Learning Program Research Articles

Examining the Alignment of Tourism Management Related Curriculum with the United Nations Sustainable Development Goals (SDG’s) in Higher Education Institutions in Ireland

The purpose of this research is to examine current alignment of tourism, hospitality, culinary, events, and sports management curriculum with the United Nations Sustainable Development Goals (SDG’s) across two departments in Higher Education Institutions in Ireland. To do this, a quantitative approach was adopted utilising a content analysis of programme learning outcomes and surveys with programme specific educators. This permitted an evaluation on the current status of incorporation of SDG’s within existing curricula and an insight into the motivations and challenges of Education for Sustainable Development (ESD) integration from the perspective of educators. Findings revealed weak levels of current alignment of learning outcomes to SDG’s for tourism, hospitality, culinary, events, and sports management curriculum across two sampled departments while educators emphasised a need to upskill on the subject matter in an effort to ensure more comprehensive ESD integration across modules and programmes. The Results overall highlighted the need to ensure future curriculum review and development takes appropriate cognisance of ESD and through communities of Practice within Higher Education Institutions, educators can better embed and advance ESD within third level curricula. The findings presented in this study may have lessons to be learned for other Higher Education Institutions across Ireland and internationally.

Peningkatan Kemampuan Guru Reguler dalam Deteksi Dini dan Pengembangan Program Belajar Siswa Berkebutuhan Khusus di Surabaya

Inclusive education remains a challenging program to implement ideally, requiring ongoing management to continuously foster inclusivity in schools through various efforts. This service program aims to enhance the understanding of regular teachers in inclusive schools regarding the characteristics, early detection skills, and the development of learning programs for students with special needs. This is based on the principle that each student has unique needs, with some requiring special assistance from accompanying teachers. The program uses a needs analysis method, involving interviews and questionnaires to identify the needs of the teachers. Based on the analysis results, intervention objectives are set and a training program is designed. The intervention was conducted over two days: the first day focused on psychoeducation about inclusive education and understanding the characteristics of students with special needs, while the second day consisted of training in early detection and the preparation of specialized learning programs. The results of the intervention showed an improvement in teachers' ability to identify students' functional difficulties in physical, cognitive, and behavioral aspects. Teachers were also able to classify the characteristics of students with special needs and develop appropriate learning programs. This psychoeducation and early detection skills training effectively equips teachers in inclusive schools to be more optimal in identifying and designing learning programs for students with special needs.

Insight into the postgraduate certificate in teaching and learning in higher education, challenges, and opportunities

The main objective of this paper is to evaluate the postgraduate program in learning and teaching in higher education. The program was designed to introduce the essential knowledge, skills, and abilities to enhance the teaching quality to the higher education academic staff. The research methodology was qualitative, with content analysis, structured observation, and storytelling techniques. The research findings reveal that the program has been designed for the junior staff to engage with the undergraduate students. The program does not consider the senior staff who supervises master’s and PhD students, and they need knowledge about research methodology, thesis and dissertation supervision, and the support system. In conclusion, the program needs to be flexible with more optional or elective courses to specialize or personalize the content and structure for the individual participants.

How Can it Really be Effective? Experiences of Asynchronous and Synchronous Learning in Online Counseling Graduate Programs

How Can it Really be Effective? Experiences of Asynchronous and Synchronous Learning in Online Counseling Graduate Programs

Academic Supervision at SMA Negeri 18 Palembang

Minister of National Education Regulation Number 13 of 2007 explains the ability of school principals to understand the Competency Standards of School Principals. The competence of the school principal based on the Minister of National Education Regulation consists of four components. The competency of the principal is an absolute ability to be mastered and practiced by the principal to lead and guide his subordinates within the scope of the school. One form of application is to carry out supervision competencies. This competency is a real action by the principal to improve the professionalism of teachers. The content of the activity is to approach using appropriate supervision techniques and then follow up. Looking at the results of the analysis of the supervision program in general at SMAN 18 Palembang, it should be followed up in order to improve the quality of educators such as: teachers have not developed and implemented an active learning process, teachers’ understanding of creative learning activities has not been maximized, and learning indicators and programs have not been developed holistically. It is an obligation for the principal to carry out comprehensive and systematic supervision and detail the opportunities for activities to be held along with the feedback from the supervision activities carried out. It is expected to boost the quality of learning for teachers and students in the classroom.

