Student Journey Research Articles

The Lived Experience of Hearing Distressing Voices: The Student Journey From Disbelief to Belief as a Result of Simulation.

The Lived Experience of Hearing Distressing Voices: The Student Journey From Disbelief to Belief as a Result of Simulation.

Analysis of Constructivism Philosophy in Academic Student Management at MAN Insan Cendekia Paser

This study delves into the philosophical underpinnings of constructivism within the realm of student management. Constructivism, a pedagogical approach rooted in the belief that learners actively construct knowledge through their experiences, interactions, and reflections, has gained prominence in educational discourse. This research aims to critically examine how the principles of constructivism shape and influence the management of students in educational settings. The investigation employs a philosophical lens to scrutinize the core tenets of constructivism, exploring its implications for the design and implementation of effective student management strategies. By synthesizing educational philosophy and practical management methodologies, this study seeks to provide insights into how educators can leverage constructivist principles to enhance the overall learning experience for students. Through a comprehensive literature review and analysis, the research aims to contribute to the ongoing dialogue on the integration of philosophical perspectives into educational practices. By unraveling the connections between constructivism and student management, this study endeavors to inform educators, administrators, and policymakers about the potential benefits and challenges associated with adopting a constructivist approach in shaping the educational journey of students. The findings aim to guide educational stakeholders in fostering an environment that nurtures active learning, critical thinking, and meaningful engagement among students.

Understanding the USMLE journey of Brazilian medical students and graduates: a narrative review.

Over the past decades, advances in medical technology and research have promoted the globalization of medicine, drawing medical students and physicians worldwide into seeking for better career and financial prospects, as well as enhanced clinical and research training abroad. The medical landscape in Brazil has been marked by significant challenges over the past years, particularly within the Unified Health System (SUS). Despite the expansion of medical schools and initiatives such as the Mais Médicos program arising as efforts to improve healthcare access and decrease regional inequalities in the country, such problems as under-resourced working environments, inadequate infrastructure, and unattractive financial compensation for both physician and research careers, have risen as persisting challenges. In the pursuit of improved conditions, the United States Medical Licensing Examination (USMLE) has emerged as an increasingly common pathway for those seeking to overcome these challenges. This review explores the motivations behind Brazilians pursuing the USMLE while examining structural and financial challenges within the country's medical education and SUS landscape.

Examining the Nexus: Socioeconomic Status and Access to Educational Resources Among Secondary School Students in Sri Lanka

This research, delves into the intricate relationship between socioeconomic status and access to educational resources among secondary school students in Sri Lanka. The study recognizes the fundamental role of educational resources in shaping the academic journey and overall well-being of students and aims to address the existing knowledge gap regarding equitable access across diverse socioeconomic backgrounds. The research employs a survey-based, quantitative research design, focusing on the impact of parental income and education on students’ access to essential educational resources. The study’s target population comprises 1350 secondary schoolchildren selected through a stratified random sampling method to ensure representation from various socioeconomic backgrounds. A structured questionnaire serves as the primary data collection instrument, comprising sections dedicated to assessing parental income, parental education, and students’ perceptions of their access to educational resources. Utilizing a Likert Scale, the questionnaire evaluates students’ satisfaction with resources such as classroom infrastructure, ICT facilities, library services, science laboratories, guidance and counseling services, home study space, and parental provision of educational materials. The data analysis involves both descriptive and inferential statistical techniques, including means, standard deviations, and Multivariate Analysis of Variance (MANOVA). The Statistical Package for the Social Sciences (SPSS) version 23 software ensures a comprehensive examination of student access to educational resources, specifically considering parental income and educational backgrounds. Key findings reveal significant variations in access based on parental education levels, with father’s education showing notable distinctions. However, the study does not identify similar distinctions based on the mother’s highest educational level, potentially reflecting evolving societal norms. Importantly, the research underscores the pivotal role of parental income, emphasizing a hierarchical pattern of access among different socioeconomic classes. In conclusion, the study provides valuable insights into the multifaceted nature of factors influencing students’ access to educational resources in Sri Lankan secondary schools, offering implications for policymakers and stakeholders to address resource gaps and foster a more inclusive educational environment. The research contributes to the broader discourse on educational inequalities and highlights the need for targeted interventions to uplift disadvantaged students.

