Education In Order Research Articles

Relevance of Islamic Traditional Pedagogical Strategies in 21st Century Education: A Case Study of Al-Qarawiyyin University

The University of Al-Qarawiyyin is renowned as the most ancient and historic academic institution in the world. This university offers a conventional teaching method in the present day, which presents a significant challenge in the 21st century. How is this pedagogy still advantageous for human beings? How does it contribute to mental or intellectual development? This study report intends to investigate the efficacy of conventional teaching for human beings. For this paper, I want to engage in discussions with others, with the aim of exchanging and acquiring information via research articles. Traditional pedagogy promotes the development of close relationships between instructors and students, fosters the acquisition of skills and critical thinking, emphasizes memorization and spoken communication, and enhances attention and group debate. Al-Qarawiyyin University adheres to a traditional pedagogy in order to impart religious teachings and promote the authentic principles of Islam.

Patriarchy, Dominance and Liberation: A Self-discovery in Anita Nair’s Lessons in Forgetting

The purpose of this research study is to examine the feminism-related aspects of Anita Nair’s Lessons in Forgetting. It discusses a variety of issues that the female characters in the book deal with, including female feticide, gender discrimination, love and dependence on family members. It also provides a brief explanation of how these issues are resolved so that the characters can move on with their lives. According to the title, women forget the lessons they were taught in order to live the life they want. Feminism is based on happiness and expectations rather than anxieties and sadness. Struggling against patriarchal culture has become dated because women have forged ahead unafraid to improve things in their own manner. The main protagonist Meera and other female characters use it as a tool to consider what would happen following their husbands’ betrayal. Due to male-controlled norms in India, a traditional and conservative nation, women have never been given the respect they deserve. They have been taught that the pains and joys of others determine their worth. The perspectives of their goals and aspirations are framed by their moral and ethical commitments. The study has made an effort to identify feminism-related components in novels that shed light on certain significant issues related to women’s ongoing struggles against the misery, abuse and trauma that they experience as a result of the male-dominated conservative culture. The freedom of the woman to fulfil her different conventional responsibilities as a daughter, wife, mother and other things is explored in Nair. The concept of selfdiscovery, which is central to her works, is also addressed in this study.

Preparing Artists to Save the World: Community-Engaged Arts Practice as Critical Pedagogy

ABSTRACT The sustained marginalisation of creative arts in higher education in Australia risks the delivery of superficial learning experiences that are disconnected from the relationality of place, people, and histories. The metrics used to assess a university’s capacity to produce “job-ready graduates” does not adequately capture the success of students in the creative arts, leading to under resourcing in these disciplines and, ironically, limiting the capacity of these disciplines to train students adequately for their industry. In this paper, we examine the place of community-engaged creative practice and cultural policy learning in universities to ask how tertiary educators can support students to develop industry skills while also embodying a critically engaged pedagogy in order to work and create in the industry in ways that prioritise relationality, context and an ethic of care. Community-engaged arts practice can be understood as that which privileges collaborative processes, values people over institutions, is contextually grounded, and understands creative excellence as intricately entangled in social and relational outcomes. We argue that community-engaged arts practice is a form of critical pedagogy and, potentially, vice versa. We share two case studies of creative arts learning experiences in our university as examples of the powerful crossover between community-engaged arts practice and critical pedagogies in our endeavour to train effective, and impactful creative arts workers in sustainable and ethical practice via a critically engaged creative practice pedagogy.

Prior experiences as students and instructors play a critical role in instructors’ decision to adopt evidence-based instructional practices

