Academic Knowledge Research Articles

Lärdom och läsande kring sekelskiftet 1800

During the latter half of the 18th century, the doors of German universities were opened from within. Scholars abandoned Latin in favor of the vernacular and turned outward to a broader audience. Philosophers and scientists saw in the printing press a tool that would help eradicate ignorance and superstition, ultimately laying the groundwork for a better society. However, the enthusiasm was short-lived. Influential scholars increasingly lamented by the turn of the 19th century that competition for readers' attention had compromised the quality of science. Many described a situation of intellectual undercutting and warned that popular science was displacing the genuine. In "Hermeneutics for the People!", I examine the late 18th and early 19th-century German-language debate on the increasing commercialization of academic knowledge. Specifically, I analyze how one sought to stimulate demand for serious and educational literature by fostering people into good and quality-conscious readers.

Understanding Users’ Attitudes and Intentions to Use Anthropomorphic Technology: Role of Gender and Technology Self-Efficacy

A growing body of literature is emerging on using AI-enabled anthropomorphic technologies to assist in interactions with humans. The present research uses two experiments to investigate the impact of the gender of the anthropomorphic technology, users’ gender and users’ technology self-efficacy on their attitude and intention towards using anthropomorphic technology. The findings of study 1 suggested that, for gender-neutral tasks, users tend to favour anthropomorphic technology with the opposite gender. This inclination can be understood through the lens of the heterophily theory within the context of customer–seller relationships. The findings of study 2 suggested that users with high technology self-efficacy have more positive attitudes and intentions to use anthropomorphic technology than users with low technology self-efficacy. Also, the findings suggest that users with high technology self-efficacy prefer the female version of anthropomorphic technology, while those with low technology self-efficacy prefer the male version. Findings contribute to academic knowledge and offer practical implications for crafting user-centric anthropomorphic technology solutions in the ever-evolving technological landscape, empowering individuals and facilitating the integration of technology into their daily lives.

Exploring sources of reading comprehension difficulties among adolescents in Taiwan: a latent profile analysis with a focus on content-area reading.

With a focus on content-area reading, this study aimed to (a) understand the sources and prevalence of concurrent and specific difficulties in word-level skills, vocabulary, and knowledge among adolescent struggling readers (ASRs) and (b) explore the relations among reading skills, profiles, and reading comprehension. A dual-measure screening approach was used to classify a sample of 492 seventh- and eighth-graders. Among the subgroup of 225 ASRs, five distinct profiles were identified by latent profile analysis. The results confirmed the following: (a) the heterogeneity of reading difficulties in adolescents; (b) the universal prevalence of vocabulary difficulties across various language systems; and (c) the finding that fluency, rather than word accuracy, presents a more significant challenge at the word level in ASRs. Additionally, academic vocabulary knowledge and content-area knowledge independently predict content-area reading comprehension, even after accounting for general reading comprehension. This implies that preventive and remedial efforts for adolescent reading difficulties should prioritize and tailor crucial components of content-area reading.

A scientific-article key-insight extraction system based on multi-actor of fine-tuned open-source large language models

The exponential growth of scientific articles has presented challenges in information organization and extraction. Automation is urgently needed to streamline literature reviews and enhance insight extraction. We explore the potential of Large Language Models (LLMs) in key-insights extraction from scientific articles, including OpenAI’s GPT-4.0, MistralAI’s Mixtral 8 × 7B, 01AI’s Yi, and InternLM’s InternLM2. We have developed an article-level key-insight extraction system based on LLMs, calling it ArticleLLM. After evaluating the LLMs against manual benchmarks, we have enhanced their performance through fine-tuning. We propose a multi-actor LLM approach, merging the strengths of multiple fine-tuned LLMs to improve overall key-insight extraction performance. This work demonstrates not only the feasibility of LLMs in key-insight extraction, but also the effectiveness of cooperation of multiple fine-tuned LLMs, leading to efficient academic literature survey and knowledge discovery.

