Insufficient Teaching Research Articles

Integrating educational technology into Lesotho Secondary Religious Studies: A conceptual exploration of practical challenges and opportunities

The use of educational technology (Ed-tech) is becoming more prevalent in shaping teaching methods to meet the needs of modern learners. This study examines how Ed-tech is integrated into secondary Religious Studies classrooms in Lesotho, using the Technological Pedagogical Content Knowledge (TPACK) framework as a guide. By reviewing global literature, it looks at the opportunities and challenges of incorporating digital tools into Religious Studies, a subject aimed at developing social skills and moral values. Research suggests that technology can improve student engagement, critical thinking, and ethical reasoning through platforms like cloud-based learning and multimedia resources. However, Lesotho faces obstacles in implementing Ed-tech, including inadequate infrastructure, insufficient teacher training, and outdated educational policies, which leads to a digital divide, especially in rural areas with limited access to electricity and the internet. The study concludes that while Ed-tech has the potential to transform Religious Studies education, addressing these systemic barriers is crucial for effective implementation. It recommends improving technological infrastructure, providing professional development for teachers, updating curriculum policies to meet 21st-century requirements, and integrating digital literacy into the Religious Studies curriculum. Overcoming these challenges will not only bridge the digital divide but also enhance the teaching and learning of Religious Studies, equipping learners with skills to navigate the ethical and digital complexities of the modern world.

The Challenges and Opportunities of NEP-2020 in the Reference of Inclusive Education in India: An Overview

The National Education Policy (NEP) 2020 provides a transformative vision for India's education system by emphasizing inclusive education and offering equal learning opportunities for children from varied socio economic, cultural and ability backgrounds. This paper looks at the challenges and opportunities given by NEP 2020 for promoting inclusive education in India. Infrastructure deficiencies, insufficient teacher preparation, and social biases are major hurdles, but policy-driven changes, technological integration, and financial support mechanisms present potential. This report gives an overview of the challenges and opportunities for implementing inclusive education in light of NEP 2020. Poor infrastructure, a lack of specialized teacher training and entrenched social attitudes about disability and marginalization all impede progress. However, opportunities arise as a result of policy-driven efforts, growing use of information and communication technology (ICT), and financing provisions aimed at fostering more equal learning settings. The research emphasizes the need of teacher capacity building, community participation, and long-term policy commitment in overcoming these challenges and realizing NEP 2020's inclusive vision. According to the findings, successful policy implementation requires stakeholder engagement to establish a more inclusive and easier to able education system in India.

7366 Experience and perspectives of healthcare professionals regarding exercise directed guidance in pediatric type 1 diabetes

Abstract Disclosure: H. Reznik: None. A. Brener: None. F. Levy-Khademi: None. J. Yeshayahu: None. D. Pivko-Levy: None. I. Koren: None. O. Pinhas-Hamiel: None. M. Sharkia: None. L. Carmon: None. M. Rachmiel: None. M. Muller: None. L. de Vries: None. M. Cohen: None. Objective: Regular exercise can promote various aspects of health in pediatric type-1-diabetes (T1D). However, the management of exercise can be extremely challenging for the child, their family and the healthcare team involved. Studies suggest that children with T1D perform less than the recommended daily activity and that exercise does not always improve glycemic control. Multiple factors should be accounted for, including among others, the nature of the activity and individual child, as well as the treatment regimen. Proper guidance in preparation for exercise is crucial. We conducted a national study aimed at identifying strengths and limitations of exercise directed guidance (EDG) provided by staff in pediatric T1D clinics in Israel. Methods: Healthcare professionals from 8 pediatric diabetes clinics, including physicians, nurses and dietitians, were recruited. Participants completed an anonimized electronic questionnaire assessing: i) Demographics ii) Timing and content of the guidance provided to pediatric patients with T1D iii) Perceived challenges. Results: Ninety-nine professionals took part in this study, 53 physicians, 24 nurses and 23 dietitians. All reported providing EDG to pediatric T1D patients, 90 (90.9%) include EDG both during the initial post-diagnosis visits and periodically thereafter. However, while 83 (83.8%) reported offering guidance to all patients, 16 (16.1%) indicated guiding only specific children: either those that exercise, those that do not exercise or only those that asked for information. Only 64 (64.6%) reported to have specialized educational materials available in clinic, this varied even within the same clinic. The 3 most prevalent topics reported by participants as “usually included” in EDG, were: immediate effects on glucose (94.9%), adjusting carbohydrates (88.8%) and the equipment required during exercise (86.8%). The 3 least frequently addressed subjects were: addressing principals in planning exercise (28.2%) and involving family and friends (29.2% and 17.1% respectively). Challenges by order of prevalence were insufficient teaching aids, the complexity of the topic, lack of knowledge and insufficient time (reported by 44.4%, 39.4%, 34.3% and 34.3% respectively). The knowledge gap most commonly reported centered on understanding the impact of different types of exercise on blood glucose. Conclusions: Healthcare professionals recognize the importance of exercise in T1D management and all of them incorporate EDG in their routine practice. Interestingly, there is considerable variability in both timing and content of the EDG provided, even within the same clinic. We have identified important areas for improvement, with particular attention needed in increasing the availability of educational tools and enhancing staff knowledge. Our findings can assist in creating educational aids for both staff and patients. Presentation: 6/2/2024

