Implications For Education Research Articles

Sex Differences in Self-Perception of Academic Ability in Autistic Youth

Autistic youth demonstrate an overestimation of competencies when compared with neurotypical (NT) peers. Research has also shown NT males/boys tend to overestimate their competencies more than NT females/girls. This study assessed sex differences in autistic youth’s overestimations on academic self-perception variables. Notably, 127 (70 male) autistic youth aged 9–18 years completed two academic tasks (one verbal and one mathematics) and estimated their performance pre- and post-task. Males overestimated their competencies to a higher degree than females on pre- and post-verbal task measures but not on mathematics measures. The results support the previous findings on sex differences in autistic self-perception patterns. Implications for special education are discussed.

A new partnership framework for education with geoparks at its core: a proposal through the evaluation of the school education program in Shikaoi, Japan

The primary objectives of geoparks are to conserve geoheritage, enhance public awareness and understanding of geoscience, and drive sustainable economic growth in local communities. Education acts as the cornerstone in achieving these three objectives, as it provides the necessary foundation for their realization. This study proposes a new educational framework to promote the sustainable development of geoparks by evaluating the effecacy of the past geoeducation program. Specifically, this study focused on the Tokachi-Shikaoi Geopark and Hokkaido Shikaoi High School. A mixed methodology was employed, including content analysis of the textbooks, online questionnaire surveys of high school students, and field interviews with key informants. The results revealed that while geoeducation with well-prepared textbooks was encouraged in schools in Shikaoi Town until 2018, there is a need to revitalize geopark education in an alternative way for the future. We proposed a new partnership framework for the educational program among the geopark, universities, elementary, junior high, and high schools, and other stakeholders to maximize the geopark resources in the proposed program through the effective use of existing textbook assets. The results of the questionnaire surveys found that not only indoor learning with textbooks, but also outdoor learning at geosites is important. The results of the interview survey suggested the need to offer training and support for schoolteachers. To address budget constraints, this study proposed the inclusion of support from universities and the introduction of e-textbooks featuring geopark-related knowledge. This study highlights the crucial role of education in promoting sustainable development in Tokachi-Shikaoi Geopark. The insights gained have broader implications for education in other geoparks, offering valuable guidance for enhancing the quality and effectiveness of education in geoparks.

The Role of Critical Thinking in Enhancing Students' Problem-Solving Abilities in Higher Education

Critical thinking plays a crucial role in enhancing students' problem-solving abilities, particularly in higher education, where students are increasingly expected to tackle complex, real-world issues. This paper explores the relationship between critical thinking and problem-solving skills, focusing on various educational strategies that promote the development of critical thinking, such as problem-based learning (PBL), Socratic questioning, and collaborative learning. Through an analysis of case studies, quantitative studies, and qualitative insights, the paper highlights how critical thinking programs improve students' ability to analyze, evaluate, and solve problems effectively. The findings suggest that fostering critical thinking not only improves academic performance but also equips students with essential skills for professional success. Furthermore, the paper discusses the implications for educators and institutions, offering recommendations for integrating critical thinking into curricula to enhance students' problem-solving abilities.

Rehumanizing Science Education: Exploring Outdoor Learning as an Avenue Toward Holistic Wellbeing

ABSTRACT Mainstream education in the United States has prioritized Eurocentric ways of knowing and being, favoring dominant cultures while rejecting relevant learning and creativity. The emphasis on standardization and competition have hindered students and teachers from honoring their full humanity (i.e. humanization), including their social, historical, and creative selves. Science education, as a microcosm of the larger United States education system, elevates homogeny rather than alternative ways of knowing and being, significantly impacting historically marginalized populations. To prioritize authentic connections over knowledge production while simultaneously disrupting Eurocentricity, this paper posits outdoor learning as an avenue toward rehumanizing the science education field by honoring students and teachers as whole people. Attending to the four dimensions of holistic well-being—cognitive, affective, physical, interpersonal—we suggest that outdoor learning can intentionally broaden perceptions of people and land, acknowledging the inherent dignity within all life. This manuscript synthesizes research from various scholars in science education, outdoor learning, and social justice. We conclude with implications for educators, education participants, and scholars interested in exploring outdoor learning and examining how their science practices either perpetuate dehumanization or foster processes of rehumanization for students and teachers of color.