IMPACT OF METACOGNITIVE STRATEGIES ON STUDENT LEARNING

In the quest to enhance learning outcomes, this paper articulates three significant goals: the promotion of metacognitive strategies, provision of support to teachers incorporating metacognition in their teaching practices, and serving as a valuable tool to enhance learning for all. Although the impact of metacognitive strategies on our cognitive processes is expected in social interaction, it may often remain inexplicit. Therefore, this study endeavors to accentuate the importance of metacognition as a driver of efficient learning processes, even in the 19th century. This paper delves deep into the distinctive features and uses of various types of metacognitive approaches that can be employed within educational contexts. The purpose is to analyze concrete proof that instructors, stakeholders and researchers can benefit from. Findings suggest that implementing metacognitive strategies can enhance the overall learning journey for students of every level and background.

ÂNIMA HUB: New Research to Business Model for the Development of Technological Innovation and Entrepreneurship in Universities in Partnership With Companies

Many efforts have been made to create a mutually beneficial environment for the development of innovation with interactions between universities, industry and government, for innovation. But there's still a lack of methodologies that design a journey for university students. This paper presents a proposal of a Research to Business (R2B) model called ÂNIMA HUB. A case study was developed with the Brazilian education group Ânima Educação (26 higher education institutions throughout Brazil). ÂNIMA HUB has been applied in these institutions, and it has been able to create 247 interdisciplinary research groups with more than 209 professors and 3500 students. The results show the scalability of the model and its ability to present a well-defined methodology that helps an idea to become a project, be published and become a business plan. In addition, 35 papers have been published and projects have been linked to companies for investment prospects and new business.

Navigating Educational Crossroads: Unveiling the Cultural Journey of Indonesian Graduate Students in European Scholarship Programs

This research departs from the challenges and adaptation processes undertaken by international students from Indonesia. The research aims to provide a deep understanding of the scholarship alumni in Europe’s academic life during their studies. This research adopts a constructivist paradigm with a qualitative case study approach. The data collection in this research uses purposive sampling techniques with in-depth interviews and the data analysis uses thematic analysis. The subjects are European university alumni from Indonesia who have completed their studies within the past 5 years. There are four themes: study abroad fantasies, a touch of foreign cultures, academic problems and challenges, and academic strategies or solutions. There are also problems and challenges encountered such as academic constraints, stress, and weather. Scholarship alumni in Europe have strategies to adapt, such as traveling while studying, self-management, having a support system, and establishing social interaction with Indonesians. The findings and results can become a foundation document for donors, sponsors, scholarship providers, and the Indonesian Embassy in European countries in creating strategic programs as a provision for students in their studies.

Student Business Assistance At Al Baqalal Faculty Of Islamic Studies (FPI), Universiti Kebangsaan Malaysia

This community service article delves into the entrepreneurial journey of self-employed students at the Faculty of Islamic Studies (FPI) within Universiti Kebangsaan Malaysia. These students have established a business called Al Baqalal, a convenience center catering to the culinary needs of the student community. The article highlights the community service goals aimed at enhancing the students' entrepreneurship skills and preparing them for post-graduation entrepreneurial endeavors. The report covers Al Baqalal's profile, business operations, workforce structure, and procurement schemes. It also discusses the methodology employed in the community service program, utilizing the Service Learning (SL) method. Results and discussions showcase the positive impact of mentoring on entrepreneurial students, including improvements in business foundations, marketing, financial management, and operations. The article concludes by emphasizing the significance of ongoing high-quality training, expanding the program, fostering external collaborations, conducting regular evaluations, and promoting the entrepreneurial spirit among students to further enhance the community service program's effectiveness.

