Implications For Educational Policy Research Articles

The impact of geopolitics on international student mobility: The Chinese students' perspective

AbstractIn the last few years, international student mobility has been disrupted not only by the global health crisis resulting from the outbreak of the COVID‐19 pandemic but also adversely affected by the rise of geopolitics. The worsening relationship between China and its western counterparts led by the United States and its allies has significantly influenced students' motivation and plan for overseas education. Based upon interviews with 75 students from leading universities in mainland China, this article examines how Chinese elite students evaluate the impact of the new geopolitics on their overseas study plans and opportunities. The study found that, due to the influence of scientific internationalism ideas and institutional habitus, interviewees underestimated the impact of geopolitical factors. Furthermore, unpleasant environmental factors (such as racial discrimination) caused by geopolitical changes are tolerable because most of the interviewees plan to return China after studying abroad. On the other hand, deterioration of Sino‐US relations has substantially affected Chinese students' international mobility. Many interviewees, especially those majoring in science and engineering, were unable to obtain visas. Some of them gave up their study abroad plans, while others transferred to other study abroad destination countries such as the United Kingdom and Singapore. We also find that the perception of the power shift in the field of higher education shapes the students' decision making. This article critically reflects upon the international student mobility from the broader political economy perspective, discussing policy implications for future international education.

The Influence of Technology in the World of Education

This study investigates the influence of technology in the world of education. With the rapid advancement of digital technology, its impact on educational practices and outcomes has become increasingly significant. Through a comprehensive review of existing literature, this research explores the multifaceted influence of technology on various aspects of education, including teaching methods, learning experiences, student engagement, and educational outcomes. The study examines how technology has transformed traditional classroom settings, facilitating the adoption of innovative teaching strategies such as flipped classrooms, blended learning, and personalized instruction. Additionally, it investigates the role of educational technology tools such as learning management systems, interactive whiteboards, and educational apps in enhancing instructional delivery and facilitating student learning. Furthermore, the research explores the broader implications of technology in education, including its potential to democratize access to education, bridge learning gaps, and foster lifelong learning. It also addresses challenges associated with technology integration, such as digital divide, privacy concerns, and the need for teacher professional development. Moreover, the study discusses emerging trends in educational technology, such as the use of artificial intelligence, virtual reality, and gamification, and their potential to revolutionize educational practices and outcomes. By synthesizing empirical evidence and theoretical frameworks, this research provides insights into the transformative power of technology in education and its implications for educational policy and practice. Ultimately, this study contributes to a deeper understanding of the influence of technology in the world of education and highlights the opportunities and challenges associated with its integration into teaching and learning environments. It serves as a foundation for future research and informs evidence-based strategies for leveraging technology to enhance educational outcomes and promote lifelong learning.

Use of E - learning as a Learning Method Among Students

This study investigates the utilization of e-learning as a prevalent learning method among students. With the proliferation of digital technology, e-learning has become increasingly popular as an alternative or complement to traditional classroom-based instruction. Through a comprehensive literature review, this research explores the various factors driving the adoption of e-learning among students, including flexibility in scheduling, accessibility to resources, and personalized learning experiences. Additionally, the study examines the challenges associated with e-learning implementation, such as digital literacy barriers, technological infrastructure constraints, and concerns regarding social interaction and engagement. Furthermore, the research evaluates the effectiveness of e-learning in facilitating knowledge acquisition, skill development, and academic achievement compared to traditional learning methods. By synthesizing empirical evidence and case studies, this study aims to provide insights into the evolving landscape of e-learning and its implications for educational practice and policy. The findings contribute to a deeper understanding of the opportunities and challenges associated with the widespread adoption of e-learning as a learning method among students in contemporary education systems.

The Impact of Academic Integrity on the Intention to Use ChatGPT in the Studies of Students in Hanoi, Vietnam

This study investigates the influence of academic integrity on students' intention to use ChatGPT in learning in Hanoi, Vietnam. Factors that impact Academic Integrity include self-esteem, self-control, and pressure. ChatGPT, an AI-powered language model, offers opportunities to support learning but also raises concerns about plagiarism and ethical usage. Through a quantitative survey method, data was collected from students to analyze their perceptions of academic integrity and readiness to apply ChatGPT for educational purposes. The findings aim to provide insight into the complex interactions between technological advances, academic ethics and student behavior, offering implications for educational policies and practices.