Building Inclusive Learning Communities in Multicultural Classrooms: The Role of the CTL Model in Learning Interpersonal Skills

This study explores the effectiveness and challenges of implementing the Contextual Teaching and Learning (CTL) model in multicultural classrooms, particularly focusing on its impact on interpersonal skills development. The primary aim is to investigate how the CTL model enhances student engagement by connecting academic content to real-world contexts and to identify the barriers that impede its effective application. This research utilized a qualitative approach with a case study method to examine the application of the CTL (Contextual Teaching and Learning) model in building inclusive learning communities and fostering interpersonal skills in multicultural classrooms. The data collection techniques used in this study included interviews, observations, and document analysis. The findings indicate that while the CTL model significantly enhances student engagement and fosters the development of interpersonal skills, its implementation is fraught with challenges. Key obstacles include insufficient teacher training, misalignment with existing curriculum standards, limited resources, and institutional barriers such as rigid schedules and lack of administrative support. Despite these challenges, the research highlights the importance of sustained professional development and a supportive learning community to overcome these barriers. By addressing these issues, educators can better leverage the CTL model to create inclusive and effective learning environments. Overall, this study underscores the potential of the CTL model to transform teaching practices and improve student outcomes in multicultural settings. It calls for a concerted effort to provide the necessary support and resources for educators to implement the CTL model successfully, thereby enhancing educational experiences and fostering inclusive learning communities.

The Challenges and Countermeasures in Integrating Chinese Traditional Culture into English Listening and Speaking Course

Foreign language education involves not only language education but also cultural education. It is the new mission of today’s foreign language education to integrate Chinese traditional culture into foreign language teaching and cultivate foreign language talents who can tell Chinese stories well and spread Chinese voice. As a basic course for English majors, English Listening and Speaking faces many challenges when it is integrated into Chinese traditional culture, such as complex teaching content, limited teaching resources, insufficient teachers’ literacy, and students’ listening and speaking difficulties. In order to solve these problems, teachers and universities should work together to sort out the connotation of Chinese traditional culture, develop audio-visual teaching materials, organize teacher training, and innovate teaching methods, so as to effectively promote the connection between Chinese traditional culture and English Listening and Speaking curriculum system.

Inclusión Educativa: Desafíos y Oportunidades para la Educación de Estudiantes con Necesidades Especiales

This article addresses the educational inclusion of students with special needs, a key issue in the human rights agenda and current educational policies. Through a literature review, the study examines the main barriers and opportunities for the implementation of inclusive practices, with special emphasis on the Latin American context. The objective is to identify the factors that limit and promote inclusion, particularly in terms of financing, infrastructure, teacher training and institutional coordination. The methodology employed consisted of the selection of empirical studies, theoretical reviews and key documents from international organizations to provide a critical analysis of the current situation of educational inclusion. Among the results, problems related to lack of resources, insufficient teacher training and limited adapted infrastructure are highlighted. The discussion focuses on how these barriers impact both academic performance and the socioemotional well-being of students, and suggests that inclusion is not only a right, but benefits the entire educational community. In conclusion, it highlights the importance of adjusting local policies and promoting research and the use of innovative technologies to ensure a truly inclusive education.