ADAPTIVE DELIVERY OF EDUCATIONAL AND METHODOLOGICAL MATERIALS BASED ON NEUROLINGUISTIC PROGRAMMING MODELS BASED ON THE RESULTS OF ASSESSING THE STUDENT’S POSTURE AT THE COMPUTER OR IN THE CLASSROOM USING MACHINE LEARNING

The article investigates the use of neurolinguistic programming (NLP) and machine learning methods for the adaptive delivery of educational materials, taking into account students’ individual perception characteristics. The primary goal of the work is to create and optimize individualized learning trajectories based on the analysis of students’ posture and behavior during their interaction with educational materials. The article examines three main types of perception - visual, auditory, and kinesthetic - and proposes methods for adapting educational content for each of them. To determine the type of perception, data analysis is conducted on head position, gaze direction, facial expressions, and other physiological parameters obtained through computer vision and neural networks such as FSA-Net. The authors propose algorithms for dynamic calibration and analysis of students’ posture, which can be applied in both individual and group learning contexts. The possibility of using these algorithms in distance learning systems to enhance the quality of student interaction with the educational platform and improve their learning outcomes is considered. The article also discusses the potential application of the proposed technologies for assessing student engagement in lectures and creating adaptive learning trajectories that take into account dynamic characteristics such as emotional state and cognitive effort, which can be evaluated through pupil dilation analysis.

Inverse problem for 2d Laplace equation in polar coordinate system

The article presents the results of study on finding the thermophysical characteristics of a heterogeneous material based on the heat conductivity equation in polar coordinates, carried out within the framework of the grant project of the Ministry of Science and Higher Education of the Republic of Kazakhstan AP19677594 «Development of methods for finding all nonlinear moisture-heat-conducting characteristics of nonhomogeneous medium, realization of methods by creating machine learning program». The temperature state of a body of a multilayer system of bodies can be characterized using a temperature field, which is understood as a set of instantaneous temperature values at all points of the studied space. It occurs when two bodies with different temperatures come into contact or within one body with areas with different temperatures.

Digital Marketing and Financial Performance of Business Start-Ups in Tuguegarao City: a Basis for Service Learning Program

Digital Marketing and Financial Performance of Business Start-Ups in Tuguegarao City: a Basis for Service Learning Program

Prognostic Factors and Changes in Pain, Physical Functioning, and Participation in Patients With Hip and/or Knee Osteoarthritis: A Systematic Review.

This study aimed to systematically synthesize literature on prognostic factors of changes in either direction (ie, worsening or improvement) in pain, physical functioning, and participation in patients with knee and/or hip osteoarthritis (OA). Studies included in two preceding reviews underwent full-text screening for inclusion in the current review. Additionally, an extensive literature search was conducted in five databases. Title/abstract screening was performed using an active learning program. Inclusion criteria comprised patients diagnosed with knee and/or hip OA, with the dependent variable assessing pain, physical functioning, or participation. Potential associated prognostic factors were measured as independent variables. The methodologic quality of studies was assessed with the Hayden criteria. A total of 31 studies were included in this systematic review. In patients with knee OA, pain worsening was associated with lower physical functioning (strong evidence) and with higher body mass index, ethnicity, and a higher comorbidity count (moderate evidence). Also, in patients with knee OA, pain improvement was associated with less pain at baseline (moderate evidence). In patients with knee and/or hip OA, worsening of physical functioning exhibited associations with higher body mass index, more pain, more hip pain, a higher comorbidity count, higher avoidance of activities (strong evidence), and ethnicity (moderate evidence). In patients with knee OA, improvement in physical functioning showed an association with higher vitality (moderate evidence). Regarding the remaining prognostic factors, there is weak, inconclusive, or inconsistent evidence for an association with the outcomes. In patients with hip OA, only weak evidence was found for three factors predicting a change in physical functioning. This review encompasses prognostic factors associated with changes in either direction (ie, worsening or improvement) in pain, physical functioning, and participation. The results are consistent with other reviews. Future research should place a stronger emphasis on patients with hip OA and participation as an outcome.