BackgroundThere has been a growing interest in characterizing factors influencing teaching decisions of science, technology, engineering, and mathematics (STEM) instructors in order to address the slow uptake of evidence-based instructional practices (EBIPs). This growing body of research has identified contextual factors (e.g., classroom layout, departmental norms) as primary influencers of STEM instructors’ decision to implement EBIPs in their courses. However, models of influences on instructional practices indicate that context is only one type of factor to consider. Other factors fall at the individual level such as instructors’ past teaching experience and their views on learning. Few studies have been able to explore in depth the role of these individual factors on the adoption of EBIPs since it is challenging to control for contextual features when studying current instructors. Moreover, most studies exploring adoption of EBIPs do not take into account the distinctive features of each EBIP and the influence these features may have on the decision to adopt the EBIP. Rather, studies typically explore barriers and drivers to the implementation of EBIPs in general. In this study, we address these gaps in the literature by conducting an in-depth exploration of individual factors and EBIPs’ features that influence nine future STEM instructors’ decisions to incorporate a selected set of EBIPs in their teaching.ResultsWe had hypothesized that the future instructors would have different reasoning to support their decisions to adopt or not Peer Instruction and the 5E Model as the two EBIPs have distinctive features. However, our results demonstrate that instructors based their decisions on similar factors. In particular, we found that the main drivers of their decisions were (1) the compatibility of the EBIP with their past experiences as students and instructors as well as teaching values and (2) experiences provided in the pedagogical course they were enrolled in.ConclusionsThis study demonstrates that when considering the adoption of EBIPs, there is a need to look beyond solely contextual influences on instructor’s decisions to innovate in their courses and explore individual factors. Moreover, professional development programs should leverage their participants past experiences as students and instructors and provide an opportunity for instructors to experience new EBIPs as learners and instructors.

Педагогические эффекты реализации технологии образовательной робототехники в работе с младшими школьниками

The relevance of the study on teaching robotics in primary school is due to the digitalization trends of modern society and the need to prepare children for a new technological era. The objective of the study is to identify what organizational, administrative and pedagogical conditions are necessary to make teaching robotics effective in primary school. The article hypothesizes that educational robotics taught as an extracurricular educational activity prompts personal development of younger schoolchildren only if the school has an inspiring and creative atmosphere, and the relationships between the participants of the educational process are based on the principles of cooperation pedagogy. Participants: second grade students (n = 80) of “Governor’s Engineering Lyceum No. 102” Ulyanovsk, aged from 7 to 9 (M=8.3 years, SD= 0.458), 52.5% – boys, 47.5% – girls. Methods (tools). A set of diagnostic techniques was used to assess the pedagogical effectiveness of educational robotics: the “Magic Flower” technique (M. R. Ginzburg) was used to identify students’ dominant type of motivation; the “Sequence of Events” technique (A. N. Bernstein) was used to assess intellectual abilities, logical thinking, generalization abilities; parents (n=80) were surveyed with the help of the questionnaires “The Map of Giftedness” (Robert F. DeHaan, Jack Kough) and “Diagnostics of Creative Abilities” (F. Tutl, L. Becker) to assess the creative potential of children, the expression of their abilities and inclinations for various types of activities. In order to identify the organizational, administrative and pedagogical conditions for the effectiveness of educational robotics, interviews were conducted with primary school teachers (n=18); additionally, such methods as participant observation and the analysis of pedagogical experience were used. Results. The pedagogical impact of teaching robotics to younger schoolchildren was revealed. The methodological, psychological, pedagogical, organizational and administrative conditions for the effectiveness of teaching robotics in primary school were determined. The main conclusions. Robotics in primary school can be taught as both an educational and extracurricular activity. To identify and develop the abilities of students in the field of technical design, an educational organization needs an innovative material base, methodological support, and a sufficient level of professional competence of the teaching staff. Cooperation between schools, institutions of additional education and high-tech enterprises is recommended. It is important that the interaction between the participants of the educational process is built on the principles of cooperation pedagogy in order to stimulate the creative activity of students and motivate them to participate in exhibitions and project competitions.

Power, discourse, and student agency in colonial education

This paper aims to glean valuable insights from critical pedagogy in order to apply them to the field of African literary studies. Specifically, I am interested in how approaches inspired by culturally responsive education can help us revisit the important but under-researched topic of student agency as it features in fictional works that deal with colonial education in Africa. Although colonial education in literature has been the subject of intense focus in postcolonial theory, such theorizations largely examine how colonial education reproduces colonial rule through the dissemination of colonial discourse/ideology. When student agency in the colonial education systems is addressed, conventional postcolonial theory sees it as being overwhelmed or assimilated by colonial discourse and power. Ideas emanating from critical pedagogy and culturally responsive education are of value here in that they can elucidate how students interact with and even resist the pedagogical and political power of the colonial education system. Ngũgĩ wa Thiong’o’s novel Weep Not, Child is an illustrative example of how such a critical-pedagogy-inspired approach can help us reorient literary studies of colonial education systems.

