Learning Opportunities Research Articles

Locked-down learning amid COVID-19: young refugees in Greece and their supporters co-navigating a new crisis

ABSTRACT Greece, and the hundreds of thousands of refugees currently trapped in the country, are no strangers to ‘crisis’. Financial collapse and migration mismanagement were already severely impacting newcomers’ ability to participate in education before COVID-19 lockdowns made the situation even more dire. Based on interviews from a study on young refugees’ (aged 15–25) engagement with education in Greece, this paper explores how exactly lockdowns impacted learning and compounded pre-existing issues. It details how crisis was felt at the micro level as lost and disrupted learning opportunities, and as uncertainty and immobility – demonstrating the social, material and affective impacts of crises in the everyday. The paper also shows how youth expressed their relational agency by navigating constraints with the support of peers, educators and non-governmental organisations, even as technological and family-related issues came into play and supporters (or ‘co-navigators’) faced their own bureaucratic and practical hurdles. It concludes by arguing for sustained financial and political support for refugee-serving organisations, alongside greater flexibility and accessibility in the public education system.

Cultivating Ethical Leadership in Public Administration: Integrating Social Justice and Equity into Educational Programs in Sulu, Philippines

Ethical leadership is crucial in public administration, particularly in regions like Sulu, Philippines, which faces complex governance challenges, including poverty, inequality, and conflict. This study explores the integration of social justice and equity into public administration educational programs to cultivate ethical leaders who can address these challenges effectively. A mixed-methods approach was employed, including a survey of 100 public administration students and faculty members in Sulu, and in-depth interviews with 10 experienced public administrators. Quantitative data were analyzed using descriptive statistics and correlation analysis, while qualitative data were analyzed1 thematically. The findings revealed a strong awareness among students and faculty of the importance of social justice and equity in public administration. However, there were gaps in integrating these concepts into the curriculum and pedagogy. Experienced administrators emphasized the need for practical experience and mentorship to develop ethical leadership skills in the context of Sulu's unique challenges. In conclusion, this study highlights the need for educational reform in public administration programs in Sulu to strengthen the cultivation of ethical leadership. Recommendations include incorporating experiential learning opportunities, community engagement, and culturally relevant case studies to bridge the gap between theory and practice.

"1-800-Help-Me-With-Open-Science-Stuff": A Qualitative Examination of Open Science Practices in Communication Sciences and Disorders.

The purpose of this qualitative study was to examine the perceptions of communication sciences and disorders (CSD) assistant professors in the United States related to barriers and facilitators to engaging in open science practices and identify opportunities for improving open science training and support in the field. Thirty-five assistant professors (16 from very high research activity [R1] institutions, 19 from institutions with other Carnegie classifications) participated in one 1-hr virtual focus group conducted via Zoom recording technology. The researchers used a conventional content analysis approach to analyze the focus group data and develop categories from the discussions. Five categories were developed from the focus groups: (a) a desire to learn about open science through opportunities for independent learning and learning with peers; (b) perceived benefits of engaging in open science on assistant professors' careers, the broader scientific community, and the quality of research in the field of CSD; (c) personal factors that act as barriers and/or facilitators to engaging in open science practices; (d) systemic factors that act as barriers and/or facilitators to engaging in open science practices; and (e) differences in perceptions of R1 and non-R1 assistant professors. Assistant professors in CSD perceive benefits of open science for their careers, the scientific community, and the field. However, they face many barriers (e.g., time, lack of knowledge and training), which impede their engagement in open science practices. Preliminary recommendations for CSD assistant professors, academic institutions, publishers, and funding agencies are provided to reduce barriers to engagement in open science practices. https://doi.org/10.23641/asha.27996839.

Digital technologies as enablers of universal design for learning: higher education students' perceptions in the context of SDG4

Digital technologies are essential for transforming educational environments, particularly in higher education. These tools have revolutionized information access and enable flexible approaches within Universal Design for Learning (UDL). This educational model integrates findings from educational practice, research, learning theories, technological advances, and neuroscience to provide concrete proposals for implementing diverse teaching practice that accommodates different learning needs. Building on universal design concepts, UDL is structured around three neurological learning systems (affective, recognition, and strategic) and advocates three corresponding principles: multiple means of engagement, representation, and action/expression. Aligning with current parameters of quality education for all, UDL incorporates diversity as a fundamental premise in instructional planning to ensure equitable learning opportunities for all students. This framework enables teachers to create flexible curriculum designs that enrich learning, reduce barriers, and provide accessible educational opportunities. This research examined how digital technologies can enable UDL implementation by analyzing higher education students' perceptions. Using a quantitative methodology with a descriptive scope, data was collected through a specially designed Likert-scale questionnaire. The instrument demonstrated high reliability (Cronbachʹs α = 0.97). The sample included students from the Mexican public university system (n = 235) studying pedagogy and education. Results showed favorable perceptions of technology use in UDL across all three principles: representation (what to learn), action and expression (how to learn), and engagement (why to learn). They suggest that digital technologies can expand learning capacity and enhance skill development among university students in the UDL context. However, it should be noted that they need to be carefully integrated into educational frameworks designed and tested for their effectiveness; without such integration, their application may be ineffective or even counterproductive to learning processes. The findings demonstrate the potential of this design as a practical and theoretical model to, in line with current trends, contribute to the achievement of SDG4, promoting quality in education and learning opportunities for all. This will be helpful for institutions seeking to implement technology-enhanced UDL strategies while having broader implications for the body of research for improving higher education.