Ensuring Teacher’s Job Satisfaction Through Distributed and Instructional Leadership of Chinese School Principals: Mediating Role of Reward, Motivation and Effectiveness

Teacher performance and satisfaction is influenced through the organizational environment. Thus, this study explores the effectiveness of leadership styles in promoting teacher satisfaction, namely instructional leadership, and distributed leadership. The direct effects of instructional and distributed leadership on teacher’s job satisfaction along with the indirect effects through the mediation of reward, motivation and effectiveness were studied. The data was collected from 342 teachers employed in secondary schools of China, and the overall association among the factors was studied through the application of PLS-SEM. The findings of the study have indicated that instructional and distributed leadership styles are effective for curating the job satisfaction of teachers. Moreover, rewards, motivation, and job effectiveness were found to significantly mediate the association between leadership styles and job satisfaction. The results of the research study offer crucial implications for educational policies by demonstrating how job satisfaction among teachers can be enhanced through the implementation of appropriate leadership styles, emphasizing on reward, motivation, and effectiveness. The study suggests that development of teacher-focused policies and effective remuneration plans will lead towards satisfaction and therefore effective performance in the future.

The Impact of Collaborative Learning on Teacher Professional Development and Individual Growth Within Team Collaboration

This paper explores the impact of collaborative learning on individual growth within teacher teams in Australian primary and secondary schools from 2013 to 2020. Grounded in a comprehensive analysis of professional development, teamwork dynamics, and pedagogical skill enhancement, the study unveils key findings derived from surveys, interviews, and observations. Results indicate a significant positive correlation between participation in collaborative learning initiatives and heightened professional satisfaction, confidence in innovative teaching methods, and a deeper understanding of diverse learning needs among educators. The unexpected yet crucial discovery of a positive correlation between collaborative learning and teacher retention adds a unique dimension to the study. Practical implications for teacher professional development, teaching practices, and student outcomes are discussed, along with broader implications for educational policies and practices in Australia. The study advocates for the integration of collaborative learning as a cornerstone of future teacher development initiatives, fostering a dynamic and supportive professional culture.

Oral language enrichment in preschool improves children's language skills: a cluster randomised controlled trial.

Oral language skills provide the foundation for formal education, yet many children enter school with language weaknesses. This study evaluated the efficacy of a new language enrichment programme, the Nuffield Early Language Intervention-Preschool (NELI Preschool), delivered to children in the year before they enter formal education. We conducted a preregistered cluster randomised controlled trial in 65 nursery schools in England (https://doi.org/10.1186/ISRCTN29838552). NELI Preschool consists of a 20-week whole-class language enrichment programme delivered by a teacher each day for 20 min. In addition, children with the weakest language skills in each class are allocated to receive additional targeted support delivered by classroom assistants (whole-class + targeted). The language skills of all children (n = 1,586) in participating classrooms were assessed using the LanguageScreen automated app (https://oxedandassessment.com/languagescreen/). Settings were then randomly allocated to an intervention or control group. The children with the weakest language in each class (whole-class + targeted children n = 438), along with four randomly selected children in each class allocated to the whole-class only programme (n = 288) were individually tested on a range of language measures. Children receiving NELI Preschool made larger gains than children in the control group on an oral language latent variable (whole-class children d = .26; whole-class + targeted children d = .16). This study provides good evidence that whole-class intervention delivered in preschool can produce educationally significant improvements in children's language skills. The intervention is scaleable and relatively low cost. These findings have important implications for educational and social policy.

Integrating Career Readiness Competencies into Vocational Curriculum for Enhanced Graduate Employability: A Case Study of Selected Trade Areas in Namibia

This study explored the integration of career readiness competencies into vocational curriculum in Namibia to improve graduates' employability in key trade areas such as welding, joinery, clothing, bricklaying, hospitality, and information technology sectors. The research uses a quantitative descriptive case study method to gather data from vocational students and literature reviews. The study aims to identify the most valued career readiness competencies and assess the extent to which vocational education institutions are addressing them. The findings have implications for vocational education policy and practice, enhancing graduates' employability and economic development. It also contributes to the discussion on soft skills and career readiness in vocational education.

