Implications For Educational Policy Research Articles

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.

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.

Exploring the Challenges: Teacher Reluctance in Implementing Comprehensive Sexuality Education in South Africa's Foundation Phase

Purpose – This study explored why South African Foundation Phase teachers are reluctant and anxious to teach Comprehensive Sexuality Education (CSE) content to young learners. The unit of analysis was Foundation Phase teachers in public schools. Design/methods/approach – Adopting a qualitative, interpretive approach, the study conducted semi-structured interviews with six teachers from primary schools in Gauteng Province. The study used thematic analysis to understand teachers' perceptions and attitudes toward CSE. The data was analysed using Creswell’s six steps of data analysis. Findings – Findings reveal a varied understanding of CSE among teachers, with some viewing it narrowly as sex education and others recognising its broader scope, including emotional development and safety. Primary reasons for reluctance include perceived age inappropriateness, discomfort with content, and cultural and religious constraints. The lack of adequate training and resources further exacerbates this reluctance. Research implications/limitations – This study on South African teachers' reluctance to teach Comprehensive Sexuality Education (CSE) in the Foundation Phase has critical implications for educational policy and practice, emphasizing the need for culturally sensitive curriculum development, comprehensive teacher training, and supportive educational environments. However, its limitations include a reliance on teacher perceptions, a small sample size from a single district, and the absence of quantitative data, which may affect the generalizability of its findings. Future research should expand geographically, employ diverse methodologies, and examine the effects of curriculum and training reforms on CSE's effectiveness in varied South African educational contexts. Practical implications – The study underscores the importance of developing a culturally sensitive, comprehensive CSE curriculum and professional development programs for South African teachers. It highlights the need for clear educational guidelines and resources to assist teachers in effectively delivering CSE content to young learners. Originality/value – This research provides a novel perspective by focusing on the reluctance of Foundation Phase teachers in South Africa to teach CSE, a relatively unexplored area in educational research. It offers valuable insights into the intersection of cultural, religious, and pedagogical factors affecting CSE delivery, contributing significantly to the global discourse on sexuality education in early childhood. Paper type Research paper

Improving the utility of non-significant results for educational research: A review and recommendations

When used appropriately, non-significant p-values have the potential to further our understanding of what does not work in education, and why. When misinterpreted, they can trigger misguided conclusions, for example about the absence of an effect of an educational intervention, or about a difference in the efficacy of different interventions. We examined the frequency of non-significant p-values in recent volumes of peer-reviewed educational research journals. We also examined how frequently researchers misinterpret non-significance to imply the absence of an effect, or a difference to another significant effect. Within a random sample of 50 peer-reviewed articles, we found that of 528 statistically tested hypotheses, 253 (48%) were non-significant. Of these, 142 (56%) were erroneously interpreted to indicate the absence of an effect, and 59 (23%) to indicate a difference to another significant effect. For 97 (38%) of non-significant results, such misinterpretations were linked to potentially misguided implications for educational theory, practice, or policy. We outline valid ways for dealing with non-significant p-values to improve their utility for education, discussing potential reasons for these misinterpretations and implications for research.

Nep 2020 Curriculum Reform And Pedagogical Innovations In Higher Education

The National Education Policy (NEP) 2020 in India represents a significant shift in the approach to higher education, emphasizing curriculum reform and pedagogical innovations to meet the evolving needs of learners and society. This literature review and conceptual analysis explore the implications of NEP 2020 on curriculum development and pedagogy in higher education. Drawing upon theoretical frameworks in curriculum studies and pedagogy, the paper examines key changes introduced by NEP 2020 and reviews existing literature on curriculum reform and pedagogical innovations in higher education, both within the Indian context and globally. Through a synthesis of literature, the paper identifies common themes, emerging trends, and challenges in curriculum reform and pedagogy. Methodologically, the paper adopts a qualitative research approach, utilizing data collection methods such as literature review and conceptual analysis. The conceptual analysis section examines NEP 2020 in action through case studies of institutions implementing reforms, highlighting both successes and challenges. The paper concludes with a discussion of the implications for higher education policy and practice, recommendations for future research, and reflections on the impact of NEP 2020 on curriculum and pedagogy in Indian higher education.