Nurses’ experiences with virtual care during the COVID-19 pandemic: a qualitative study in primary care

BackgroundDuring the COVID-19 pandemic, virtual care was used to deliver primary care services. Nurses contributed to primary care teams’ capacity to deliver care virtually. This study explored nurses’ roles in virtual care delivery in primary care and the barriers and facilitators that influenced their contributions.MethodsWe employed a qualitative descriptive approach and conducted semi-structured interviews with nurses representing each regulatory designation (i.e., Nurse Practitioners, Registered Nurses, Licensed/Registered Practical Nurses) working in primary care in four Canadian provinces (i.e., British Columbia, Ontario, Nova Scotia, and Newfoundland and Labrador). We performed thematic analysis on data related to the delivery of virtual care.ResultsWe interviewed seventy-six nurses and identified three key themes and various sub-themes related to virtual nursing practice during the COVID-19 pandemic: (1) variable adoption of virtual care among nurses, (2) facilitators and barriers to virtual nursing practice, and (3) impacts of virtual delivery on care provision by nurses. Nurses’ involvement in virtual care varied across designations and nurses recalled various facilitators and impediments that influenced their virtual care experience, such as guidance documents, funding models, and the availability of equipment. Virtual care influenced nurses’ workflow, their ability to deliver patient-centred care, and their ability to bridge the care gap.ConclusionsPrimary care teams are increasingly relying upon nurses to support virtual care delivery, emphasizing the need to understand nursing roles in virtual care. Primary care funding models should be leveraged to support nurses in virtual care delivery; and standardized learning opportunities and guidance documents focused on virtual care should be available to support primary care nurses and strengthen their contributions in future primary care teams that involve virtual nursing care.

Challenges facing education in the 21st century

Introduction: This article analyses the challenges facing education in this century, particularly regarding teaching and the school, the new roles that teachers are called upon to play, and their initial and continuing training, which has weakened due to constant change. Its objectives are to reflect on the need to change the aspects in question, aiming at improving the educational process. Methodology: For this purpose, a research methodology called bibliographic research was used. Results and discussions: the results point to the need for several changes that, as long as they are faced by all those involved with courage and a desire for change, can lead to the success of the educational process. Conclusions: The conclusions drawn are that, with a view to the educational process as a whole, education should be geared towards promoting skills and competences and rethinking new learning opportunities.

The challenges and needs of international nurses who are assimilating to healthcare systems in the United Kingdom: Experience from the field.

The paper explores the barriers and enablers for international nurses who are assimilating to new healthcare systems in the United Kingdom and implications for the global healthcare context. The worldwide shortage of nurses has led to high levels of global mobility. It is therefore essential to acknowledge the international nature of healthcare and the diversity of experience within the nursing workforce. The paper reflects on the authors' experiences of designing and delivering acculturation and communication skills training for Internationally Educated Nurses (IENs) who work in the National Health Service in the United Kingdom. The paper highlights the challenges of assimilating to a new healthcare environment, the importance of support and the value of 'two-way learning'. The author discusses the hidden processes of social and personal adjustment, which are not widely reported. Successful cultural integration should be multifaceted and include opportunities for two-way learning. Nurses require ongoing and directed support to deliver high-quality care in diverse and changing health systems. As healthcare in the UK is and continues to become increasingly international, the benefits and challenges this presents need to be acknowledged by both government and healthcare management in the form of policy recommendations, guidelines and regulatory frameworks which go beyond testing clinical and linguistic skills on arrival and aims to promote well-being, retention, and reduced stress at work.