Haunted by Gazaplatsen in our hearts: Exploring microfascist encounters in everyday activism

This article explores the complex interplay between activism and academic research, particularly in the context of ongoing crises such as the genocide in Palestine and anti-gender politics. Drawing on ethnographic observations from two different research fieldworks and the experiences of anti-genocide activists, this article examines the persistent presence of the Palestinian issue in diverse contexts as a haunting feeling. Inspired by the insights from feminist ethnography and theory, we challenge the traditional separation of academic and activist identities, recognizing the influence of our academic knowledge and background as well as our activist experiences in shaping our understanding of contemporary political discourses and tensions at universities. As such, we analyse how seemingly minor acts of suppression and control within academic spaces and public life can be read through the concept of microfascism, and contribute to the broader silencing of dissent and the erosion of democratic principles. Through a nuanced exploration of microfascist encounters aimed at suppressing activism, such as purported security concerns regarding small informal student encounters organized for Palestine, and micro-regulations on putting up posters and announcements that permeate the daily lives of anti-genocide advocates, we discuss subtle yet pervasive forms of oppression that undermine academic freedom, social justice movements, and freedom of expression. Considering the growing presence of microfascist tactics in academia, we invite a reconsideration of the power systems that underpin universities in order to resist these oppressive forces within scholarly work and academic environments.

Knowledge of research and scientific publication in medical students

Medical schools prepare students in academic knowledge, sometimes without introducing them to the research process. Objective: to analyze the knowledge in research and scientific publication of medical students in social service, 2023. Methods: quantitative, correlational study, sample of 84 students, through non-probabilistic convenience sampling, statistical analysis was performed with SPSS version 25 doing descriptive analysis of central tendency, grouping, and inferential with p value = 0.05 using Pearson's R test. Results: 64.3% participants reported having knowledge about research methodology, of those 39.3% had average knowledge of research methodology. 8.3% acknowledged having at least one scientific publication made, of them, 2.3% with high knowledge. 53.6% reported having participated in some scientific research, of which 8.3% had a scientific publication, with p value=0.014 (0.012-0.016). 64.3% of participants reported having knowledge about research methodology, of which 40.4% reported having participated in some scientific research, with p value=0.024 (0.021 – 0.026). Conclusions: There is no correlation between knowledge of scientific research and publication for undergraduate students, about to complete their studies, however there is a correlation between participation in scientific research and publication, and knowledge of scientific research and participation in research; which opens the door to the hypothesis that knowledge of scientific research does not allow them to publish on their own, in addition, that they do not feel interest or do not perceive a benefit in achieving research and publishing before graduating from the degree

Male and female school graduates: socio-pedagogical portrait in a gender context

Introduction. Gender equality is one of the basic values of the modern world, but there are hidden gender barriers that significantly affect life trajectories. They can act already at school and determine some characteristics of boys and girls at the level of behavior, attitudes towards teachers, choice of extracurricular activities, etc. On the threshold of graduation from school, it is especially important to establish the gender differences that have developed by this moment in professional preferences, value orientations, in the achieved level of “soft skills”, in self-esteem and well- being. Identifying gender differences in high school students is also relevant in connection with the digitalization agenda and the task of attracting girls to the field of IT technologies. The study was aimed at identifying, describing and interpreting gender differences in the socio-pedagogical portraits of male and female school graduates. Materials and methods. The analysis was based on the initial data from a survey of 11th-grade students as part of the St. Petersburg School Graduate study (the total number of respondents in 2022 was 3,509, including 1,632 boys and 1,877 girls). The data were processed by means of constructing the contingency tables for all features with the “Gender” feature, ranking of indicators by the magnitude of the differences identified, and visualization of the gender difference profile. Results. Large gender differences were revealed in such a school education outcome as career guidance: 66% of boys and 25% of girls planned a career in IT and engineering and technical specialties; 40% of girls and 20% of boys – in the field of culture and art. At the same time, in such outcomes as academic subject knowledge, functional literacy, as well as the importance of basic values (health, family, material well-being), the differences between boys and girls were small. A significant gender asymmetry was identified in the leisure time of high school students, their additional classes and digital practices, which undoubtedly affected their skills and professional choice. The psychological characteristics of high school graduates were determined, for which gender differences were the most significant, for example, anxiety (which was often experienced by 46% of girls and 20% of boys), as well as fatigue and other psychogenic disorders. Conclusion. For the true implementation of gender equality in education, it is necessary not only to provide formal equality, but also to perform comprehensive work with gender stereotypes prevalent in society. The results of the study serve as scientific grounds for developing the content of additional education programs for adults – teachers, heads of educational institutions, parents, as well as for developing methodological materials for all participants in the educational process.