Stress Level of a Classroom Instructors and Its Influence to Their Classroom Performance

The present study aims to investigate the stress level of classroom instructors and its influence on their classroom performance. It is well-documented that teaching is a profession associated with significant levels of stress, which can negatively impact the quality of instruction provided by educators. In order to examine this relationship, a sample of classroom instructors was selected and their stress levels were measured using standardized assessment tools. The classroom performance of these instructors was assessed through various indicators, such as student engagement, academic achievement, and teacher evaluations. The findings suggest that there is indeed a strong correlation between the stress level experienced by classroom instructors and their classroom performance. Specifically, higher levels of stress were found to be associated with lower levels of student engagement, decreased academic achievement, and negative teacher evaluations. These outcomes highlight the importance of addressing and managing stress among classroom instructors in order to enhance their overall effectiveness and improve learning outcomes for students.

Impact of Technology Integration on Secondary Level Education in Bangladesh: A study in Dhaka City

Considering the growing technical proficiency of the education system, it is imperative for learners to stay current on developing digital trends while simultaneously acquiring a comprehensive understanding of the subject matter. Educators possess a remarkable potential to engage and foster academic achievement using technology throughout the curriculum. In accordance with the prevailing global pattern, students in Bangladesh exhibit a substantial level of engagement with information and communication technology (ICT) components. The aim of this study is to examine the effects of incorporating technology into secondary education in Bangladesh. Also, to assess the level of technological integration in secondary schools, together with the perceived advantages and obstacles associated with its implementation. The present study employs a mixed method approach. Qualitative data was collected through focus group discussions with instructors in order to gain insights into their experiences, opinions, and attitudes towards the integration of technology. Quantitative data was obtained through the utilization of questionnaires. The research encompassed a cohort of seven (7) educators at the secondary school level, as well as a group of forty (40) students from three educational institutions within the Dhaka City. The results indicated that the integration of technology had a positive impact on student engagement, academic achievement, and instructor efficacy. Nevertheless, some challenges have been identified in relation to infrastructure, accessibility, and training. The results of the study suggest that the incorporation of technology into secondary education in Bangladesh holds promise for improvement.

ИСПОЛЬЗОВАНИЕ ДОСТИЖЕНИЙ ИСКУССТВЕННОГО ИНТЕЛЛЕКТА В РАЗВИТИИ СОВРЕМЕННОЙ ПЕДАГОГИКИ

As human society transitions into the era of artificial intelligence, the “pedagogical consciousness” of technology and the “technical consciousness” of pedagogy are increasingly strengthened. The development of artificial intelligence is gradually contributing to new changes in fundamental theoretical research in the field of education. A new twist in the discipline’s mission: to advance pedagogy in order to overcome its inherent technical logic, return to the origin of man, commit to human liberation in the context of the era of artificial intelligence, and seek new solutions to classic technical problems in the technological era. This triggers a new transformation in the way educational research is conducted: artificial intelligence as a research tool distinguishes between different levels of application from beginner to intermediate and advanced, depending on the degree and requirements. In particular, advanced applications will lead to various consequences of educational research.

If We Aren’t Grieving, We Aren’t Healing: A Testimonio on Grief as a Trauma-Informed Practice

In this paper I explore the multifaceted and politicized nature of grief, arguing that grief is a powerful practice for healing from trauma. To situate grief as a missing, yet necessary, ingredient in the trauma-healing nexus I turn to my own experiences, offering a testimonio of my own journey alongside grief, specifically from March to December 2020—the months leading up to my first semester as a tenure-track professor. In sharing this testimonio, I challenge the landscape of education which often pathologizes emotionality and decenters the body, particularly for People of Color, and instead offer an example of what learning to be in an embodied relationship to grief looked like for me as a Latina woman, educator, and scholar. I end with extrapolating the practices that nurtured my relationship to grief and how I incorporated them into my pedagogy in order to make space for grief in my classroom.

