges the broad impact of academic performance on career decisions, limited research explores this dynamic within the context of South African universities. This research employs a comprehensive mixed-methods approach, examining the influence of educational experience, mentorship, access to resources, and institutional support on students' academic performance and subsequent career choices. Through statistical analysis and qualitative interviews, the study unveils unique insights into the interconnected effects of these factors on IT career pursuits. The findings bear significance for educators, career counselors, policymakers, and industry stakeholders. By understanding the multifaceted elements shaping academic performance and career decisions, institutions can tailor support programs, refine curricula, and nurture holistic student development. Employers stand to gain insights into the attributes of high-performing individuals, aiding talent management and recruitment. For IT students, this research provides a profound exploration of the intricate links between academic performance, career choices, and outcomes, contributing to the broader discourse on workforce development and the future of the IT sector.

Enhancing STEM education through emotional intelligence and counseling techniques

This research explores the transformative potential of integrating emotional intelligence and counseling techniques in Science, Technology, Engineering, and Mathematics (STEM) education. Recognizing the multidimensional nature of academic success, this study investigates the impact of fostering emotional intelligence on the holistic development of STEM students. Through an in-depth analysis of counseling strategies tailored to the unique challenges of STEM disciplines, the research aims to uncover how this integrated approach influences academic performance. The study emphasizes the importance of emotional intelligence in navigating the complex and rigorous demands of STEM education. By addressing challenges such as perceived stigma, limited resources, and time constraints, the research proposes solutions for effective implementation. Teacher training and professional development are crucial in seamlessly empowering educators to integrate counseling techniques into their pedagogical practices. Furthermore, the research delves into the potential impact of such integration on various facets of student life, including improved resilience, enhanced focus, strengthened interpersonal skills, and heightened motivation. The student support systems, inclusive learning environments, and technology integration strategies proposed contribute to fostering a conducive atmosphere for emotional growth within STEM education. The findings underscore the interconnectedness of emotional well-being and academic success, highlighting the need for comprehensive student support systems. As STEM education evolves, integrating emotional intelligence and counseling techniques emerges as a strategic imperative for cultivating a generation of adaptable, resilient, and high-achieving STEM professionals. This research contributes to the ongoing discourse on innovative educational practices and advocates for a paradigm shift towards holistic learning environments prioritizing students' emotional intelligence in STEM disciplines.

Implementing Interdisciplinary Teaching Approaches: Challenges and Strategies in Teacher Education under NEP 2020

This paper explores the challenges and strategies associated with implementing interdisciplinary teaching approaches in teacher education, aligning with the objectives of the National Education Policy (NEP) 2020 in India. Emphasizing the holistic development of students, NEP 2020 advocates for interdisciplinary education to nurture critical thinking, creativity, and problem-solving skills.

Exploring the Integration of the Happy School Model in Vietnamese Higher Education: Insights and Implications from the Perspectives of Tertiary EFL Teachers

<p style="text-align:justify">This qualitative study explored the possibility of implementing the happy school model (HSM) in the context of Vietnamese higher education, with a focus on the socio-cultural perspectives of nine tertiary English as a foreign language (EFL) teachers at different career stages. Through semi-structured interviews, thematic analysis, and theoretical underpinning by constructivist paradigm and humanistic education theory, the study illuminated multifaceted insights. Key themes emerged, including aligning the HSM with holistic student development, recognizing challenges and potential benefits, balancing traditional Confucian values, and adapting the model to Vietnam’s unique socio-cultural and economic landscape. The findings provide valuable guidance for educational innovation in Vietnam, highlighting complexities of aligning a new educational paradigm with existing practices and cultural norms. While the study’s focus on a specific cultural context and limited participant pool presents certain limitations, the insights offer rich contributions to the broader global dialogue on education and human development. Future research directions and practical implications are also discussed, making this study a valuable resource for educators, policymakers, and researchers interested in the intersection of universal educational principles and specific cultural contexts like Vietnam.</p>