Research on the Reform and Innovation of Foreign Language Teaching in Art Schools

In the era of globalization, foreign language ability has become increasingly important for artistic talents. The traditional foreign language teaching model has been unable to meet the current social demand for artistic talents’ cross-cultural communication ability. Therefore, art colleges should speed up the reform and innovation of foreign language teaching. This paper first analyzes the existing problems in the current foreign language teaching in art colleges, including single teaching content, outdated teaching methods, lack of practical teaching, and insufficient teachers. Then, the paper puts forward some targeted reform strategies, including improving the teaching content to ensure comprehensive development. including innovative teaching methods to build efficient classrooms, exerting importance on practical teaching and enhancing practical ability, as well as strengthening the teaching staff and improving the teaching level. The purpose of this paper is to provide an effective reference for foreign language teachers in art colleges, effectively improve the cross-cultural communication ability of art talents, and cultivate art talents suitable for the development of the new era.

Literature Review on the Implementation of Integrated Learning in Bireuen 4 Primary School

Integrated learning has become a prominent approach in elementary education, aiming to provide students with a holistic understanding of various subjects. This literature review examines the implementation of integrated learning at SD 4 Bireuen. The findings suggest that integrated learning positively impacts students' understanding of learning materials and fosters interdisciplinary skills development. However, challenges such as insufficient teacher training and support hinder its effective implementation. The role of school principals is crucial in facilitating integrated learning practices. Despite its potential benefits, concerted efforts from various stakeholders are necessary to overcome implementation challenges and enhance the effectiveness of integrated learning at SD 4 Bireuen.

Navigating priorities: Assessing the challenges of curriculum reform in Turkish Urban and Regional Planning Schools

Planning departments in Türkiye recently witnessed a boom. In less than 20 years, the number of universities offering urban planning programs increased from a dozen to 45, most accepting students with limited resources. Urban planning education has faced many challenges over the last two decades, and offering education with limited resources carried this problem to another level, increasing concerns among scholars about the quality of the education and the learning outcomes a planner should possess at graduation. While planning schools in Türkiye deals with the issues above, global debates in planning education revolve around integrating topics such as climate change, inequality, informality, and decolonization into the curriculum. This study aimed to reveal to what extent global issues find their way into Turkish planning school agendas in an environment where more pressing matters threaten the quality of education. To look further into this issue, all documents published by TUPOB (Türkiye Planning Schools Association) since its foundation were analyzed, and seven in-depth interviews with TUPOB members were conducted. A predominantly qualitative approach was utilized. The findings suggest that the lack of resources is the most critical problem for urban planning schools, followed by insufficient teaching faculty. The curriculum updates and integration of global issues such as climate change and urban poverty come later in the priorities list. This research showed that concerns regarding resources and lack of standards take precedence over global discussions in planning curricula.

Teaching English for Students of Special Needs in Jordan

This paper explores the challenges related to teaching English to students with special needs in Jordan. Despite Jordan's significant progress in policy development, the practical implementation of these policies lags, resulting in suboptimal educational outcomes for students with disabilities. The research highlights the gap between the Jordanian educational system's philosophical commitment to equality and the reality of educational provision for special needs students. Key challenges identified include limited access to specialized educational centers, insufficient teacher training, inadequate infrastructure, and negative social impacts, such as bullying. Furthermore, Addressing these challenges is essential for building an equitable education system that benefits all students, regardless of their abilities or geographical location.