Peace Pedagogies in Bosnia and Herzegovina: Theory and Practice in Formal Education, edited by Larisa Kasumagić-Kafedžić, and Sara Clarke-Habibi. Springer, Cham. 2023. XVIII, 343 pp. https://doi.org/10.1007/978-3-031-26246-3.

This book is dedicated to the problem of peace pedagogy in Bosnia and Herzegovina, which is becoming increasingly important throughout the world, taking into account the level of hostility, xenophobia and hate speech, as well as other potential threats and risks to humanity. The book analyzes the international development of peace pedagogies and the mechanism for their implementation in Bosnia and Herzegovina, identifying key words and formulating key questions. In this context, current issues and problems in the education system and political context of Bosnia and Herzegovina are analyzed. With the assistance of international organizations and Western countries, the educational system of Bosnia and Herzegovina advocates a more active and systematic strengthening of peace pedagogy in order to more effectively harness the potential of education as a means of reconciliation. The book examines the wide range of international and local initiatives that arose in post-war Bosnia and Herzegovina with the aim of integrating the values of peace and peace education into the education system in Bosnia and Herzegovina, through formal and informal European educational mechanisms.

The role of active pedagogies in architectural design studios: post-pandemic adaptation

Background: Architectural design studio courses are the core of architecture education where learners collaborate, brainstorm, and share their ideas to obtain the most beneficial outcome in a shared creative environment. The COVID-19 crisis has brought a variety of amendments in the architecture education world which therefore introduced a vast number of challenges to both architecture students and tutors. Since the beginning of 2020, all architecture universities from all over the world started to depend thoroughly on remote learning and according to previous studies, the majority of the students were highly satisfied with online learning when it came to architectural theoretical courses; however, the most challenging part was the architecture studio courses. Such interference lead to an educational shift from a physical interactive studio environment to a remote learning environment which caused a heated debate among the researchers. Hence, the study aims to test the architecture studio pedagogies in order to obtain an efficient and interactive studio environment leading to more satisfactory outcomes regarding the studio courses. Methods: Two questionnaire surveys were distributed online on google docs to both the studio courses staff members and students at the AAST Campus in Alexandria, Egypt at the end of the 15th week of the course and collected three weeks later. A comparative analysis of the individual and the collaborative phase for both surveys was anonymously achieved through the online forms for an unbiased active learning and pedagogical approaches assessment. Results: The survey results of 73 students and 13 staff participants emphasized the most beneficial active learning criteria and architecture pedagogies to be used for architectural studio courses. Conclusion: According to the results, the study will propose updated active learning guidelines for architectural design studio courses adapting to any emergency.

Didactic transposition in music education: Exploring didactical suitability in three Navarrese schools

Didactic transposition occurs when scholarly knowledge is transformed into knowledge to be taught in order to reach didactical suitability. In this study, we explore didactic transposition implemented in music lessons from the perspective of didactical suitability. Utilising Design-Based Research, the current study collected qualitative and quantitative data from three urban schools in the Chartered Community of Navarre, Spain. Findings reveal that didactic transposition depends on the teacher’s beliefs because, while one-to-one teaching and academicism are preferred by educators who prioritise music theory, collective teaching and creativity are promoted by teachers who favour holistic development. In conclusion, didactic transposition enables the aspiration to didactical suitability, explaining the characteristics of didactic contracts. Lastly, some pedagogical implications are provided.