Analysis of Moral Values of Being in The Pursuit of Happyness Movie

This research aimed to analyze the moral values representing the educational values presented in the film "The Pursuit of Happyness." The research design employed qualitative descriptives to examine the movie and its script, focusing on scenes and visuals depicting educational values. By observing the protagonist's utterances and actions, the moral values as explained by Linda and Eyre were analyzed. The results of this research revealed five of the six moral values of being, namely honesty (observed in two scenes), courage (manifested in three scenes), peace (seen in four scenes), independence and potential (highlighted in three scenes), and self-discipline and moderation (illustrated in two scenes). These findings provided a valuable resource for students of English education and suggested "The Pursuit of Happyness" as an interesting option for inclusion in educational curricula. The identified moral values could be integrated into teaching and learning, offering teachers a dynamic tool to foster character development. In conclusion, this research underlined the potential of film as a powerful medium for instilling positive values and character. By embracing the moral values embedded in cinematic narratives, educators could contribute to the holistic development of students, emphasizing the important role of character education in forming responsible and moral individuals.

Using SISPEL Application for Character Building of Students in Vocational High School

This study delves into the effects of the SISPEL (Sistem Pelanggaran) application on character development among students in vocational high schools. Specifically, it focuses on 23 students from the Vocational High School Khusus Angkatan Laut - 1 Surabaya, who have been identified for violating school rules. By exclusively employing the SISPEL application, the research intricately examines its role in shaping character traits within the context of vocational education. Through a meticulous questionnaire-based survey, the study endeavors to highlight the application's influence on ethical values, moral principles, and the cultivation of character-building skills. The primary goal is to unveil the multi-dimensional impact it has on fostering holistic student development. The findings of this exploration not only enrich the current comprehension of character development within this specific educational framework but also offer insights into the potential of technology-driven tools like SISPEL to cultivate well-rounded individuals. This research contributes to the broader discourse on character education and underscores the significance of innovative approaches in molding the ethical and moral foundation of students.

SEXUAL EDUCATION IN SCHOOL AND ITS OBSTACLES TO AN ESSENTIAL REALITY

The article addresses the importance of sexual education in schools and the challenges that hinder its effective implementation. Emphasis is placed on addressing issues related to sexuality in the educational environment, aiming to provide appropriate information to students, promoting a healthy and conscious understanding of the subject with the goal of understanding the relevance of the pedagogical approach in sexual education experienced in the classroom by teachers and students at school. Through the qualitative method, the research is based on the exploration of articles, among other documents available in databases and virtual libraries. Additionally, obstacles that impede the realization of this reality are discussed, such as cultural taboos, resistance from certain sectors of society, as well as the absence of comprehensive educational policies. The article highlights the need to overcome such barriers to ensure inclusive sexual education that contributes to the holistic development of students and promotes healthy and respectful relationships throughout their lives in this essential cycle.

Decoding the mask: Identity in undergraduate medical education

Abstract Introduction: Developing a healthy sense of professional identity among medical students is an integral aspect of medical education. Despite its importance, addressing professional identity formation (PIF) in medical school has typically been limited to narrative methods. Mask-making represents a complementary visual modality to examine PIF in undergraduate medical education. Methods: 140 students from the Penn State University College of Medicine Class of 2022 participated in a mask-making activity as they transitioned to clinical clerkships. Students expressed their ideal professional self on the outside of the masks and their current sense of self on the inside of the masks. Masks were coded into 31 PIF categories, and data were analyzed using chi-square to identify significant (P < 0.05) differences between self and ideal profiles. Results: Overall, the subdomains Communication skills, Observational Skills, and Relationships had the greatest incongruence between what students perceived as “ideal” and how they saw themselves. Discussion: Mask-making is a modality for self-exploration in the context of identity formation in medical education. Students were able to identify potential areas of growth in their developing professional identities. Our findings suggest arts integration can support holistic student growth and development.