Inclusion of Digital Citizenship Skills in the Modified Educational Syllabi at Ha’il University: A Study in Teachers’ Perspective

In the wake of Covid-19 pandemic and the educational scenario shifting towards online teaching, universities brought about several modifications in their courses to accommodate online dissemination. These changes inspired learners and teachers to acquire the traits of digital citizenship (DC) skills. The present study investigates the perspectives of teaching staff at Ha’il University, Saudi Arabia, on the degree of inclusion of digital citizenship skills in the modified educational syllabi. In a mixed methods study, teachers' perspectives on the topic were collected from 227 participants. The data were collected through a survey questionnaire and statistically analysed using SPSS. To check the differences across variables, the following variables were used: academic degree, professional experience, and academic track. The obtained results showed that the teaching staff displayed a medium degree of satisfaction with the inclusion of DC skills in the educational syllabi. No significant differences between the means of responses of the study sample were observed (p> 0.05). The study findings have implications for instructors and learners. The researchers recommend further research in the area, and it is essential that training courses are conducted to increase the awareness of DC skills to develop digital content and to maximize the use of ICT tools especially in the light of the covid-19.

The impact of video dubbing app on chinese college students’ oral language skills across different proficiency levels

Oral language skills (OLSs) are essential for English language learners, but challenges remain in developing OLSs, especially in English-as-a-foreign-language (EFL) contexts where traditional teaching methods struggle to effectively engage students. In order to maneuver effective methods to improve Chinese students’ OLSs, the present study explores the use of an English video dubbing app in language learning tasks and investigates its effectiveness in improving OLSs. A mixed-methods approach was used to provide a robust and comprehensive empirical study, including two groups of learners with different proficiency levels. Results from pre- and post-tests, students’ reflection papers, and interviews indicated that the students’ high level of engagement in the dubbing tasks led to significant improvements in students’ OLSs. Particularly in speaking, significant improvements were observed in pronunciation, intonation, fluency, grammar, and lexical use. The study also examined the relationship between the learners’ English proficiency levels and their learning outcomes. The results showed that dubbing tasks had a more significant impact on improving pronunciation for students with lower proficiency levels, while those with higher proficiency levels showed greater improvements in fluency and grammar and lexical use. Pedagogical implications were discussed based on the findings.

Leisure education for elders: Theories, research, and recommendations

Given research connecting leisure experiences with well-being and challenges associated with aging, there are social-psychological principles that have been particularly insightful in explaining connections between leisure and their lives that have implications for leisure education. Studies identify the value of Self-Determination Theory, Optimal Experience, and Selection, Optimization, and Compensation (SOC), in understanding leisure in the lives of elders. There is merit in examining the literature through the lens of these relevant principles to increase understanding of the role leisure education might play in facilitating leisure experiences of elders. Therefore, the purpose of this article is to glean from literature examining applications of the three principles to increase understanding of ways to facilitate elders’ leisure experiences. Collectively, these concepts help identify elders’ leisure-related needs, desirable outcomes, and possible ways to meet those needs and facilitate those outcomes through leisure education. Based on this examination, the article includes recommendations for providing leisure education.

Investigating Moroccan EFL Doctoral Students’ Perceptions of Critical Thinking as a Research Skill

The past few decades have seen a growing recognition of the importance of critical thinking as a crucial soft skill. Accordingly, its cultivation in education, more precisely at the tertiary level, is today widely endorsed. Yet, a body of research has shown that doctoral students display poor critical thinking skills. Adopting a qualitative approach and a case study design, the present study aims to investigate Moroccan EFL doctoral students’ perceptions of critical thinking as a research skill. Hence, semi-structured interviews and focus groups are used to gather data from 15 EFL doctoral students in the context of The Faculty of Arts and Humanities, Moulay Ismail University of Meknes. Inductive thematic analysis has yielded compelling issues that are grounded in students’ engagement in analytical activities and the quality of teaching they have received. The study adds to the literature on critical thinking, provides input towards pedagogical implications for research and teaching, and recommends future directions as well.

ENGLISH-MEDIUM INSTRUCTION PROGRAMME IN MALAYSIA: READABILITY OF SCIENCE TEXTBOOKS USED IN DUAL LANGUAGE PROGRAMME AT PRIMARY SCHOOLS

The use of English as a medium of instruction in the teaching of science and mathematics in the Dual Language Programme (DLP) in Malaysia is to increase students’ exposure to English in developing English proficiency to meet globalisation needs. One of the main issues in the implementation of DLP is student readiness to learn science in English. This study examines the readability of primary school science textbooks using Text Inspector to ascertain the difficulty level of the English used. One unit from Year 1 to Year 6 of science textbooks were analysed. The analysis used two features of the Text Inspector: Lexis: EVP and Scorecard. The findings indicate that the language used in science textbooks is beyond CEFR level B2, which suggests that the readability exceeds the primary students’ English proficiency, hence affecting their ability to comprehend the textbooks. In addition, the findings showed that the readability of the science textbooks does not differ much from Year 1 to Year 6. The study found that the readability of the science textbooks used in primary school is inappropriate; hence, proposes policy and pedagogical implications for teachers to support students learning of science in English.