Prevalence and Causes of Drug Abuse among Youth-Recipients of School-Based Drug Education Programs: A Mixed-Method Study

This study investigated the impact of school-based drug education programs on drug use behavior through examining the prevalence and causes of drug abuse and addiction among youth-recipients (16-30 years) of drug education (DE) programs in Nigeria. A concurrent embedded mixed-method design was adopted for the study and data were collected with a questionnaire and an interview schedule on drug use behaviors. Results showed that drug abuse prevalence ranged from 3.8% for cocaine to 23.7% for alcohol, with daily addiction levels ranging from 1.3% to 5.0%. Depression, peer pressure, and social/economic hardships cause drug abuse. Drug education and gender influence drug use behavior. Drug abusers possess health, social, legal, and moral knowledges about drug use, with youth drug-abusers redefining responsible use by promoting the notion of “civilized use”. The study concluded that mainstream curricular drug prevention programs have little impact on drug use behavior since its recipients still abuse drugs. Drug education research, policy, and practice implications of the findings were discussed.

To what extent do we learn from past epidemics: a mobile phone survey of selected villages in Liberia

Background Epidemics remain a major threat, impacting lives around the globe. We ask whether and to what extent individuals learn from past epidemics in Liberia, a country affected by both the 2014-2016 Ebola Virus Disease and COVID-19. Methods We explored the association between being exposed to the 2014–2016 Ebola epidemic and measures of beliefs, intentions, and behavior during COVID-19. We interviewed 600 respondents three times over seven years, sampled by an initial list of 2,265 respondents in 571 villages across all of Liberia selected through Random Digit Dialing (RDD) in 2015-2016. We used an Ordinary Least Square (OLS) model, controlling for county fixed effects and a set of socio-demographic and economic covariates. Results Because of the selection among individuals with mobile phones, most respondents were male, educated, and were more likely to be from urban areas and wealthy. They were, on average, 33.9 (SD=10.4) years old, 66% were Catholic, and only 23% were unemployed. 22.8% of respondents reported that they knew someone in their community who got or was suspected of having Ebola; 13.7% were exposed to COVID-19, while 4.5% were exposed to both epidemics. We found that those exposed to Ebola were less likely to have wrong beliefs about the virus and how to cure it; they were also more likely to state that they would go to the health facility for important needs such as birth delivery and child routine vaccination; and, they were more likely to get vaccinated during COVID-19. The findings are primarily driven by individuals with low trust in the government. Conclusions This research suggests that individuals who experience a previous epidemic learned from it and might be more responsive to correct information and better respond to a future one. This has policy implications for patient education and awareness campaigns during the next epidemic.

Stratification and Inequality in the Secondary Education System in Romania

Education is a complex system with implications for educational policy and management. Education systems that are more comprehensive generate more equal outcomes, fostering access to opportunities for all children. On the other hand, systems with early selection and tracking are more stratified and register higher inequalities in educational outcomes. Educational inequalities imply unequal access to education and, subsequently, career opportunities. The present study employs classification techniques, such as decision trees, in order to highlight lines of stratification and inequality in the upper secondary education system in Romania, focusing on the selection of students in general or vocational programs. Our results show that the education of parents and area of residence are factors that influence the stratification of students in the Romanian secondary education system, and the selection process contributes to the reproduction of social inequalities. The conclusions of this study are consistent with the cultural capital theory in education. Policy and strategic management implications are discussed in light of our results.

Inclusive Education: Necessity, Prospective Trend

This article describes the introduction of inclusive education, what it is, about children with disabilities, as well as the positive and negative aspects of inclusive education. Employing a thorough research methodology that involves a systematic literature review and analysis of empirical studies, the study synthesizes existing knowledge on inclusive education. The results illuminate the positive outcomes, such as enhanced social integration and academic achievement, as well as the challenges, including potential resource constraints and the need for tailored support systems. The discussion delves into the nuanced dynamics of inclusive education, weighing its merits and demerits while addressing the broader implications for educational policies and practices. Through this comprehensive approach, the article contributes to a deeper understanding of the complex interplay between inclusive education, disability, and the broader educational landscape.

The challenges and opportunities of hybrid education with location asynchrony: Implications for education policy

The COVID-19 pandemic has severely disrupted traditional on-site education. One currently deployed alternative is hybrid education formats, which combine online and on-site elements. Educators, educational institutions, and policymakers need to understand the challenges and opportunities hybrid education can pose to both students and educators to orchestrate these formats successfully. This is especially true when hybrid education allows asynchrony of the learning location, for example, allowing students to choose whether to attend online or on-site. To understand these challenges and opportunities, we deployed a qualitative research design and identified three challenges and three opportunities of hybrid education, allowing location asynchrony, based on two data sources, interviews with educators and open-ended survey answers from students. First, we describe these findings and highlight three larger underlying themes (balancing flexibility with complexity, the challenge of interpersonal connectedness in highly diverse settings, and digital proficiency), including sometimes opposing perspectives of students and educators. As a second step, we matched existing policy guidelines from the European Union with the status quo from our data, and as a result, we identified and discussed four policy implications.