Implications of falsification theory and the constructivism paradigm in the development of science education and learning

Background: Science learning holds paramount significance in the advancement of science and technology. Two pivotal theories, falsification theory and the constructivism paradigm, profoundly influence the landscape of science education.
 Purpose: The purpose of this study is to explore the impact of falsification theory and the constructivism paradigm on the development of science learning. Falsification theory, pioneered by Karl Popper, underscores the necessity of rigorous testing and validation of scientific hypotheses, forming the bedrock for the evolution of scientific knowledge. Conversely, the constructivism paradigm accentuates the active role individuals play in constructing knowledge, emphasizing a student-centered approach that involves collaborative learning, and problem-solving.
 Design and methods: In this study, we delve into the implications of falsification theory and the constructivism paradigm in shaping science education. Falsification theory advocates for empirical proof and stringent testing of scientific hypotheses, while the constructivism paradigm promotes active student involvement in building their comprehension of scientific concepts. The study investigates how the integration of these two approaches can foster robust science learning environments, encouraging critical thinking, exploration, and profound understanding.
 Results: The synthesis of falsification theory and the constructivism paradigm in science learning holds promise for cultivating a rich educational experience. By finding a delicate balance between rigorous empirical testing and providing opportunities for active student engagement, educators can create a profound and meaningful learning journey for students. This integrated approach not only instills an appreciation for the scientific method but also nurtures a deep understanding of science concepts, ultimately shaping students into critical thinkers with a genuine enthusiasm for scientific exploration.

Facelink Attendance: Seamless Campus Check-In

Abstract: This visionary project strives to bring about a paradigm shift in classroom management by pioneering a facial recognition-based attendance system. This innovative and cutting-edge solution is poised to not only optimize educational efficiency but also elevate the role of educators by automating the mundane task of attendance taking. By alleviating teachers of this administrative chore, they can channel their valuable time and resources towards the fundamental pursuit of education - moulding the next generation. The system harnesses the power of state-of-the-art facial recognition technology to seamlessly integrate and simplify administrative operations, thus revolutionizing the landscape of classroom management. With unwavering commitment, the ultimate aspiration of this endeavour is to enhance the educational journey for educators and students alike, fostering a more dynamic, productive, and immersive learning environment.

‘Flatbread and lollipops:’ social funds of identity in the trilingual journey of a refugee-background student

ABSTRACT The purpose of this paper was to examine the role of social Funds of Identity (FoI), as expressed in significant others, in the promotion of language learning for a young refugee-background child. It is based on an ethnographic study that spanned across two years, shortly after the relocation of the child and her family in the U.S. The findings are structured in three themes: (a) activities that promoted language learning; (b) artifacts that symbolized achievement in language learning; and (c) discourses that promoted a multilingual learner identity. The significance of this study lies on its aim to expand the FoI with attention to specific ways in which FoIs are negotiated in the dialectic space of interactions.

Changing the perception of core competency using student journey – tracking research on the core competencies of EECS students in technological universities

PurposeIn this study a survey with a questionnaire was used to track the learning situation and core competencies of students in electrical engineering and computer science at the University of Science and Technology. A determination of areas that need to be strengthened is used as a reference in the cultivation of core competency in higher education.Design/methodology/approachA total of 320 junior students in electrical engineering and computer science were surveyed and given questionnaires. A total of 219 valid questionnaires were collected for a paired sample t-test, to find and compare changes in core competencies of the group over a period of three years.FindingsHigher education institutions are presently more inclined to competency-oriented education, training and learning. This establishes good relevant practices, enhances core competencies in students and improves their chances of satisfactory future employment. In this study it was found that the general core competencies of students were better than their professional core competencies, and the self-reported core competencies of freshman students were better than those of the junior students. The results showed that core competencies did not grow with the years. This result is most likely due to a gain of knowledge which makes them more able to understand their own shortcomings.Originality/valueMost studies investigating the core competencies of higher education students are cross-sectional studies. This study follows students over a period of three years and provides the results of a longitudinal survey of a group of students' core competencies.