Preliminary research: Identification of Difficulty in Chemical Learning Based On Teacher and Student Perspectives

The purpose of education is to create a society which has the scientific literacy skills. So that goal is reached it is necessary teach and develop competencies that support skills. This study is a preliminary study in the identification of the problems perspectives by teachers and high school students in learning chemistry. The method used in this study is a survey method using a questionnaire. Respondents consisted of 10 teachers and 22 students senior high school in Bandung. From the results of the survey the problems perspectives by the students, interest and motivation in learning chemistry students is still low. It can be seen from the student questionnaire (question 1,2,3, and 4). In addition to low literacy student chemistry can be concluded from the results of the questionnaire related to the learning habits of students in applying chemistry in everyday life, 59, 1% sometimes, 27.3% often, 9.1% and 4.5% always never. From the survey results the authors focus on three main issues in teaching chemistry ie, level of difficulty of the material, the selection of teaching and learning context model of chemistry in everyday life is not always delivered on the learning process. Teacher as a key component in education need to be equipped with a good understanding and skills to implement learning that can develop chemistry student literacy. Knowledge is always evolving as the development time, teachers are required to continually update the scientific study. Difficulties experienced teachers is the failure to trigger the birth of learning in students and led to the view that chemistry is a difficult lesson. Based on the results of the survey above, learning will be more meaningful if using social-scientific issues that are relevant to the material being taught in order to achieve educational goals.

In Greek we trust! Παίζοντες μανθάνομεν

AbstractThis article presents the method used in Elliniki Agogi, a private small school that teaches the Ancient Greek language as an extra-curricular activity. Over the 29 years of experimenting with educational material, methods, books and exercises, teaching Ancient Greek as a living language seems like the only method that really works for the students. It is immersive, experiential, educational and fun, but most important, it makes students love what they learn; by loving, they keep wanting to come back. By coming back, they repeat. By repeating; they learn. And by learning Greek as a living language, they never forget it. This is our school's aim: to make our students love the language. Experiential learning is highly valued and applied through visits to archaeological sites, and reviving important historical events. But this is only the beginning; playing, drawing, acting, foreign exchanges, educational trips, digital programs, collaborations with foreign institutions and educational organisations come alive in Elliniki Agogi, a small school that was founded 29 years ago in Greece and has joined worldwide efforts in changing the way Greek is taught in order to promote its true, timeless, precious wisdom. In Elliniki Agogi a combination of teaching Greek as a living language and activities that include play and fun, a method as old as time, shows exactly the reason way the words ‘play’ (παιδιά) and ‘education’ (παιδεία) derive from the exact same root word: παῖς (child). Educational material is also provided in order to further enhance and deepen children's knowledge.

Physical culture for lifelong healthy participation: Expanding the horizon of individual interest and university engagement in physical education in higher education

The degree of an individual’s interest can be conceptualized as their inclination to experience specific emotions toward a particular domain, such as physical education. There is a lack of published scholarly literature exploring the correlation between individual interest and university engagement, particularly within the context of colleges and universities in the Philippines. The primary objective of this study is to enhance the understanding of the correlation between the two variables. Furthermore, the objective of this study is to ascertain the notable disparity in the individual interest and university engagement of students, taking into account their sexes and educational institution. This study uses a quantitative research method. Upon collecting data from a representative sample of college students, it was determined that there was no discernible variation in the levels of individual interest and university engagement based on gender and educational institution. Furthermore, a notable correlation has been identified between individual interest and engagement in higher education. Ultimately, the factors that contribute to university engagement include positive affect and readiness to reengage, stored utility value, stored attainment value, and knowledge-seeking intentions. The present study provides recommendations for future research initiatives and instructors in order to effectively promote lifelong engagement in physical culture among students, encouraging their participation in diverse healthy activities.

Pedagogical competencies of teachers applied to teaching learners with hearing difficulties

Teachers need to possess appropriate pedagogical competencies to be successful in addressing the special needs of students in the classroom so as to ensure their accomplishment in education. This study investigated teachers’ pedagogical competencies applied to teaching learners with hearing difficulties in the Sekyere South District of Ghana. This study adopted the constructivist paradigm using the qualitative approach. The case study design was employed. In this case study, 16 teachers were purposively sampled, and data were collected from them using a self-constructed interview guide. The instrument was pre-tested to provide experiences and opportunities to engage in critical reflection with regards to the interview schedule. The pre-test also gave a fair idea of the responses to be obtained from the field. All the participants were individually interviewed and their responses were analysed using themes that were generated from the data. Results of the study revealed that although teachers used cooperation, elaboration and motivational strategies to teach learners with hearing difficulties, they did not use other equally good strategies such as storytelling, think-pair-share and demonstration. Additionally, the teachers indicated that they required differentiated and constructivist pedagogies in order to teach learners with hearing difficulties effectively in mainstream schools. Authorities in Universities and Colleges of Education should run programs to educate teachers to be competent in differentiated and constructivist pedagogies to enable effective teaching and learning. Finally, teachers should continuously ensure that there is proper seating arrangement and positive teacher-learner relationship in the classroom to promote a good classroom environment.