The Impact of Arabic Reading Comprehension on Students’ Writing Skills in Selected Senior Arabic Secondary Schools in Jigawa State

This study explores the impact of Arabic reading comprehension on students’ writing skills in selected senior Arabic secondary schools in Jigawa State. Through a comprehensive analysis involving reading and writing tests administered to 250 students, the research aims to identify the relationship between students' reading proficiency and their writing abilities. Findings indicate a moderate level of reading comprehension but below-average writing skills. The absence of a standardized curriculum and insufficient teacher training are highlighted as significant factors affecting students' performance. Recommendations include the development of a unified curriculum, enhanced teacher training, and increased resource provision.

Analisis Pembelajaran Berdiferensiasi pada Mata Pelajaran Aqidah Akhlak di MAS Simatorkis Kecamatan Rao Selatan

This study is prompted by challenges in implementing differentiated learning, including the time and preparation demands on teachers, reduced student engagement without effective communication ofthe approach, insufficient teacher training in designing and managing differentiated learning, and resource constraints, such as limited facilities for Aqidah Akhlak-aligned materials. The focus is on class X students, and the research employs a qualitative approach, collecting data through observation, interviews with school officials and teachers, and documentation at MAS Simatorkis, South Rao District. Results indicate successful differentiation in Aqidah Akhlak learning, fostering increased student participation, active engagement, and application of religious values in daily life. Key findings stress the importance of diverse learning methods, relevant materials, and tailored attention to individual student needs, considering varying levels of understanding.

The use of new technologies in a provincial primary school in Greece: A case study

The introduction of Information and Communication Technologies (ICT) in the educational process is a necessary step for improving the quality of education, as it keeps pace with the rapid pace of technological progress. This study aims to explore primary school teachers' views on the usefulness and challenges they face in integrating ICT into their teaching. For the study, qualitative research was conducted through semi-structured interviews with six primary school teachers working in a 6/seat provincial primary school who use ICT in the educational process. The interviews were analysed using the thematic analysis method. The findings of the thematic analysis revealed four main themes: 1) the usefulness of ICT, 2) the types of ICT used, 3) the difficulties teachers face in using ICT, and 4) strategies for managing these difficulties. In particular, ICT improves the quality of the educational process, enhances student participation and interest, and improves educational outcomes for students with special educational needs, such as learning difficulties. The types of ICT preferred are computers, projectors, the Internet, educational videos and software games. The main difficulties identified include a lack of logistical infrastructure, limited teacher time based on the curriculum and insufficient teacher training. Strategies to manage these difficulties include initiatives to acquire equipment through Christmas bazaars, teacher adaptability and the need to attend training programmes. Suggestions for future research include expanding the sample and exploring the views of students and parents.

Research on the Working Path of Adolescent Psychological Health Education Under the Background of China's New Education Reform

Adolescence is a critical period for rapid development in behavior, personality, and intelligence. Currently, the frequent occurrence of psychological crises among Chinese adolescents is detrimental to the comprehensive development of talents, the implementation of quality-oriented education, and the harmonious development of society. Based on multi-level questionnaire surveys and interview studies, this paper finds that China's education sector is increasingly emphasizing psychological health education for adolescents, continuously improving supporting mechanisms. The initial system of psychological health services in schools has taken shape, with psychological health training benefiting both schools and families, and autonomous attention from adolescents groups has increased. However, issues persist, including inadequate psychological health curricula, incomplete linkage mechanisms, imperfect family support, insufficient teacher staffing and re-education training, and inadequate identification and rescue of students' psychological crises. Therefore, this paper argues that systematically and deeply promoting the multi-faceted psychological health education model of "family-school-society," adopting multiple measures to collaboratively build and optimize coordination mechanisms, and establishing a more robust and effective approach to adolescent psychological health work, aligns with the direction of educational evaluation reform in the new era, fosters a favorable social atmosphere, and is the inevitable path to better promote the healthy growth and talent development of adolescents.