The Mediating Role of Feeling Safe and Belonging in the Effect of Homophobic Bullying on the Academic Life and Self of Young LGB Portuguese Students

Homophobic bullying in schools affects the sense of safety and belonging of LGBT youth in the school community, with several impacts. We know that homophobic bullying has consequences, but it is important to understand the mechanisms underlying these consequences, and how we can mitigate some of these consequences. We know that we cannot erase bullying, but there are ways to reduce and/or mitigate its effects. The goal of this research was then to understand what variables (eg,, a sense of security and a sense of belonging) could explain the impacts of bullying, and what variables in a school context we could intervene with. Thus, an online questionnaire was used and 562 participants from Portugal (15 to 21 years old) participated. The results showed that the sense of safety of LGBT youth mediates the relationship between homophobic bullying and absenteeism, as well as academic performance. It was also possible to conclude that the feeling of belonging mediates the relationship between bullying and the student's low self-esteem. The results and implications for education policy are discussed.

Impact of soft skills awareness upon practice towards maximizing employability among english graduates in Bangladesh

Many students who are pursuing graduate and postgraduate degrees are unable to effectively apply their learning to their daily lives and jobs. As a result, Bangladeshi graduates struggle with the country's high unemployment rate. As a result, it is essential to incorporate soft skills training into the curriculum to ensure how to put students' awareness of soft skills from English literature into practice in real-world situations. Twelve fundamental soft skills, including emotional intelligence, interpersonal, people management, self-management, collaboration, time management, decisionmaking, problem-solving, leadership, critical thinking, and creativity, were identified in addition to the identification of forty-nine subskills. To examine the median levels of awareness and practice of soft skills among English graduates, a paired sample t-test was utilized in this study. A regression and correlation analysis measured the relationship between soft skill awareness and practice. The study triangulated data using a students' survey (323), teachers' in-depth interviews (18), students' focus group discussion (9), and secondary literature. The results revealed that the awareness of soft skills among English graduates had a beneficial effect on their degree of practice. The results showed that by including soft skills training in the curriculum and establishing specific implementation instructions, the employability of English graduates would be maximized through awareness of soft skills. The results have significant implications for Bangladeshi educational policy and practice, and by improving graduates' employability, they help the country's economy thrive.

Influence of Parental Income and Gender on Parental Involvement in the Education of Secondary School Children in Sri Lanka: A Comprehensive Investigation

This research explores the intricate interplay of parental involvement in the education of secondary school children in Sri Lanka, with a particular focus on the intertwined influence of parental income and Gender. The study aims to unravel the complex relationships between parental income, Gender, and parental involvement and how these factors intersect within the educational context. The research is grounded in the backdrop of socioeconomic challenges and gender disparities in Sri Lanka's secondary education system, emphasising the importance of parental engagement in addressing these issues. The study's methodology involved a survey-based quantitative research design, and data analysis included descriptive and inferential statistics. The findings reveal that while parental income may not significantly impact overall involvement, it does influence various dimensions of parental participation. Gender-related variations in involvement are also evident, highlighting the importance of addressing disparities in educational support. These insights call for tailored strategies and policies to foster equitable involvement in education. The study offers valuable implications for educational policies and interventions, emphasising the need for comprehensive assessments of parental involvement, contextual analysis, and a focus on promoting equity and inclusivity in education. Ultimately, this research contributes to a deeper understanding of parental involvement in the complex educational landscape of Sri Lanka, with the goal of ensuring equal opportunities and success for all secondary school children, irrespective of their gender or socioeconomic background.