PERAN GURU PADA TRANSFORMASI PENDIDIKAN DALAM MENYONGSONG GENERASI EMAS 2045

This research investigates the pivotal role of teachers in the transformative journey of education, aiming to shape the Golden Generation of 2045. The study focuses on the qualitative methodology to delve into the multifaceted aspects of this transformative process. The primary objective is to explore how teachers contribute to reshaping the educational landscape to meet the evolving needs of future generations. This research adopts a descriptive qualitative approach as a strategy to unveil new meanings, elucidate a particular condition, determine the frequency of occurrences, and categorize information. In processing the data, the researcher systematically analyzes and presents facts, facilitating understanding and drawing conclusions. The data collection method employed is a literature review, wherein the researcher accesses diverse information sources through online libraries, including books, journals, and other relevant references. Our findings highlight that teachers play a central role in not only imparting knowledge but also fostering critical thinking, creativity, and adaptability among students. The study reveals that innovative teaching methods, professional development initiatives, and a supportive educational ecosystem are crucial in preparing students for the challenges and opportunities of the future. As we anticipate the Golden Generation of 2045, this research underscores the importance of continuous collaboration between educators, policymakers, and stakeholders to create an environment that nurtures the holistic development of students. The insights from this study contribute to the ongoing discourse on educational transformation and serve as a guide for shaping pedagogical practices aligned with the aspirations of the next generation.

A70: An Experimental Study of Sports VR Equipment on Cultivating High School Students' Interest in Sports

Purpose: The incorporation of VR virtual teaching has garnered significant attention, with its applications spanning various disciplines and fields. Notably, in the realm of physical education, VR integration has not only contributed to the enhancement of instructional effectiveness but has also played a pivotal role in fostering the holistic development and personality growth of students. The primary objective of this study is to investigate whether VR virtual teaching can elevate the interest of high school students in the learning of physical education. Methods: Eighty students in high school were recruited and randomly divided into experimental and control groups (40 students of each gender in each group). The classes were taught for 8 weeks, once a week, and 90 minutes each time. The experimental group was taught by VR virtual teaching and the control group was taught by traditional teaching method. Questionnaires were administered to the experimental group and the control group before and after the teaching experiment to analyze the degree of change in students' interest in physical education. SPSS26.0 software was used for data processing to understand the changes in the experimental group and the control group. Results: There were more significant differences in four sub-dimensions of physical education learning interest in the experimental group compared to the control group (positive interest in physical education learning t=-4.23, P < 0.01; negative interest in physical education learning t=-2.99, P < 0.01; sports participation t=-4.42, P < 0.01; concern for physical education t=-5.03, P < 0.01); independent and inquiry learning t=-2.06, P < 0.05). The overall significant change in interest in physical education learning (t interest in physical education learning=-4.98, P < 0.01). The difference between the experimental group and the control group in the pre-test of physical education learning interest was not significant (t=0.37, P > 0.05), and the difference between the experimental group and the control group in the post-test of physical education learning interest was significant (t=2.13, P < 0.05). The results indicated that the experimental group had a significantly better effect than the control group in improving physical education learning interest under VR virtual teaching. Conclusion: VR virtual instruction was effective in improving high school students' attitude towards physical education including positive interest in physical education, negative interest in physical education, sports participation, and concern for physical education.

Student-Led Interest Time and Its Influence on Social Skills and Interaction among Students: A Quantitative Analysis

This quantitative study investigated the perceptions of student-led interest time (SLIT) among secondary school students and its influence on social skills and interaction. Conducted at Balite National High School in San Francisco, Surigao Del Norte, the research utilized a descriptive research design to analyze the impact of SLIT on various aspects of student development. Purposive sampling was employed to select participants from the school's population of 365 students. The findings revealed that SLIT positively affects engagement, learning outcomes, skill development, and social connections within the classroom. Students perceive SLIT activities favorably, expressing enjoyment and recognizing its benefits for personal growth and relationship-building. However, there are identified areas for improvement, particularly in aligning SLIT activities with student preferences and interests. Demographic analysis indicates a diverse representation of students across different age groups and grade levels, ensuring a comprehensive understanding of perceptions across various developmental stages and educational backgrounds. Statistical tests demonstrate significant differences in perception based on age and grade level, highlighting the influence of demographic factors on students' views of SLIT. This study underscores the importance of SLIT in promoting holistic student development. It suggests that efforts to tailor SLIT activities to meet student needs and interests better can further optimize its effectiveness. Further research, including post-hoc analyses, is recommended to identify specific age groups or grade levels that exhibit significant differences in their perceptions of SLIT, aiding in the refinement of SLIT implementation strategies.