Teachers’ unions, educator organising, and global struggles for educational justice

ABSTRACT In this introductory article we present nine themes that cut through the twenty-one articles in the Special Issue. First, we highlight the continued impact of neoliberalism, austerity, and the casualization of teacher labor on educators and educator organising. Second, we look at how state context shapes teacher unionism, including in authoritarian political regimes. The third section examines how teachers' unions have chosen to relate to the state. The fourth section is on the organising strategies that unions have embraced, including the increased use of social media during the peak of the Covid-19 pandemic. The fifth section is about how and when teacher organising has influenced education policy. The sixth section focuses on educators' disappointment with their unions. The seventh section examines the demands for direct and participatory democracy in unions. The eighth section is about the pedagogical alternatives developed by teachers' unions and the need for centering educational alternatives within teacher union movements. Finally, our ninth section reflects on how teachers' unions can play a larger role in academic knowledge production and the role of researchers who study teachers' unions but are also invested in making them stronger, more democratic, and more just.

VIDEO-BASED LEARNING IN THE DIGITAL AGE: CHALLENGES AND OPPORTUNITIES

The research is devoted to the study of the utmost issue of enhancing the digitalisation of modern education through video-based learning. On the basis of scientific and methodic literature review, legislation and statistics analysis, and observation of best practices the essential findings of the study have been done. The article deals with video as a learning tool. The etymology of the notion “video” is considered. The study reveals the evolution of video as an audiovisual aid in chronological order. The Ukrainian state policy aimed at video-based learning integration, support, and development is scrutinized. A review of a wide range of vivid educational resources (e.g., the English language curriculum, coursebook “Speakout”, the activity of All-Ukrainian Online School, scientific and pedagogical project “Intellect”, Center for Distance Learning Technologies of Kyiv Borys Hrinchenko University, online platforms Prometheus, EdEra, Diia.Education, application Leya AI) has been done to illustrate the role of video as a pivotal learning tool in the present day. To state the frequency, benefits, and challenges of video use, a questionnaire was designed. A survey was conducted among 67 people, including teenagers, youth, and adults. The findings have showcased the transformation of learning with the aid of video nowadays. The evolution of video has been traced by the development of techniques of its use from 1895 to 2024 including demonstration (e.g. motion pictures, silent movies), explanation (e.g. feature-length movies with sound and colour), engagement (e.g. television, live broadcast real-world scenarios), interaction (e.g. online videos), personalisation (e.g. AI tutors, streaming videos). The didactic value of video-based learning for personal, academic and professional knowledge, skills, and competencies enhancement has been presented in the article. The weaknesses and strengths of using videos for learning have been outlined by the author.

THE USE OF TECHNOLOGY IN TEACHING PHYSICS TO STUDENTS WITH DISABILITIES: A SYSTEMATIC REVIEW

In recent years, incorporating technology into education for students with disabilities has significantly improved learning experiences and academic achievement. However, there remains a need for a deeper understanding of the most effective methods for using these technologies, particularly in physics education. This systematic review aims to consolidate research on the use of technology to support learning for students with disabilities, assess its effectiveness in improving educational outcomes, and identify areas for further study. The review focuses on the constructs, technological interventions, research gaps, limitations, and key findings from selected articles. The PRISMA framework was used to analyze research from databases, including EBSCO Host, Elsevier Science Direct, Emerald Insight, ProQuest, Google Scholar, ERIC, and Clarivate Analytics Web of Science. Out of 892 articles initially identified, 13 met the inclusion and exclusion criteria and validation from the experts. The most commonly studied disability was visual impairment, followed by intellectual disabilities. Most studies focused on learner achievement, with engagement and participation as secondary themes. The technologies used included assistive tools like web-based platforms, virtual and augmented reality (AR), and interactive learning systems. These adaptive technologies improved student involvement, social integration, and interest in science. Augmented reality, in particular, enhanced academic performance and knowledge retention, making it an effective tool for inclusive physics education. The findings indicate a growing trend towards integrating technology in inclusive education, emphasizing the role of personalized tools in improving accessibility and engagement for students with disabilities in physics.