An Exploratory Study on the Role of Generative AI in Designing Educational Board Games

The educational landscape is transforming due to new skill demands, fragmented attention spans, evolving communication patterns, and increased information access. Game-based learning (GBL) has emerged as a potential solution, fostering subject competency and broader skills. However, integrating games into education faces challenges for educators and schools. This study examines Generative AI's (GenAI) role in facilitating board game use in education, based on a case study in an Italian high school implementing a GenAI-enhanced board game for foreign language teaching. Two state-of-the-art GenAI technologies assisted in the whole GBL design process. Findings indicate GenAI can streamline board game integration through flexible rule adaptation, customized artifact production, and rapid content creation, reducing educator workload, as well as extend their capabilities with novel, creative solutions. Benefits are more pronounced when GenAI use is based on an overarching educational strategy. Study's findings have implications for educators and researchers seeking to effectively integrate GBL and GenAI in educational settings.

Educating for Authenticity? A Discussion of Impression Management in the context of Cross-Neurotype and Cross-Cultural Communication with Possible Implications for Education

One of the most significant challenges that neurodivergent individuals face is the struggle to maintain a sense of authenticity when confronted with strong pressures to conform to the behaviors and norms expected by the majority. This issue arises in everyday settings, with notable implications healthcare and professional contexts and especially in educational settings. In this paper, we will explore whether a radical shift in the current educational system is necessary to safeguard the authenticity of vulnerable individuals, considering authenticity as a right rather than a privilege. First, we will examine how educational practices often sacrifice the authenticity of autistic students, encouraging them to conform to neurotypical behaviors through masking and impression management techniques. Such approaches can have significant consequences, including heightened stress, emotional exhaustion and suicidality. Similarly, foreign-born students face pressures to assimilate, which can lead to the suppression of their cultural identities and a loss of self. Drawing parallels between the experiences of autistic individuals and immigrants, the paper explores how both groups navigate social spaces that demand conformity to either cultural or neurotypical norms, often at the expense of their authentic selves. In the second part of the paper, we will take into consideration the opportunity and the ethical urgency of possible solutions for preserving the authenticity of minority groups as those we analyze (although parallels and implications can be extended to other marginalized identities), such as incorporating neurodiversity and cultural diversity into the curriculum, adopting more flexible assessment methods, and providing training for educators on recognizing and supporting authentic self-expression. The paper also presents arguments favoring reforming educational settings to preserve authenticity, emphasizing the potential benefits for well-being and equity. However, it balances this perspective by considering the challenges of such reforms, including pushback from administrators, acknowledging the need to prepare students to navigate broader social norms as long as the social spaces are dominated by neuronormativity, and the practical difficulties of implementing systemic changes. Ultimately, the paper highlights the complexity of the issue and calls for a nuanced approach to fostering authenticity in education.

The Use of Artificial Intelligence (AI) in Teaching English Vocabulary in Oman: Perspectives, Teaching Practices, and Challenges

Vocabulary plays an outstanding role in the teaching/learning process of second/foreign languages. With recent technological advancements, particularly emerging AI tools, a necessity arises to examine and explore the effect of these AI tools on teaching English. Therefore, this study examines teachers’ attitudes toward using AI tools to teach English vocabulary to EFL Omani students. It also explores their perspectives on the most common AI tools, integration scenarios, and challenges. A mixed-method research design was utilized; the quantitative data included an adopted questionnaire from Alharbi and Khalil (2023) with closed-ended questions, and the qualitative data involved exploratory open-ended questions. Both research designs were distributed randomly to 70 English teachers teaching at the Preparatory Studies Center at one of the Omani universities. The quantitative data were analysed statistically employing SPSS version 29, whereas the qualitative data were analysed thematically. The quantitative data showed that the English instructors have a positive attitude toward the advantages of the use of AI tools in teaching English in general and vocabulary in particular. These quantitative data were supported by their perspectives, revealing that such tools are appropriate and effective since they engage students and increase their learning autonomy. The top five AI tools were ChatGPT, Kahoot, Duolingo, Quizlet, and Google Translate. However, English instructors illustrated some concerns related to lacking familiarity and training in using AI tools, ethical considerations related to the privacy of personal data, shortage of good resources, and enough time since priority is given to cover the course delivery plan. These findings could have pedagogical implications, whereby current textbooks should consider integrating these AI tools to make teaching more effective. Besides, teachers should be provided with sufficient training to exploit such tools in providing their students with effective and engaging teaching methods.