A Systematic Review (2019–2023) on the Impact of Advanced Technologies in Higher Education Learning

The integration of high technology has brought unprecedented convenience and possibilities to higher education, but it has also brought various challenges. With the continuous innovation of technology, these advantages and challenges are constantly changing. However, the previous studies lack a systematic review and summary of these advantages and challenges of changes. Therefore, the purpose of this review is to integrate and analyze the relevant research results of higher education learning in the high-tech environment, to keep an eye on these changes, better grasp the impact of technology on the field of higher education, and insight into the future development trend of higher education. This systematic review uses 20 journal articles from (WoS) and Scopus from 2019 to 2023. The results of the survey show that students' learning ability is gradually enhanced, the academic atmosphere of colleges and universities is increasingly strong, and the learning opportunities provided by higher education are more and more diverse, which are the positive effects of high-tech progress on higher education. However, in the context of the rapid development of high technology, we should also pay attention to the adaptability of the teaching individual and the challenges faced by the inadequate preparation of society in terms of technical training and technical equipment at the macro level.

Learning to Manage COVID-19-induced Respiratory Distress in the Immersive Virtual Reality Simulation: A Pre-Experimental Study

Introduction: Undergraduate nursing students have limited theoretical knowledge of and practical learning opportunities to manage COVID-19 respiratory distress. Immersive virtual reality simulations in nursing represent a new area of educational interest that has been understudied in Canada. Objective: This study aimed to measure the potential impact of immersive virtual reality simulation on content knowledge in respiratory distress induced by COVID-19, as well as perceived learning and perceived confidence in managing this condition among senior undergraduate nursing students. Methods: A pre-experimental design with a one-group pretest-post-test was employed. Nursing students (n = 30) were recruited through convenience sampling to participate in a single immersive virtual reality simulation session. Data were collected using the Respiratory Distress Management Knowledge Test, the Simulation Effectiveness Tool-Modified (subscales: Learning and Confidence), and an open-ended question. Results: The results showed an increase in knowledge (p=0.01). Participants reported a high perception of learning and confidence, and shared that this simulation helped them identify areas for improvement and strengthened their existing skills. Discussion and Conclusion: These results suggest that this immersive virtual reality simulation has the potential to enhance students’ knowledge about respiratory distress. Subjective evaluations highlight its educational potential. Further studies could explore simulation’s impact on nursing students and professionals by integrating a control group and other validated measures.

Experiences of Physiotherapy and Occupational Therapy Undergraduates and Placement Educators of Blended Practice-Based Learning

Securing sufficient practice-based learning opportunities for health care students is long-standing and well documented and not unique to the United Kingdom (Beveridge & Pentland 2020; Martin et al., 2004). Increasing Allied Health Professional learners on healthcare programmes and the COVID-19 pandemic have highlighted the need for radical change and innovative ways of working to address placement capacity. Due to the capacity pressures, blended practice-based placements were implemented in partnership with clinical collaboration across the Cheshire and Merseyside region. As this placement model had not been robustly tested, a decision was made to pilot this across different settings and ethical approval was sought and granted, to fully evaluate this approach. The participants consisted of second-year physiotherapy and first- and second-year occupational therapy learners. The aims of the study were to: ascertain the value and experiences of a newly introduced blended placement-based learning through the anonymous collection of data from an online questionnaire (quantitative) and focus groups (qualitative) in response to challenges relating to placement capacity. Initial findings suggest there are benefits for learners including new skill acquisition, such as organisational and adaptability skills, the ability to influence change in patient care and improved clinical reasoning. Challenges for learners include the type and length of project not being comparable to their peers, reduced clinical time, perceived discrepancies in marking during the placement and opportunities to develop confidence. Alternative placement models are required to meet ongoing capacity demands. This work adds to the growing body of placement related literature.

Biased teacher expectations of students with migration backgrounds: Analysis with nationality stereotype clusters

AbstractStudent migration backgrounds and socioeconomic status can bias teacher expectations. Such expectations can lead to discrimination as they are the basis for unfair teacher assessment and exclusion from learning opportunities. To identify students at risk of experiencing low biased expectations, researchers used a grouping of nationalities based on the stereotype content dimensions of competence and warmth. The migration backgrounds of 1036 students in grades 4–6 in Switzerland were grouped into four clusters (i.e., 1 = competent, warm; 2 = medium competent, cold; 3 = incompetent, cold; 4 = incompetent, warm). Students without migration backgrounds served as reference group. Blockwise multilevel regression analyses showed that teacher expectations for student mathematical achievement were lower for students in cluster 2 compared to the reference group of students without migration backgrounds after controlling for mathematics achievement, the highest value of the parents’ occupations (HISEI), and home language. Similar results were found for teacher expectations in German. Stepwise logistic multilevel regression analyses indicated that students with migration backgrounds from cluster 2 were significantly more likely expected by teachers to enter a school track with basic demands than students without migration backgrounds after controlling for achievement in mathematics and German, HISEI, and home language. Thus, some students with migration backgrounds are particularly at risk of being discriminated against by teachers. These findings must be discussed in teacher education and used to develop preventive strategies, considering the negative influence of biased low teacher expectations on students’ educational careers and, therefore, their participation in society.