Factors shaping situated willingness to communicate: A multidimensional perspective in the Indonesian EFL context

The willingness to communicate (WTC) of English-as-a-foreign-language (EFL) students requires a complicated process, including motivational, contextual, metacognitive, and communicative factors. Neglecting the intricate interplay of these factors may impede the attainment of desired levels of student WTC, thus underscoring the need for comprehensive investigation. The purpose of this exploratory factor analysis (EFA) is to investigate the complex interplay of motivational, contextual, metacognitive, and communicative factors as predictors of situated WTC in the Indonesian EFL context, which includes variables such as motivation, learner agency, growth language mindset, classroom environment, metacognition, communication confidence, and L2 self-perceived communicative competence (SPCC). We used Partial Least Squares-Structural Equation Modeling (PLS-SEM) model analysis in a quantitative study design. An online questionnaire with 50 items adapted from prior studies was distributed to 310 EFL students from multiple universities in Indonesia who had taken English classes. The data revealed that motivation, learner agency, growth language mindset, classroom environment, metacognition, communication confidence, and SPCC are major determinants of students’ WTC. These findings suggest that EFL educators can create language learning programs that encourage active involvement in communication tasks and enhance students’ WTC by recognizing and utilizing the factors that support it. This could lead to more effective and engaging language learning experiences, resulting in increased WTC in the target language. Further discussion focuses on educational consequences and future research recommendations.

제4차 산업혁명 시대의 중학교 가정 교과의 3D 프린팅 활용 의생활 메이커 교육 교수⋅학습과정안 개발

The purpose of this study was to develop a teaching and learning plan for clothing maker education in middle schools using 3D printers, one of the key tools of the Fourth Industrial Revolution. This plan aims to revitalize clothing maker education by incorporating maker education programs. The research was conducted in four stages: Analysis, Design, Development, and Evaluation. First, in the analysis stage, the content related to clothing education in the 2015 revised secondary school home economics curriculum was analyzed to derive the elements of clothing maker education and home economics. Additionally, an analysis of equipment suitable for maker education was conducted, leading to the selection of 3D printers and heat transfer printers as maker equipment. Second, in the design stage, the composition of the teaching and learning program based on the TPMS (Tinkering, Practical reasoning, Making together, & Sharing and spreading) model and the selection of media were established. Third, in the development stage, a comprehensive plan was implemented to develop a maker education teaching and learning process that emphasized practical problem-solving. Learning activity sheets, PPT materials, group and self-evaluation forms, and program evaluation tools were also developed. Finally, in the evaluation stage, safety rules were added following expert validation of the teaching and learning plans. Class goals were clarified considering the functions of home economics. The evaluation tools were also revised and supplemented to facilitate student-centered assessment.

Exploring English for Academic Purposes Program: Needs analysis and impact evaluation

A collaborative project involving three universities was initiated to support lecturers in Indonesia in designing English for Academic Purposes (EAP) instruction adjusted to local needs and the latest advancements in EAP. Using a mixed-methods approach and developmental research design, the study included a needs analysis, implementation of an EAP professional learning program, and a program evaluation survey. Needs analysis was conducted through a survey with 88 lecturers and 618 students from 41 universities in Indonesia. The results of the need analysis were then used to inform the design and delivery of an online professional development program for EAP lecturers. Based on the needs analysis results, the EAP lecturers who participated in the survey conveyed that they required improvements in digital skills, teaching techniques for diverse proficiency levels, and methods for improving students’ productive skills and critical thinking abilities. The participating students also expressed their need for interactive EAP activities, team-based learning, and the use of social media for collaboration and connectivity. Informed by the needs analysis results, a two-month program was designed and delivered in eight 90-minute video conferences, combined with asynchronous activities on a learning platform. As revealed in the post-program survey, the participating lecturers’ feedback on the program highlighted contributing factors to the changes in their technological and pedagogical content knowledge, particularly in the areas of using digital tools and differentiated instruction in EAP. This study highlights the need for continuous professional development to enhance EAP lecturers’ ability to effectively apply acquired skills in teaching and professional practice.