Attentional Characteristics of Fencers: a Comparison with Swimmers and Non-Athletes and their Pedagogical Implications

The aim of this study was to identify the attentional profile of fencers, comparing them to non-athletes and swimmers. Three groups of subjects were studied (N=90; Mage=21.3; SD=4.1): thirty-seven fencers (20 female, 17 male), twenty-one swimmers (10 female, 11 male); thirty-two non-athletes (16 female, 16 male). Results of the alertness test (warning condition) showed swimmers were overall faster than non-athletes. In the no-warning condition, results of the alertness test showed a significant interaction between group x gender: in particular, it was the group of female non-athletes in the condition in which the warning signal was not present who recorded higher reaction times than the other groups. In the divided attention (only in the visual task), and the go/no-go tests, the fencers showed faster reaction times than the swimmers and the non-athletes, while the latter groups did not differ from each other. In the vigilance test, only the gender factor was significant: overall, males showed greater speed than females. In conclusion, our data show that fencers, compared to swimmers and non-athletes, possess better management of visual attention and a better ability to manage situations in which a response must be inhibited, suggesting that these differences affect more selective aspects of attention.

Wissenschaft als Aufgabe in der Demokratie. Zum Kerncurriculum der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE) 2024

In 2024, the GERA published a new curriculum for educational studies and justified the revision with the challenge of countering anti-democratic movements, among other things. Against this backdrop, the article explores the 2024 curriculum’s political and educational implications and its academic concept. It discusses whether the curriculum achieves its goals of enabling education in the medium of science and assuming social and democratic responsibility. The discussion is based on a perspective of the university which, as a social institution, can only realize its mission in democracy by defending its freedom.

The impact of armed conflict on education and children in Jammu and Kashmir: implications for peace education

ABSTRACT The paper examines how prolonged armed conflict in Jammu and Kashmir affects both education and children. Utilizing a descriptive qualitative survey methodology, the study delves into the multifaceted experiences of the diverse educational stakeholders while analyzing the underlying factors that shape their perspectives. Empirical findings strongly suggest that while there is no universal formula for peace education in conflict contexts, a crucial element lies in establishing supportive classrooms that address the unique challenges experienced by students and teachers. The study’s implications have broad significance, offering valuable insights for policymakers and humanitarian organizations seeking a deeper understanding of the adverse childhood experiences (ACEs) faced by communities in conflict-affected areas. Implementing peace education at the school level can help alleviate the impact of conflict on students and teachers, but addressing the broader context of insecurity requires attention to political, security, social, and economic factors, with schools serving as a potential arena for specific aspects of peace education.

Understanding student teachers’ learning from negative experiences of feedback during teaching practicum: A feedback literacy perspective

Although the majority of studies have examined student teachers’ perceptions, emotional experiences, and responses during their teaching practicum (TP), there is a scarcity of research focusing on English as a foreign language (EFL) student teachers’ internal and behavioural responses to negative feedback from mentors or supervisors. Feedback literacy, as a comprehensive concept encompassing internal factors, offers an innovative perspective to explore the characteristics and interplay among learners’ cognitive, affective, and behavioural capacities when dealing with feedback. Therefore, from the perspective of feedback literacy, this study investigated how student teachers cope with negative feedback experiences during TP. This study involved 16 student teachers from five teacher education programmes at the four selected Chinese universities in Sichuan, Fujian, Guangdong, and Macau contexts in China. Multiple data sources were collected, including participants’ narrative reports, semi-structured interviews, and teaching documents. The results revealed participants’ various situations of feedback literacy to cope with negative feedback experiences from their university supervisors and school mentors during TP. Student teachers’ feedback literacy is crucial in mediating their responses to negative feedback experiences, which started with their appreciation of feedback by understanding its meaning, conflicts, and difficulties. Following that, they did not necessarily generate negative external and internal judgements towards negative feedback. Meanwhile, it enabled participants to regulate their emotions with diverse external or internal strategies to respond to such feedback. The findings of this study also provided pedagogical implications for student teachers and teacher educators, respectively.