O-068 Educating young people about reproductive health

Abstract Comprehensive sex and reproductive health education is crucial for promoting overall health and wellbeing, as it plays a vital role in dispelling misinformation, fostering positive attitudes toward reproductive health, and empowering informed decision-making among young people. Despite its recognised importance by global entities such as the World Health Organisation (WHO) and the United Nations Educational, Scientific and Cultural Organisation (UNESCO), comprehensive sex and reproductive health education remains insufficient worldwide. This inadequacy is a multifaceted issue, stemming from various factors, including governmental policies, social norms, cultural beliefs, inadequate curriculum, and insufficient teacher training. Schools, as primary providers of reproductive health education, often prioritise pregnancy prevention over other important reproductive health topics, leading to significant gaps in students' knowledge, further prompting young individuals to seek supplementary knowledge from external sources, like the internet or social media. To address this disparity and to promote reproductive health awareness, the International Reproductive Health Education Collaboration (IRHEC) was established in 2019 and aims to provide educational resources for the public, teachers and health professionals. The IRHEC have created a teaching guide specifically for teachers to cover all aspects of reproductive health, to be used in schools globally. To develop this resource, it has been essential to determine what is taught in schools and the attitudes of teenagers to reproductive health education and family building. In the UK, we examined the curriculum in the four nations and huge gaps were identified in reproductive health education. Subsequently, a survey was conducted with 931, 16–18-year-olds in England and pupils were asked their views on their education, if they had been taught about a list of reproductive health topics in school and their attitudes to these topics. They reported that topics around pregnancy prevention were taught, such as contraception (90%), and sexually transmitted infections (90%) but key subjects such as fertility (30%) endometriosis (3%) and PCOS (2%) were not taught. This survey has been repeated in Belgium, Greece and Japan and similar patterns observed. Teenagers in the UK (21%) and Belgium (18%) rated their school sex and reproductive health education to be either poor or very poor compared to teenagers in Japan (3%). In the UK, Belgium, and Japan, young people have similar future parenthood intentions. Most young people in the UK (64%), Japan (60%), and Belgium (60%) want to have children in the future. A higher percentage of young people in Japan (70%) expressed a desire for two children compared to those in Belgium (60%), Greece (53%) and the UK (49%). To ensure comprehensive sex and reproductive health education, efforts must be tailored to the needs of each community and demographic. Collaboration among policymakers, educators, healthcare professionals, and communities is essential to enhance school curricula to include a broader spectrum of reproductive health topics and promote culturally sensitive educational approaches. By doing this, we can empower young people with the knowledge and skills necessary to navigate their reproductive health journey with confidence. There is an urgent need for a concerted action to bridge knowledge gaps and ensure that young people receive comprehensive sex and reproductive health education.

A study on green education in India: A pathway to sustainable development

This study explores the integration of green education in India as a crucial pathway to sustainable development. Given the country's rapid industrialization and urbanisation, environmental education is essential for raising awareness and promoting sustainable practices among the younger population. The research examines current initiatives such as the National Green Corps and the Green Schools Programme, which aim to embed environmental consciousness in the education system. However, significant challenges such as resource constraints, inadequate curriculum integration, and insufficient teacher training hinder the effectiveness of these programs. The study suggests a multifaceted approach to address these challenges, including stronger policy support, innovative teaching methods, public-private partnerships, and community involvement. By enhancing green education, India can better equip its youth to address environmental issues, fostering a culture of sustainability that is essential for the country's long-term environmental health.

Exploring Innovative Approaches: Optimizing Google Classroom for Enhanced Motivation in Science Learning

Purpose of the study: This research aims to investigate the challenges encountered in utilizing Google Classroom as a learning platform and its implications for motivating students in studying science, with a focus on identifying both internal and external factors affecting students' engagement and interest in the subject. Methodology: This study employs a descriptive qualitative approach to explore the challenges associated with using Google Classroom as a learning tool for motivating science study. Data collection methods include observation, questionnaires, interviews, and documentation. The analysis involves data reduction, presentation (Data Display), and conclusion drawing/verification stages. Data validity is ensured through triangulation of data sources, enhancing the reliability of the findings. Main Findings: The research highlights internal problems like difficulty with Google Classroom, limited smartphone access (1.03%), material comprehension issues, and insufficient teacher explanations. External challenges include lack of family support and teacher interaction. Solutions include providing internet data for infrastructure issues, motivational videos on Google Classroom, video-based learning, and student self-initiated learning via Google, YouTube, and books. Student motivation for science learning through Google Classroom is moderate at 56%. Novelty/Originality of this study: This research contributes novelty by scrutinizing the nexus between Google Classroom and student motivation in science education, addressing a significant gap in current literature. By elucidating nuanced challenges and implications for student engagement, the study offers fresh insights into optimizing digital learning platforms to enhance motivation and learning outcomes in science education amidst the evolving educational landscape shaped by technology.