НАВЧАЛЬНЕ ПРОГРАМУВАННЯ В КОНТЕКСТІ РЕФЛЕКСІЇ РОЗУМОВИХ ДІЙ ТА ЇХ ФОРМАЛІЗАЦІЯ ПРОГРАМНИМ КОДОМ

The paper examines the problem of improving programming learning through optimization of reflection accompanying the writing of software code. Reflection, as control of the logic of thinking, is an important mechanism of critical thinking in educational and professional activities. The purpose of this research is the formation of optimized, conceptual, concise schemes of reflection, which will allow to successfully cope with the tasks of educational practical programming. To realize the goal, an analysis of educational practical activities in programming was carried out in the context of their reflection on the example of creating a computer model of a simple physical phenomenon. The choice of programming as an activity for analyzing critical thinking reflection is due to the fact that this activity is well formalized. The essence of critical thinking reflection is revealed here in a refined and transparent form. Modeling gives the thinking process its own contrast, because in mental activity, in addition to algorithmic senses, additional physical ones also appear. Programming a model of a physical process here is a kind of research ground. Reflection is considered through the prism of cyclical mental processes in terms of formal logic with reference to the evolution of the structure of declarative knowledge. The final instance of this analysis was the formalization of reflection actions in laconic schemes, both the processes themselves and the structure of knowledge. An important part of the work is the connection of mental actions with the corresponding materialized activity. This relationship was also succinctly depicted on the corresponding diagram. The clear, short, expressive formalization of critical thinking actions presented in the work, in connection with materialistic actions, in laconic schemes could be used by education seekers to optimize learning and form protocols of abstract-logical and cause-and-effect thinking. The developed reflection schemes can be considered as a methodical means of learning that allows you to avoid cognitive traps and optimize educational activities both in the field of practical programming and in natural fields of knowledge, where practical actions to create or debug artificial objects of high complexity are expected.

Sometimes a science, sometimes an art: Cross-institutional collaboration to create an institutional language of transferable skills

This article proposes two models and four principles for creating taxonomies of transferable skills that reflect and enable cross-institutional partnership between academic and professional services colleagues. Such language or taxonomies provide a shared focus for all institutional stakeholders in support of students’ development and future employment outcomes. An anonymised UK university case study demonstrates the models and principles in practice through a cross-institutional collaboration between the Careers Service, other student services teams, and academic departments. Universities, subject/programme teams, academics, careers services, extra-curricular programme teams, and teaching and learning professionals can use the principles and models in this article to create transferable skills taxonomies for their students that can be owned by all university stakeholders, and are relevant to the graduate workplace.

Evaluation of Caru Programme: A National Programme Supporting Palliative, End of Life and Bereavement Care in Nursing Homes in Ireland

Abstract Background The aim of the interim evaluation report is to provide the Caru Programme team with information on the impact of the Programme to date and to highlight the outcomes and challenges, whilst reiterating the key aims and objectives of the Programme and the overall evaluation. Methods The evaluation utilities’ a combination of quantitative and qualitative methodologies. A pre-post design of baseline, mid-line and end-line primary data collection is used to measure the overall impact of the programme. Secondary data analysis of participant feedback, workshop evaluations and attendance was completed under the RE-AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance) framework. Results The education sessions provided were highly valued, with the majority of participants indicating an increase in baseline knowledge after attending a session. There were very high levels of positive experience with 80-99% of participants strongly endorsing the activities and recommending the programme. Participants who attended the Project ECHO and the QI workshops, indicated an intention to change practice; however, at this stage of the evaluation, there is a lack of specific details on what practice or change would be introduced, or indeed, its timeline. This will be measured in the next phase of the evaluation. Conclusion Caru is an innovative continuous learning programme supporting nursing home staff in the delivery of palliative, end-of-life, and bereavement care to residents. The learning components are delivered using a range of approaches, Webinars, Project ECHO online learning, Regional Networks, Quality Improvement Workshops. The interim evaluation report outlines the outcomes from Phase I and the first year of the programme’s delivery. It provides insights into its impact, outcomes, and challenges as well as providing a basis for the next phase of the evaluation. This interim evaluation lays the groundwork for a comprehensive understanding of the Caru Programme model and impact and provides valuable insights into its effectiveness.