Model of effects of cultural capital and educational Habitus on Pisa competencies of pupils: An example of Serbia and Croatia

The results of a secondary analysis of the empirical data collected during PISA 2018 on the sample of pupils from Serbia and Croatia are presented in this paper. Based on the theoretical model established by Pierre Bourdieu, we examined the effects of cultural capital in all three forms (objectified, embodied and institutionalized) on reading, mathematical and science competencies of pupils, measured through PISA tests. As a mediator of given variables, we put certain indicators of habitus, which is also one of the key concepts of Bourdieu?s theory. The indicators which were included are adjustment to the educational system and education expectations, specifically marked as educational habitus. The results showed positive effect of all tree forms of cultural capital on a specific type of competence, while education expectations are confirmed as a mediator between cultural capital and competences. A comparative analysis of Serbia and Croatia showed that there are some differences regarding objectified cultural capital and education expectations which have stronger effect on pupil?s competences on the sample from Croatia. The results of this research can be used for creating implications for educational policies which would be focused on obtaining cultural capital among pupils, therefore improving their competencies and, consequently, reducing social inequalities in education by more equal distribution of this form of capital.

자동화 머신러닝(AutoML)과 SHAP을 적용한 청소년의 다중시민성 유형 및 설명 변인 탐색

This study aims to investigate the typology of multiple citizenship among Korean adolescents and the predictive factors in the global era. The study analyzed data from the 6th wave of the 2013 Korean Educational Longitudinal Study and utilized latent profile analysis to explore the typology of multiple citizenship. To identify the predictive factors determining multiple citizenship, an automated machine learning algorithm was used to find the most performant model. SHAP (Shapley additive explanations) techniques were then applied to provide interpretable explanations of the machine learning results. The key findings are as follows. First, in the latent profile analysis, the multiple citizenship of adolescents was categorized into “high multiple citizenship,” “moderate multiple citizenship,” and “low multiple citizenship.” Second, the results of automated machine learning showed that gradient boosting exhibited the highest performance among machine learning techniques. When predicting the key variables related to adolescents’ multiple citizenship through machine learning, it was found that communication competence emerged as the most important predictor, followed by cognitive information processing skills, awareness of cultural and artistic activities, independent career maturity, educational experiences involving cultural diversity and international issues, gender, and relationships with teachers and peers. Based on these results, this study provides policy recommendations and implications for effective civic education for adolescents.

Fostering a Peaceful Tomorrow - Investigating the Impact of Yoga on Exam Stress in Higher Secondary Level Students of Meerut District

This research endeavors to explore the impact of yoga on exam stress among higher secondary level students in Meerut District, with the overarching goal of contributing to a more peaceful tomorrow. The study holds significance in its dual focus: identifying various training schedules suitable for school students and evaluating stress levels experienced by secondary school students. The research design encompasses a total of 20 girls and 20 boys from higher secondary schools in Meerut District, establishing a controlled environment for in-depth analysis. Among these participants, 10 girls and 10 boys have been deliberately assigned to both control and experimental groups. The investigation aims to ascertain the efficacy of yoga interventions in mitigating exam-related stress, with potential implications for educational practices and policies. By assessing stress levels and introducing tailored yoga interventions, the study aspires to contribute valuable insights that can positively impact the mental well-being and academic performance of higher secondary-level students. This research serves as a stepping stone toward fostering a more serene educational environment, ultimately contributing to the cultivation of a peaceful tomorrow.

Digital Financial Literacy on Financial Behaviour Among Management Undergraduates of State Universities in Sri Lanka

Fintech has transformed the financial landscape by integrating technology, resulting in a rapid surge in digital financial services and products. The growing adoption of these services exposes individuals to various risks, such as data theft, confidentiality concerns, unregulated network operators, security threats, and a lack of proficiency in financial and digital skills. Inadequate financial knowledge may lead individuals to overspend and incur debt, contributing to the failure of sound financial behavior. Therefore, this study aims to address this issue by investigating the impact of digital financial literacy on the financial behavior of management undergraduates in state universities in Sri Lanka. The research model was constructed with the independent variable of digital financial literacy and the dependent variable of financial behavior. The study employed a quantitative approach, drawing a sample of 370 undergraduates from a population of approximately 10,033 management undergraduates at the state universities of Sri Lanka. Data was collected using a structured questionnaire, and four hypotheses were formulated for the study. Statistical Package for Social Sciences (SPSS) version 23.0 was utilized for data analysis, with descriptive statistics, correlation analysis, and regression analysis as the analytical tools. The regression results revealed that digital financial awareness, digital financial skills and knowledge, and the digital financial usage of management undergraduates significantly impact financial behavior. However, digital financial attitude was found to have no significant impact on financial behavior. These findings emphasize the necessity for comprehensive digital financial education programs. Furthermore, the study suggests educational policy implications, recommending collaborations between financial institutions and universities to implement practical initiatives that enhance students' real-world application of digital financial knowledge.