The Role of Motivation in Content-specific Learning in CLIL: Core vs Non-core Subjects

The paper investigates the effects of CLIL on the acquisition of content-specific competence in Italian high-school students. Two educational contexts are examined: Chemistry classes (CLIL and non-CLIL) in a science-oriented high school and Physics classes (CLIL and non-CLIL) in a humanities-oriented high school. The two subjects share many epistemological features but have a different status (core vs non-core subject) for students in the two educational contexts. Two types of content-specific competence are measured: receptive disciplinary knowledge (M1) and productive argumentation skill (M2). Findings show that CLIL students do not underperform non-CLIL peers in both disciplines, rather CLIL students of the non-core subject outperform the control group, especially for M2. Furthermore, a Multiple Factor Analysis illustrates that M1 and M2 results can be predicted by considering the individual variability of students’ motivation toward the discipline, CLIL, and Foreign Language Learning. The motivation toward the subject emerges as the trigger factor for CLIL benefit but plays an unexpected role: it is inversely proportional to content-specific learning. Implications for CLIL studies and educational policy are discussed.

Human capital, institutions, and ambitious entrepreneurship during good times and two crises

AbstractResearch SummaryWe argue that the positive relationship between pro‐market institutions and entrepreneurial growth aspirations is dampened for individuals with general human capital (higher education), but augmented for those with specific human capital (experience in the marketplace). However, during a crisis, the differential effect of pro‐market institutions on growth aspirations manifests only for entrepreneurs with specific human capital, with stronger effects than in good economic times. We run our empirical analysis on a dataset of individual‐ and country‐level characteristics during 2005–2020, thus exploiting variation from the Global Financial Crisis and the COVID‐19 pandemic. We confirm our predictions and show stronger results for early stage (compared to nascent) entrepreneurs, and potential complementarities between human capital types. Altogether, our work paves the way to institutional adaptive policymaking.Managerial SummaryPro‐market institutions facilitate business activity. We analyze a continuum of institutional arrangements and show asymmetric joint effects of the business context and human capital on entrepreneurial growth aspirations. General, education‐based human capital can collide with pro‐market contexts, weakening their positive effect on growth aspirations. In contrast, the interaction between pro‐market contexts and specific, market‐based human capital acts as a catalyst of growth aspirations. The (mis)alignment between pro‐market institutions and specific human capital from start‐up or investment experience gains an increased importance during the Global Financial Crisis and the COVID‐19 pandemic. Our findings are stronger for early stage business owners beyond the nascent phase, and complementarities can appear between education and market experience. We discuss policy implications for entrepreneurship education and regional development.

Administering Discipline: An Examination of the Factors Shaping School Discipline Practices

School discipline is a significant educational policy and equity issue in K-12 education due to well-documented racial inequality in exclusionary discipline and the deleterious effects of exclusionary discipline on academic and adult outcomes. Drawing on interviews with district and school administrators and teachers in an “urban-emergent” district, this exploratory qualitative case study identifies and explicates the key factors that shape disciplinary practices within schools. Two major factors emerge as critical to school discipline practices in K-12 schools: (a) teacher preparation and (b) modeling of effective school discipline practices (how school leaders support teachers and how mentors support school leaders in the disciplinary process). Four key themes regarding teacher preparation emerge (a) relationship building, (b) classroom management, (c) cultural responsiveness and proficiency, and (d) experiential learning. The race and gender of educators permeate these factors. Implications for education policy and practice are discussed.

Integration of children with HIV in mainstream education. Between perception and attitude.

The study explores the challenges and realities associated with the inclusion of HIV-infected children in the traditional education system. Focusing on the perceptions of teachers, parents and students, the paper analyzes the impact of stigma and lack of information on the integration process. Through qualitative and quantitative methods, the study highlights the need for awareness and education programs to combat prejudice and promote an inclusive and safe environment for all students. The results indicate a variety of attitudes, from acceptance to reluctance, underscoring the importance of a progressive and informed approach to education. The study contributes to the existing literature by providing new insights into the integration of children with HIV and proposes practical strategies for facilitating a discrimination-free transition in schools. This research has significant implications for educational policy and for promoting the rights and well-being of children with HIV in the educational context.