Technological interventions for learning enrichment/enhancement in student with diverse needs

In recent times, there has been a notable surge of interest in inclusive education, especially concerning students with disabilities. As advancements in technology continue to shape educational landscapes, the integration of technological interventions to enhance learning experiences has become a focal point. This study delves into the realm of learning enrichment and enhancement for students with diverse needs through the lens of digital/technological interventions. The primary objective of this research is to explore the impact of various technological interventions on the learning journey of students with diverse needs including disabilities. This paper probes into the theoretical foundations and practical applications of technology-driven approaches to enrich and enhance the learning experiences of students with diverse needs. Drawing from an extensive review of literature and theoretical frameworks, this paper elucidates the multifaceted nature of diversity in education, encompassing differences in learning styles, abilities, cultures, and backgrounds. Moreover present paper advocates for a holistic approach to utilizing technology as a catalyst for learning enrichment and enhancement in students with diverse needs. It also highlights the urgency of reimagining education systems to ensure that every student, regardless of their unique learning requirements, has the opportunity to thrive and reach their full potential through the thoughtful integration of technology.

FULL-TIME EDUCATION

Full-Time Comprehensive Education is an educational process aimed at the development of the student in its entirety, in its cognitive, political-social, ethical-cultural or socio-emotional aspects. This study adopts a qualitative, descriptive approach that uses theoretical contributions to investigate the challenges in the effectiveness of this extension of the student journey, taking as an essential point not only the focus on extending time, but rather a differentiated school organization, with a curriculum more diverse that allows immersion in studies and a variety of development opportunities. It proposes reflections on the impacts of these actions on the formation of youth protagonism. The results reaffirm that the Full Time Integral School is a privileged space for young people to start acting actively and decisively in their learning and life journey.

Artificial Intelligence (AI) on Learning Process

Artificial intelligence (AI) is a helpful technology. By providing college students with more individualized and productive learning environments, they support education. This research examines how artificial intelligence (AI) works in education and enhances teaching and learning results for Mindoro State University students and teachers. The study will survey students and instructors to gauge their perspectives on AI, assess its benefits and obstacles in education, and propose strategies for successfully implementing AI into teaching and learning techniques. The poll will ask students about their understanding of AI and their experiences using AI-powered learning tools. According to the results of this study, students and teachers at the University have a strong belief and a positive outlook on the potential of AI to significantly improve the learning journey and outcomes for both students and instructors, as evidenced by the weighted mean rating of 4.37 for all categories combined. Overall, respondents strongly agree that artificial intelligence has the potential to considerably improve student and instructor learning and teaching outcomes at the University, as indicated by the average mean score of 4.23, which is characterized as "strongly agree." The study's findings will provide educators and policymakers with critical insights into the proper and successful use of artificial intelligence (AI) to improve student learning outcomes.

民办高校辅导员开展大学生职业生涯规划实现路径研究

With the rapid development of education in China, higher education is presented with new opportunities and challenges. Providing effective career planning education for college students has become paramount to ensure their employability and help them define their learning objectives. University counselors play a crucial role as guides along the path of students’ growth. In managing the academic journey of private college students, counselors must prioritize the value of career planning education. To achieve this, counselors need to consider the unique aspects of college students’ professional and career development goals, all while fulfilling their fundamental mission of fostering character and talent. Establishing a harmonious teacher-student relationship is essential. Currently, private university counselors encounter several challenges when delivering career planning education to students. These challenges primarily revolve around the need to enhance their proficiency in career planning education, the necessity to align career planning education more closely with students’ professional interests, the diversification of educational approaches, and the promotion of active student involvement. In this new era, private university counselors must emphasize the development of their career planning guidance skills while conducting career planning education for college students. They should integrate these skills with their professional expertise to make career planning education more engaging and effective, encouraging students’ independent participation, especially in the context of the online information environment.