Climate Change Awareness and Policy Implementation in Canberra

Purpose: The aim of the study was to analyze the climate change awareness and policy implementation in Canberra. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study revealed that while there is a high level of public awareness and concern about climate change among residents, translating this awareness into effective policy action remains a challenge. The local government has implemented various policies aimed at reducing carbon emissions and promoting sustainability, but gaps persist in policy enforcement and public engagement. The findings suggest that stronger collaboration between policymakers, community stakeholders, and educational campaigns is needed to bridge the gap between awareness and actionable outcomes in combating climate change in Canberra. Unique Contribution to Theory, Practice and Policy: Social cognitive theory, framing theory & the theory of planned behavior may be used to anchor future studies on climate change awareness and policy implementation in Canberra. Educational campaigns should incorporate interactive workshops, online resources, and community events that encourage participation and foster a deeper understanding of climate policies. Policymakers should allocate funding for climate education initiatives, ensuring that they are integrated into school curricula and community learning programs, thereby institutionalizing climate education.

Teachers’ changing perspectives of their spatial competencies: A case study of professional learning in Singapore

While there is increasing recognition of the role of learning environments for teaching and learning, research on teachers' spatial competency is lacking. Drawing on an in-depth case study approach, this study examined the impact of a professional learning and action research pilot program to enhance teachers' spatial competency in one government secondary school in Singapore. Findings showed that professional learning can improve teacher knowledge, self-efficacy and mind frames towards more agentic and intentional space usage for teaching and learning. This study makes explicit connections about how a multi-layered professional learning program can support the development of teachers’ spatial competency.

Evaluating the Quality of Training Programs for Pre-Service Music Teachers in Chinese Higher Education Institutions

This research utilized an explanatory sequential design within a mixed-methods framework to assess the effectiveness of three pre-service music teacher programs aimed at Grades 1-12 in China. First, a group of four evaluators was asked to holistically assess the overall quality of these programs on a scale ranging from 1 to 10. Second, the evaluators were invited answer four open-ended questions about the areas for improvement in terms of program goals and objectives, program curricula, instructional methods, and learning assessments, respectively. The generalizability (G-) theory framework was employed to analyze the quantitative data, particularly to examine the variability in ratings and the reliability of the program evaluations. The qualitative data underwent coding, categorization, and organization according to recurring themes. The results indicated that the rating of the quality of these programs by the four program evaluators was extremely consistent and unbelievably reliable. Furthermore, major areas for improvement are identified in program objectives and curricula as well as instructional methods and learning assessments. Implications for pre-service music teacher training program developers in Chinese colleges and universities are discussed.

A blended teaching and learning model for family-medicine registrar training at a South African university.

Effective primary healthcare is essential in developing countries but faces several challenges, including the lack of standardised training across decentralised sites. In response to unsatisfactory registrar examination outcomes in 2013, the Department of Family Medicine at the University of the Witwatersrand in South Africa introduced a blended teaching and learning programme. The aim of the new programme was to level the playing field by providing uniform online resources on a course site on the university's learning management system. The uniform online resources would be integrated into the teaching programme. A team consisting of the registrar-training-programme coordinator, an educationalist and five family-medicine consultants from different districts began reviewing the curriculum, selecting appropriate resources and developing the course site. The blended programme was developed and implemented using a phased, participatory research action approach, including phases of evaluation and redesign. Since the implementation of the blended-learning programme in 2017, registrar outcomes have improved, but this has not been the only success attributed to the programme. The programme also resulted in an enhanced focus on teaching and learning, especially among those involved in its development. We share the lessons gleaned from our experiences, emphasising the need for adequate training and teamwork if we are to use technology appropriately and effectively to address the difficulties associated with decentralised training in developing countries.

Enhancing Online TESOL Education: Strategies for Effective Pre-Class, In-Class, and Post-Class Learning in the Post-Pandemic Era

In recent years, the rise of online learning has significantly transformed the teaching landscape of TESOL (Teaching English to Speakers of Other Languages), particularly in response to the COVID-19 pandemic. This paper critically examines how online platforms can enhance the quality of learning in TESOL programs in Chinese universities during and beyond the pandemic. The study focuses on the key phases of online teaching: before class, during class, and after class, exploring the instructional strategies that can maximize student engagement and learning outcomes. It also integrates the latest research in TESOL and digital education to offer insights on how online teaching can be optimized for English language learners. Furthermore, this paper reflects on the author’s own teaching experience in applying these methods. Finally, the paper concludes with practical recommendations for improving the quality of online TESOL education in the post-pandemic era, emphasizing how online teaching bridges educational gaps and provides flexibility for diverse learners. Special attention is also paid to challenges like the digital divide, the role of technology in enhancing pedagogy, and the global implications of TESOL in an increasingly connected world.