Promoting Creativity in Vocational Education: The Role of Self-Efficacy, Cognitive Style, and Playful Motivation in Students' Innovation Skills Development in Shandong Vocational Colleges

This study delves into the influential factors shaping students' innovation skills within Shandong Vocational Colleges, China. It focuses on academic self-efficacy, cognitive style, motivation for cooperative playful learning, and their interplay in fostering creativity within vocational education. Employing a quantitative research approach, data from vocational program students were gathered through self-report questionnaires. Path analysis was utilized to examine the direct connections between independent factors (academic self-efficacy, cognitive style, playful learning motivation) and the growth of innovative skills. Additionally, a mediation study explored the impact of encouraging creativity on these associations. Results highlighted the robust positive influence of academic self-efficacy on innovation skill development, indicating that higher self-efficacy correlates with greater innovative abilities. Cognitive style exhibited a nuanced impact: the knowing style hindered while the developing style enhanced innovative skills. Motivation for cooperative playful learning significantly bolstered innovation skill development, showcasing a link between playful learning inclination and heightened innovative talents. Notably, fostering creativity in vocational education significantly mediated these relationships, enhancing the positive effects of self-efficacy, creative style, and playful motivation while exacerbating the negative impact of the knowing style on innovative skills. The study underscores the importance of nurturing self-efficacy, promoting playful learning environments, and accommodating cognitive style preferences to enhance innovative skills in vocational education. It contributes valuable insights tailored to the Chinese educational context, offering practical implications for educational policies aiming to foster innovation in vocational settings.

The Process of Grouping Elementary School Students Receiving PIP Assistance uses the K-Means Algorithm

As part of receiving support from the Smart Indonesia Program (PIP), this study intends to analyze and apply the K-Means algorithm in the process of grouping elementary school students. PIP is a government initiative that attempts to give money to elementary school pupils from disadvantaged or weaker homes. The effective and fair distribution of aid monies depends on the proper grouping of the students. The K-Means approach was selected because it can cluster data, allowing the grouping of pupils based on pertinent traits. Numerous characteristics that can affect kids' financial needs are included in the data utilized in this study, including family income, parental education level, proximity to the school, and other social and economic issues. This study makes use of empirical data from a PIP-affiliated elementary school in an urban setting. The data includes a large number of pertinent features and thousands of pupils. Based on how similar their characteristics are, pupils are divided into numerous clusters using the K-Means technique. The findings of this study will help us better identify the traits of students who are eligible for PIP support. By doing this, the government can allocate funds more wisely and guarantee that aid is given where it is most needed. The PIP program can benefit children in need more by streamlining the process of grouping the students. In addition, this research has broader implications for social aid and education policy. To guarantee effectiveness and equity in resource allocation, the K-Means algorithm can be used in a variety of additional aid initiatives. Data mining-based strategies, like those employed in this study, are becoming more crucial to boost the effectiveness of aid programs like PIP. The findings of this study can help the government and educational institutions improve the efficacy of aid initiatives designed to boost Indonesian children's education

Predicting academic success: machine learning analysis of student, parental, and school efforts

AbstractUnderstanding what predicts students’ educational outcomes is crucial to promoting quality education and implementing effective policies. This study proposes that the efforts of students, parents, and schools are interrelated and collectively contribute to determining academic achievements. Using data from the China Education Panel Survey conducted between 2013 and 2015, this study employs four widely used machine learning techniques, namely, Lasso, Random Forest, AdaBoost, and Support Vector Regression, which are effective for prediction tasks—to explore the predictive power of individual predictors and variable categories. The effort exerted by each group has varying impacts on academic exam results, with parents’ demanding requirements being the most significant individual predictor of academic performance; the category of school effort has a greater impact than parental and student effort when controlling for various social-origin-based characteristics; and significant gender differences among junior high students in China, with school effort exhibiting a greater impact on academic achievement for girls than for boys, and parental effort showing a greater impact for boys than for girls. This study advances the understanding of the role of effort as an independent factor in the learning process, theoretically and empirically. The findings have substantial implications for education policies aimed at enhancing school effort, emphasizing the need for gender-specific interventions to improve academic performance for all students.