Research Topic: The Differences Between the Chinese Education System and the IB Programme and the Effect on Students

This study aims to provide an assessment of the distinctive approaches between the Chinese education system and the International Baccalaureate (IB) Programme that focuses on the impacts on high school students. The research is based on three particular aspects: the curriculum structure, respective teaching methods, and assessment approaches. The study identifies the unique characteristics considering the advantages and disadvantages of the two educational systems. A comparative analysis is determined to the relationship between the influential development of the students and the educational methods of the university on career prospects. The findings show that despite exceptionally good academic results and content knowledge, the Chinese education system tends to secure rote learning and high-pressure environments. Similarly, the IB Programme encourages critical thinking, global citizenship, and interdisciplinary inquiry, however, at very high costs and demands making it inaccessible to the student's self-management. Therefore, the conclusion suggests that each system has a peculiar advantage and disadvantage, with major implications for students' development and career prospects. These findings assist in the discussions of reforming education for better preparation of students globally.

Utilization of Artificial Intelligence (AI) in Learning for College Students

The focus of education in the 4.0 era is not only on academic knowledge, but also on the development of important skills such as critical thinking, problem solving, creativity, collaboration, and digital literacy. These are skills needed to adapt to the changing world of work. The use of technologies such as the Internet of Things (IoT), big data, artificial intelligence (AI), and augmented reality (AR) has changed the way teachers and students interact. Learning can be done online with digital platforms, allowing access to wider information and flexibility of time. Artificial intelligence (AI) has changed many aspects of life, including education. This article aims to explore the use of AI in learning for students, with a focus on effectiveness, impact, and challenges faced. Through a literature review and case studies, this research identifies how AI can improve the learning experience, personalize education, and increase student engagement.

Tactical Urbanism as a Strategy For the Recovery of Public Space in the El Churo Community – Pedernales

Objective: To evaluate the effectiveness of tactical urbanism as a tool to recover and improve public space in urban areas, with a special focus on identifying sustainable and durable materials for interventions. Theoretical Framework: Tactical urbanism is based on a series of concepts and theories that promote citizen participation, sustainability, and adaptability in the transformation of public space. Theories such as participatory planning and tactical urban design support the implementation of small-scale, low-cost, and rapid interventions. Method: With the aim of motivating the El Churo community through art to improve the public space of the sidewalk on the community boardwalk as a strategic and tourist space, an intervention was carried out with architecture students under a qualitative methodology. Results and Discussion: Tactical urbanism is an important part of society and human well-being, since from its origins it was the key to uniting groups with many differences but who sought a common good. Citizenship is aware of the importance of participating in the processes of building their own city. Implications of the Research: The research on tactical urbanism in El Churo reveals a great potential to transform local communities and promote sustainable development. By empowering citizens to actively participate in the creation of their public spaces, this methodology proves to be an effective tool to improve quality of life, strengthen social fabric, and promote environmental sustainability. Originality/Value: The research on tactical urbanism in El Churo stands out for its originality by focusing on a rural coastal community, an uncommon context for this type of study. Its value lies in demonstrating how tactical urbanism can adapt to local realities and empower specific communities. By combining participatory approaches with the use of local materials and techniques, this research not only contributes to the academic knowledge of tactical urbanism but also offers a replicable model for other communities. Its social impact, by improving quality of life and strengthening the community fabric, and its contribution to sustainability position it as a pioneering research in the field.