Teaching the Chinese: A lived experience account of a multi-cultural voice studio

This study looks at multicultural education as a transformational pedagogical paradigm in the particular setting of teaching PhD students in music performance at the Philippine Women's University - School of Music. Using a multimodal approach, the study incorporates purposeful educational tactics based on psychological theories and metacognitive practices with a variety of musical traditions. With a variety of in-depth interviews and document analysis, this study sheds light on the complex effects of this kind of approach on students' creative and intellectual paths. The results illustrate the various facets of the educational revolution by connecting with a diverse range of experiences among the students who took part. The development of a strong sense of community, varied musical abilities, and enhanced cultural awareness are all major themes. Using Maslow's Hierarchy of Needs thoughtfully and incorporating metacognitive techniques is essential to creating a welcoming and encouraging learning environment. Apart from providing valuable perspectives on the direct effects on pupils, this study makes a significant contribution to the wider discussion on multicultural music education. The program's integration of many musical traditions broadens students' auditory horizons and acts as a microcosm for developing a global perspective, readying them for the ever-changing and interconnected world of the music industry. A transformative pedagogical technique that encourages a deeper knowledge of the cultural nuances buried in musical experiences and produces a conducive atmosphere for learning is the intentional use of psychological theories and metacognitive activities. Beyond the current teaching practices, this research has important implications for future curriculum creation, instructional tactics, and field research project. This study sets the stage for future conversations, interventions, and innovations in the field of music performance by emphasizing multicultural education as a vital component of holistic student development. This will help to move the sector in the direction of greater inclusivity and cultural enrichment.

FORMING LASALLIAN IDENTITY: EXPLORING THE VALUES DEVELOPMENT AMONG DLSU-D STUDENTS

This research explored the development of values among students at De La Salle University-Dasmariñas (DLSU-D) and aimed to identify the values that the students developed and the programs and activities that contributed to the development of these values. This employed the “Domains of Enabling the Lasallian Mission” (DELM) to describe and assess students’ progress in the areas of faith, spiritual practice, growth in freedom, association and fraternity, and solidarity and care for the world through education. The methodology combined quantitative and qualitative approaches and utilized summative content analysis. Senior college students from various colleges within DLSU-D responded to open-ended questions. The study analyzed these responses by identifying values as codes and extracting significant statements for analysis. The findings indicated a wide range of values developed by DLSU-D students, with a strong emphasis on faith, service, and responsibility. These values resonate with the goals of Lasallian education, which prioritize the holistic development of students. The insights of the students revealed the extent of their growth in Lasallian identity formation in relation to DELM. Thus, the findings contributed to understanding the formation of Lasallian identity among DLSU-D students.

Interdisciplinary Research Overview of Secondary School Music Education

This study explores interdisciplinary research in secondary school music classrooms to enhance teaching concepts. It emphasizes the importance of blending music and literature to deepen students' understanding of the arts, promoting connections between music composition and literary reading, enhancing overall literacy, and fostering enthusiasm for artistic diversity. The study advocates for introducing aesthetic education to cultivate students' emotions and understanding of artistic creation, aiming to develop their sensitivity to beauty and independent aesthetic insights in music. Additionally, it underscores the importance of integrating visual arts teaching methods to create a more enriching learning experience, enhancing students' perceptual abilities in music and promoting diverse creative expression. The study also highlights the incorporation of STEAM education into music classrooms, fostering comprehensive learning in science, technology, engineering, arts, and mathematics, contributing to holistic student development and improving education quality. Ethical education elements are proposed to guide students in forming correct artistic perspectives and cultural values, nurturing a sense of responsibility. Lastly, the study emphasizes integrating traditional Chinese culture, especially poetry, into music education to stimulate students' interest, promote cultural inheritance and innovation, and contribute to China's cultural heritage in music education.