Pathways to Allyship in Counselor Education and Counseling Psychology

In pursuit of racial justice, there is a need to understand how to engage in anti-racist allyship to reduce potential harm as experienced by the most vulnerable members within academia. In this study, we utilized grounded theory methodology to create a model of allyship based on the definitions and experiences of BIPOC counselor education and counseling psychology faculty members. Participants included 12 faculty members who identified as BIPOC and who could identify traits of White allies through existing relationships and experiences. Participants represented diversity in racial identity and academic rank and were selected through theoretical, purposive, and convenience sampling methods. Through constant comparison of the data, we developed a model identifying contextual processes and components of White allyship. The model demonstrates generative and restrictive pathways for ongoing allyship across the domains of Humility, Engagement, Impact, and Positionality. Implications for counselor educators, counseling psychologists, and researchers are presented.

Generative AI and Educational (In)Equity

This paper examines the complex relationship between generative artificial intelligence (AI) and educational equity, analysing both the opportunities and challenges presented by these emerging technologies in educational contexts. The paper begins by establishing fundamental distinctions between educational equality and equity, emphasizing how various socioeconomic, cultural, and systemic factors contribute to persistent educational disparities. It then provides a comprehensive overview of generative AI technologies, particularly focusing on Large Language Models (LLMs) and their applications in educational settings. The analysis reveals several promising applications of generative AI for promoting educational equity, including enhanced accessibility features for students with disabilities, personalized learning experiences, and the creation of Open Educational Resources (OER). The paper highlights how AI-assisted tutoring, incorporating Socratic dialogue methods, and AI-generated feedback systems can provide valuable educational support, especially in resource-constrained environments. These technologies demonstrate potential in breaking down traditional barriers to education by offering multilingual support, adaptive learning materials, and immediate feedback mechanisms. However, the paper also addresses significant challenges and risks associated with implementing generative AI in education. These include concerns about digital divides, both in terms of access to technology and digital literacy skills, as well as the potential for AI systems to perpetuate existing biases. The research emphasizes the importance of thoughtful integration of AI technologies in educational settings, suggesting that the most effective approach may be a balanced combination of human instruction and AI-supported learning. By examining these various aspects, the paper contributes to ongoing discussions about how to harness generative AI's potential while ensuring its implementation promotes, rather than hinders, educational equity. The findings have significant implications for educators, policymakers, and educational institutions working to create more equitable learning environments in an increasingly technology-driven world.

The Use of Google Translate in the Arabic-English Classroom

This study examines the uses, perceived quality, and ethical and policy considerations of the use of Google Translate (GT) among Saudi college students majoring in English language and translation, as well as on the part of their instructors. Using separate surveys for students and instructors, the findings indicate widespread use of GT by both students and instructors, who acknowledge its effectiveness for translation tasks. However, a misalignment exists between the actual use of GT and formal academic policies. Course specifications do not mention GT, and traditional dictionary use continues to be the primary focus of translation training. Most instructors have not integrated GT into their teaching activities nor provided guidelines or policies regarding its effective use, despite recognizing its benefits. The study concludes by discussing the pedagogical implications of these findings and suggests solutions for better integration of modern translation tools such as GT into the curriculum. The study highlights the gap between current academic practices and the real-world workplace, which has already integrated Machine Translation (MT) extensively. The study advocates for clear policies and for the structured teaching of MT to enhance the relevance and effectiveness of translation training in the evolving professional landscape.

Exploring Learning Strategies of Students Studying in English-Medium Instruction Courses: A Case Study in the Thai Context

Despite the abundance of research focusing on the perspectives, challenges, and needs of students learning English as a Medium of Instruction (EMI), there is a lack of studies examining the learning strategies employed by students in different academic disciplines. To fill this research gap, this study investigated the most common learning strategies adopted by students in EMI programs and explored the factors influencing their choice of strategies. The study was conducted at a university in Thailand, involving 40 students from medical and engineering schools. A qualitative research design, utilizing an inductive approach, was employed, with data collection conducted through focus group interviews. The thematic analysis revealed that participants primarily relied on cognitive, language-focused, social, and affective strategies. Nevertheless, only a small number employed metacognitive strategies. Furthermore, four main factors—language barriers, content-related issues, tests and assessments, and anxieties—were found to influence students' selection of learning strategies. Pedagogical implications suggest that Instructors should enhance technological integration, provide language support, offer supplementary study materials, and encourage metacognitive activities to motivate students to reflect on their learning experiences. Collaborative learning and a supportive classroom atmosphere are also essential for EMI courses.