Third space pedagogy: teaching gender and sexuality in the European classroom

ABSTRACT This article explores the author's approach to teaching Religious Studies with a focus on gender, sexuality, and feminist pedagogy. In a predominantly white and cis-hetero-male field, the author intentionally incorporates feminist perspectives to create an inclusive and supportive classroom environment. Additionally, their teaching on South Asia, particularly Sri Lanka, involves engaging predominantly white students who are interested in feminist approaches. The author draws on bell hooks’ and Chandra Mohanty's work to conceptualise a decolonial classroom as a feminist pedagogy – as well as the problems that a focus on the North-American classroom, prevalent in current pedagogical reflections entails. The feminist European classroom recognizes itself as a Third Space (Homi Bhabha), where power structures are made visible, and translation between students’ experiences and academic knowledge takes place. Teaching gender and sexuality in disciplines not originally designed for them is seen as a disruptive and transformative act.

Which review aspect has a greater impact on the duration of open peer review in multiple rounds? —Evidence from Nature Communications

PurposePeer review plays a crucial role in scientific writing and the publishing process, assessing the quality of research work. As the volume of paper submissions increases, peer review becomes increasingly burdensome, highlighting the importance of studying the duration of peer review. This study aims to explore the correlation between review aspect sentiment and the duration of peer review as well as the differences in this relationship across different disciplines and review rounds. Thus helping authors make targeted revisions and optimizations to their papers while reducing the duration of peer review, which enables authors’ research findings to reach the academic community and public domain more rapidly.Design/methodology/approachThe study employs a two-step approach to understand the impact of review aspects on the duration of peer review. First, it extracts fine-grained aspects from peer review comments and uses sentiment classification models to classify the sentiment of each review aspect. Then, it conducts a correlation analysis between review aspect sentiment and the duration of peer review. Additionally, the study calculates sentiment scores for various review rounds to explore the differences in the impact of review aspect sentiment on the duration of peer review across different review rounds.FindingsThe study found that there is a weak but significant negative correlation between the sentiment of the review and the duration of peer review. Specifically, the aspect clusters, such as Evaluation & Result and Impact & Research Value, exhibit a relatively stronger correlation with the duration of peer review. Additionally, the correlation between review aspect sentiments and the duration of peer review varies significantly in different review rounds.Originality/valueThe significance of this study lies in connecting peer review comments text with the peer review process. By analyzing the correlation between review aspects and the duration of peer review, it identifies aspects that have a greater impact on the duration of peer review. This helps improve the efficiency of peer review from the perspectives of authors, reviewers and editors. Thus alleviating the burden of peer review and accelerating academic exchange and knowledge dissemination.

Innovation capability and R&D performance of organizations: moderating role of industry–academic knowledge transfer

Purpose This study aims to examine how an organization’s innovation capability could influence research and development (R&D) performance. It also investigates if industry–academic knowledge transfer has a moderating relationship between organizational innovation capability and exploration and exploitative innovation in improving the R&D performance of the organizations. Design/methodology/approach Based on the literature and dynamic capability view, a conceptual model was developed and then validated using the partial least squares-structural equation modeling technique considering 387 responses from academicians and industry personnel. Findings The study found that industry–academic knowledge transfer has a significant moderating impact toward improving innovation capability, organizations’ R&D performance and exploration innovation. However, it has an insignificant moderating impact on improving innovation capability and exploitative innovation. Practical implications Organizational innovation capability is characterized by both exploratory and exploitative innovation. Both types of innovation support the R&D performance of an organization. Also, organizations that closely work with academic institutions could gain significant R&D knowledge from academic expertise. This study provides food for thought for the academic community as well as industry policymakers. Originality/value There are significant opportunities for academic institutions to gain practical knowledge from industry which can help them to accelerate their R&D activities. However, transferring knowledge between industry and academia has challenges related to intellectual property, patents and so on. Not much research has been conducted in this area. Thus, the proposed research model is unique and adds to the existing literature.