College Information system

Each educational establishment nowadays is competing to show that they are the finest at providing education at all levels. These institutes are implementing a variety of cutting-edge technology in an effort to attract more students to their universities. One of the several technologies that people use nowadays is mobile technology. It has developed a new atmosphere among students and instructors in order to improve today's access to knowledge. After considering it, we realised the importance of this promising environment that the Android platform has made possible. on how faculty members connected to the school, parents, and students gathered data. The proposed system will improve college information storage and retrieval accessibility, simplicity, and interaction.

Digital Pedagogy Policy in Technical and Vocational Education and Training (TVET) in Malaysia: Fuzzy Delphi Approach

Digital platforms are oneof thetechnology adoptionthat is beginning to be used in most vocational colleges today. Services provided through digital platforms are an alternative to conventional methods. However, the use of digital platforms nowadays, among users consisting of vocational college students in Malaysia is still at a less than satisfactory level. Previous studies also focused a lot on the use and acceptance of technology platforms among users in schools only but not in vocational colleges (VC). The aim of the research is to determine the experts’ consensus on the objective of the digital pedagogy policy for Technical Education and Vocational Training (TVET) students especially in vocational colleges which is currently under development. Vocational colleges is one of the Technical Education and Vocational Training (TVET) institutions in Malaysia that offers certificate level and skill diploma education to high school students. Therefore, it is important to identify the policy that will be used. The Fuzzy Delphi Technique (FDT) was used in this research. Ten experts were chosen by utilizing the purposive sampling method. Analysis of the data was using the Triangular Fuzzy Number and Defuzzification process. The findings showed 100% consensus was achieved by the experts for objectives 1 and 3, and 90% consensus was achieved by the experts for objective 2. All of the experts agreed on the elements in the objectives of the digital pedagogy policy for TVET students. Further development of this policy hopefully will help the teachers in improving their knowledge of digital pedagogy and increase their competency pedagogy in order to produce skills oriented workforce among TVET students in Malaysia. Therefore, the results of this study are expected to be used to strengthen the development of e-learning models in the future to help students and educators to use digital platforms in vocational colleges in particular.

Relationship Between Instructor Andragogy Competency and Learning Outcomes of English Training Participants at LKP Hazika Education Centre Padang

This research is motivated by the low learning outcomes of English training participants at LKP Hazika Education Center Padang. The aims of this research are to find out (1) to describe Andragogy Competence, (2) To describe the learning outcomes of English training participants at LKP Hazika Education Center Padang, (3) To see the relationship between Instructor Andragogy Competence and Learning Outcomes of English Training Participants. at LKP Hazika Education Center Padang. This type of research is a quantitative descriptive correlational research. The population of this study was the participants of the English language training at LKP Hazika Education Center Padang, totaling 30 people and a sample of 65%, namely 20 people using the Stratifed Random Sampling technique. The data collection technique used is a questionnaire and the tool used is a list of questions. The data analysis technique used the percentage formula and the Spearmen Rho formula. The results of this study indicate that: 1) Instructor Andragogy Competence at LKP Hazika Education Center Padang is categorized as low. 2) Learning outcomes of English training participants at LKP Hazika Education are still low. 3) there is a significant relationship between the relationship between the Instructor's Andragogy Competence and the Learning Outcomes of English Training Participants at LKP Hazika Education Center Padang. The suggestion of this research is to the managers of the course and training institutions to further improve the quality of learning in English language training. To instructors in order to improve competence as educators, especially andragogy competence in English language training.Keywords: Andragogy Competence, Learning Outcomes