The Effect of Peer Relation and Peer Pressure on the Performance of University Students: A Quantitative Study

Peer relations shows a pivotal role in the academic journey of university students, encompassing both supportive relations and the influence of peer pressure. This study delves into the connections among peer relations, peer pressure, and the academic achievements of university students. Its primary objective is to investigate the links between the quality of peer interactions and the degree of peer pressure with academic performance. This study adopts a quantitative research design, survey design with random sampling and tries to investigate how these peer-related characteristics affect students' performance. Random sampling will be utilised to pick a representative sample of 600 university students from diverse faculties and academic years. The research is based on data obtained, and the following significant conclusions were observed: the analysis of the data revealed a positive association between peer relations and peer pressure, showing that as peer relations improve, peer pressure tends to grow. Positive link is found in the study involving peer pressure and academic achievement, suggesting that students confronting complicated degrees of peer pressure tended to perform better academically. This conclusion urges additional inquiry into the mechanisms by which peer pressure can contribute to improved academic achievement. Positive social relations can be considered as a vital benefit for academic performance, while the function of peer pressure in determining academic outcomes is an exciting subject for further research. Understanding the complexities of peer interactions and their impact on academic performance is crucial for educators, politicians, and students alike. Further research is needed to delve deeper into the intricacies of these relationships and to explore potential interventions and strategies that can enhance the overall university experience for students.

A Light at the End of the Tunnel

Over the last decade, North America has witnessed a tremendous growth in the enrollment of international students in higher education. Research shows that international students face various challenges and struggle to adjust in a new environment. They often experience stress, anxiety, loneliness, peer pressure, and financial issues, as well as, in some cases, forms of cultural, linguistic, and racial discrimination and inequities. This study explores the journey of an international student in North America while pursuing an undergraduate degree. Using autoethnography as a qualitative research method, I describe and systematically analyze my personal experiences as an international student. Through personal lived experiences and cultural differences, which intersect in ways that specifically speak to acculturative stress, oppression, language barriers, and academic challenges. These lived experiences and cultural differences intersect in ways that are often interconnected with social justice concerns. In conclusion, I call for providing more robust psychological, sociocultural, and academic support and services, which are crucial for international adjustment, stability and academic success. Additionally, I explain the importance of proper mentoring and peer support resources, which are necessary to navigate hurdles when transitioning into a new culture and academics, as well as in meeting everyday linguistic, social and practical challenges.

The importance of developing potential for rural practice: a student's journey influenced by rural health opportunities.

The importance of developing potential for rural practice: a student's journey influenced by rural health opportunities.

Learning Transition from Covid-19 Pandemic to Post Pandemic Era: EFL University Students’ Perspective

Following a more than two-year closure due to the COVID-19 pandemic, schools are gradually reopening. The pandemic significantly changed the learning spectrum and school systems when compared to pre-pandemic times. Each student's journey is different, though, due to the personal circumstances that require adjustment to a new environment, each student's transition from online to offline learning is unique. Several studies have been conducted to examine the transition from offline to online, but the transition from online to offline has gotten less attention. Research on students' experiences of transitioning from online learning to offline was conducted to 4 selected students based on several considerations. Narrative experiences which focused on the perspectives of university students in transitioning their online to offline learning was a subject of this research therefore a qualitative design was used. Bridges transition model was adopted as the framework of this study. After conducting semi-structured interviews, the information obtained from the interview transcripts was divided into various coding systems in order to examine the insights. It was discovered that everyone who participated felt differently about the switch to offline learning. In the end, some people perceived the change negatively while others did not. Due to the various challenges, they encountered in both online and offline learning, participants had varying opinions of the learning transition.