Teachers’ perceptions towards practical work in chemistry teaching: A case of selected high schools in South Africa

This study examines how physical sciences teachers in South African high schools perceive the use of practical work in chemistry instruction. The study is grounded in the framework of social constructivism. Qualitative research methods, including semi-structured interviews and classroom observations, were employed to gather insights from a purposively selected sample of four high school chemistry teachers, each from a different high school. The aim was to explore their perspectives on the incorporation of practical work in chemistry teaching. Thematic analysis of the data revealed a range of insights into teachers' perceptions. The findings indicate that teachers recognise the value of practical work in engaging students and reinforcing theoretical knowledge. However, they also face several challenges that hinder its effective implementation, such as inadequate laboratory facilities, limited access to resources, time constraints, and insufficient teacher training. Despite these obstacles, teachers demonstrate a strong commitment to integrating practical work into their teaching and employ innovative strategies to overcome these barriers. They highlight the need for increased support from educational authorities in terms of resource provision, professional development opportunities, and curriculum alignment. The study provides recommendations for educational policymakers, curriculum developers, and teacher training institutions to address these perceived challenges and enhance the quality of chemistry teaching and learning in South African high schools.

Strategies and Recommendations to Enhance Online English Teaching Quality in Higher Vocational Colleges

The rapid growth of the Internet has propelled online teaching into a prominent position in higher education, including vocational English courses. Despite its widespread adoption, online teaching faces significant challenges compared to traditional classroom methods. This study delves into the current landscape of online teaching in vocational English courses, identifying key issues such as the lack of targeted course content, insufficient teaching resources, and low student participation. Drawing on a literature review and utilizing both quantitative and qualitative research methods, including questionnaire surveys and field observations, this study offers insights into the complexities of online teaching. Findings highlight the importance of improving teacher's technical abilities, fostering active student engagement, optimizing teaching resources and modes, and strengthening online teaching supervision. These strategies are pivotal in enhancing the quality of online teaching and paving the way for further advancements in vocational English education. Future research avenues include exploring innovative teaching models and leveraging emerging technologies like artificial intelligence and virtual reality to enrich the online teaching experience.

Intelligent Education Managemnt System Design for Universities based on MTCNN Face Recognition Algorithm

Face recognition technique has made significant advancements in security and attendance, but its application in teaching management is minimal. To address the issues of insufficient teacher resources and declining educational quality, the paper designs an intelligent education management system for colleges and universities based on improved Multi-task Cascaded Convolutional Neural Networks (MTCNN) face recognition. The purpose is to achieve accurate recognition of faces through improved facial recognition technology, thereby analyzing the attendance status of students, and improving the efficiency and quality of educational resource utilization. Firstly, an improved MTCNN facial recognition technology is adopted to achieve realtime monitoring of student status and attendance in the classroom through a B/S network structure. Secondly, through cluster deployment and load balancing, system stability and response speed can be improved. The results indicated that the improved MTCNN had better facial recognition accuracy and GPU utilization than traditional systems under different occlusion conditions. When there was no occlusion, recognition accuracy was 99.4%. However, when occlusion was presented at 10%, 20%, and 30%, the accuracy dropped to 92.3%, 84.25%, and 73.4%, respectively. Additionally, when the number of concurrent users was 1000, the maximum GPU utilization rate was 75%, which was 11% lower than traditional MTCNN systems. The use of an improved MTCNN facial recognition-based intelligent education management system in universities can effectively enhance the quality of classroom teaching and monitor the status of students. Further optimization of algorithm performance is needed in subsequent research to support larger-scale concurrent user usage while reducing hardware resource consumption.