Students’ Reflections in an Online Service-Learning (OS-L): An Analysis on Learning Outcomes

One of the functions of education includes a growth in cognitive process that supports the social aspect. The service-learning as a pedagogy is reported to develop students’ personal aspect and social engagement. As a teaching tool, it provides students the opportunity to reflect, and to better understand their experiences by writing reflections in a concluded service-learning activities. However, the unprecedented COVID-19 pandemic, posed a challenge in the accomplishment of course deliverables that required educators to redesign learning delivery and on how service learning pedagogy be facilitated virtually. Following Kolb’s experiential learning theory, the researchers utilized the rubric that assesses the academic service-learning (AS-L) of gathered reflection papers of Grade 12. This study aims to explore how their online experiences can contribute to a positive learning outcome using the following dimensions: awareness of purpose of service, critical thinking, application of the AS-L experience to the academic knowledge base and objectives of the course, responsibility to the community and impact on student’s personal life. These were analyzed using reflexive thematic analysis (RTA) with computer-assisted data analysis software Max Weber Qualitative Data Analysis (MAXQDA). Given that service-learning plays a vital role in the academic milieu, the outcomes of this study may be used as a benchmark in the sphere of Philippine education and how it can contribute in enhancing students’ reflective process.

The Post- Covid-19 Pandemic Learning Loss in 3T Regions, What Can We Try?

The Covid-19 pandemic has necessitated a shift from face-to-face learning to online learning. This transition has led to an alarming phenomenon known as learning loss, characterised by a decline in students' academic knowledge and skills. The impact of the Covid-19 pandemic makes vulnerable to setbacks one of which is students in Disadvantaged, Frontier, and Outermost (3T) areas where inadequate infrastructure, such as limited internet access, and lack of technological proficiency hinder effective learning. The context of this article is in the 3T areas, especially Merauke. Addressing learning loss is crucial to prevent long-term consequences such as exacerbating educational disparities and reducing the overall quality of human capital. Meanwhile, there is a research gap investigating the impact of learning loss and proposing effective strategies to overcome this problem. This article uses descriptive analysis. This article comprehensively explores the impact of learning loss in 3T areas and presents effective mitigation approaches to address this challenge.

The Emotional and Social Long-term Effects on Pre-service Teachers on the University of Guanajuato in Mexico

The COVID-19 pandemic has significantly altered various facets of daily life, particularly impacting higher education. This study investigates the emotional and teaching long-term effects of the pandemic on pre-service English teachers at the University of Guanajuato. The sudden shift to online teaching and learning imposed numerous challenges, exacerbating stress and anxiety among students while affecting their pedagogical training. This research aims to provide a comprehensive understanding of these impacts by examining the experiences of pre-service teachers during the pandemic. By identifying effective strategies for supporting pre-service teachers in similar crises, this study contributes to the existing literature on teacher education in times of crisis. It offers valuable insights into improving teacher training programs to better prepare future educators for unexpected disruptions. The findings highlight the importance of resilience and adaptability in teacher education, emphasizing the need for robust support systems and innovative teaching practices. This research not only enriches academic knowledge but also provides practical recommendations for enhancing teacher preparation in the face of global challenges.

Yuri Borko – a Founder of European Integration Studies in Russia

Regional integration studies constitute a relatively young area of academic knowledge since regional integration emerged as a new phenomenon in international relations after the Second World War. Professor Yuri Antonovich Borko who is turning 95 in February 2024, is an influential scholar and one of the founders of the Soviet and Russian school of European studies. This article aims to reveal his role in gaining and disseminating of new knowledge about regional integration processes. To do this, the author first traces the main milestones of Professor Borko’s academic path. Then the most important contributions to the literature (based on the criteria of novelty, valuable insight and confirmed forecasts) are pointed out in their interconnection with the international academic advance in the relevant areas of research. Finally, the key achievements of professor Borko in spreading knowledge, graduate and postgraduate teaching are assessed, shedding light on the innovative educational methods employed and illustrating his distinct personality profile. The findings suggest that the most valuable results of professor’s Borko research relate to the areas of the EU social policy, the evolution of the European idea, the interrelation between deepening and widening in the integration process. His reasoning about universal and specific features of the EU experience proves seminal for the national research community. A number of publishing projects and networking activities within the Association of European Studies initiated by professor Borko notably facilitated the establishment of research schools in international relations in Russian regions.