Student Management Strategies for Enhancing the Quality of Learning

This literature review delves into student management strategies as a key element in enhancing the quality of education. Strategies such as personalized curriculum implementation, participatory approaches in decision-making, and character development programs are central to creating a holistic learning environment. The management ofstudents is not merely administrative but includes strategies aimed at improving the qualityof learning and student development. However, the review also identifies challenges, including resistance to change, technical constraints, and unequal access to technology among students. Understanding and overcoming these challenges are crucial for the successful implementation of student management strategies. The review provides a foundation for improvement recommendations, including intensive training for education staff in technology application, character development programs, and strengthening participatory strategies. By addressing these recommendations, educational institutions have the opportunity to enhance their student management strategies, promote holistic student development, and improve the effectiveness of learning.

ANALYSIS OF BLENDED LEARNING TEACHING METHODS ISLAMIC EDUCATION IN DIGITAL ERA

Abstract: In the contemporary digital era, education is undergoing a transformative shift, and Islamic education is no exception. This study delves into the analysis of blended learning teaching methods within the context of Islamic education, exploring the intersection of traditional pedagogical approaches and digital technologies. The research employs a mixed-methods approach, combining qualitative and quantitative data collection methods to provide a comprehensive understanding of the effectiveness and challenges associated with blended learning in Islamic education. A review of the existing literature establishes the theoretical framework, emphasizing the need for adaptive teaching methods that align with the demands of the digital age while preserving the core values of Islamic education.The qualitative component involves interviews and focus group discussions with educators, students, and educational administrators, aiming to capture the perspectives, experiences, and attitudes towards blended learning in Islamic education. The study contributes to the growing body of literature on technology-enhanced education in the context of Islamic studies, providing insights that can inform pedagogical practices, curriculum design, and policy development. As the digital landscape continues to evolve, understanding the nuances of blended learning in Islamic education becomes imperative for educators, policymakers, and stakeholders seeking to ensure the holistic development of students in the modern era.

Educational Innovation amidst Globalization: Higher Education Institutions and Societal Integration

The contemporary landscape of higher education resonates with the dynamic interplay of globalization’s monumental forces, cultural diversity, and transformative educational paradigms. This scholarly inquiry navigates the complex terrain of higher education institutions (HEIs) within the context of the United Arab Emirates (UAE), unraveling the intricate tapestry of educational challenges amidst globalization’s pervasive influence. The research embarks on an odyssey through a holistic examination of HEIs’ responses to global forces, aiming to decipher the transformative journey and its implications for societal transformation. Globalization, a multifaceted phenomenon, has revolutionized higher education, driving a shift from traditional to diversified pedagogical models. However, this transformative journey presents a myriad of challenges and opportunities for HEIs. The study underscores the pivotal role of internationalization and cultural inclusivity in reshaping the educational landscape. Challenges faced by HEIs in adapting to globalized learning environments, reluctance to embrace cultural diversity, and limitations in fostering cross-cultural competencies among students emerge as focal points. This research contributes a novel perspective by delineating the barriers hindering the internationalization of educational settings, offering insights into strategies for fostering inclusive learning environments. Emphasizing the significance of embracing cultural diversity, the study recommends recalibrating institutional policies and practices. These findings resonate beyond academic discourse, influencing practical implications for real-world educational settings. In conclusion, this research emphasizes the imperative for HEIs to adapt and innovate in response to globalization, fostering inclusive learning environments to equip students with the requisite skills for navigating a diverse, interconnected world. Leveraging these insights, institutions can contribute to societal transformation and the holistic development of students, shaping a future aligned with global competencies and enriched cultural understanding.