Students' AI-generated Images: Impact on Motivation, Learning and, Satisfaction

In the contemporary society where the rapid development of generative AI (GenAI) infiltrate daily life, it is imperative for schools to keep up with the development. Future generations are expected to have GenAI skills and knowledge in the same way that traditional literacy is a recruitment condition today. School curricula need to integrate this new technology to support students' learning and development. Research on artificial in education (AIED) has reported on the challenges with the involvement of GenAI in teaching and learning, but also on GenAi as a study support. To not fall behind many schools have started out with AIED initiatives which creates a need for studying how GenAI could be applied in a useful way in teaching and learning activities. The research question that guided this study was: In what ways could the use of GAI in visual form support students' learning process and motivation in upper secondary school settings? The overall research strategy was a qualitative case study approach with investigator triangulation. Data were collected in a combination of observations at workshop sessions and semi-structured interviews. with teachers as well as students. In a six-step inductive thematic analysis data excerpts were coded, aggregated to categories, and presented. Findings indicate that GenAI tools for image generation, can have a positive effect on learning. At the same time that memorisation of information is supported, there were also a positive impact on motivation and student satisfaction. The involvement of image generation tools not a substitute, but rather a complement to traditional teaching and learning activities. The conclusion is that the use of AI in education can offer new learning opportunities, and with the increased use of GenAI, it is crucial for both students and teachers to keep pace. However, this would require that more time and resources for teacher professional development on AIED.

A Shared Experience of Sciences and Mathematics Teaching during the Pandemic in the Philippines: Circumnavigating Challenges into Learning Opportunities and Communal Involvement

The far-reaching consequences of the novel human coronavirus disease 2019 (COVID-19) have brought unprecedented challenges across all aspects of human endeavors, including the resonating effects on educational systems worldwide. Learners and educators have showcased their adaptability in transforming traditional teaching methodologies into new strategies and modalities. This article outlines the collective efforts of the sciences and mathematics educators at the National University Philippines, and, in part, at Centro Escolar University, Manila in responding to the pressing need to innovate learning platforms and approaches during the pandemic. Moreover, this article describes the immediate effects of institutional policies and how resilience and preparedness transform challenges into opportunities. A reflection on integrating historical, social, and cultural lessons and dimensions into science and mathematics teaching to incorporate a sense of identity and to provide contextual and synchronizing examples to the concepts is also herein provided. Educators find strength in shared experiences and communal involvement during the pandemic to circumnavigate the struggles and difficulties, viewing them as opportunities and further elevating science and mathematics education using the lens of scientific, historical, and sociocultural inquiry.

EU Social Economy: Means to ending Inequality?

In recent years, the European Union has been facing increasing technological, economic, environmental and social challenges. The issues of strengthening the social economy are becoming increasingly important in an era of instability and uncertainty in the prospects of global development. The subjects of this business model can play a positive role in achieving the UN Sustainable Development Goals, increasing productivity and competitiveness of both individual enterprises and states and their associations through increased solidarity at the territorial and local levels, reducing poverty and inequality. The social economy is designed to create quality jobs, guarantee equal learning opportunities and provide the necessary social services, especially for vulnerable segments of the population, such as migrants, persons with disabilities and unskilled workers. To realise its mission, its enterprises and organisations need to collaborate with public authorities, stakeholders and users capable of finding solutions to collective problems, such as ethical financing and socially responsible banking. This collaboration can give impetus to social inclusion, economic development and territorial cohesion in depressed underdeveloped areas and regions. Today, social indicators in EU countries such as poverty, inequality, long-term and youth unemployment continue to be high, making it difficult to ensure social sustainability. This article analyses EU policies on the social economy as well as its ecosystem in the region.

Editorial: Special Issue (Part 1) on Artificial Intelligence and Machine Learning in Educational Measurement

This editorial introduces the first part of CEJEME's Special Issue on Artificial Intelligence and Machine Learning in Educational Measurement. As AI and ML technologies revolutionize education, they offer new opportunities for personalized learning and innovative assessment practices. This issue highlights the transformative impact of AI and ML on educational measurement, addressing both their potential and the ethical challenges they pose. This issue includes four articles that explore the opportunities and ethical challenges of AI in educational measurement, automated text scoring in the age of Generative AI for the GPU-poor, a novel approach using autoencoders and BERT to detect compromised items in computerized testing, and the use of ML packages in R. The issue provides valuable insights into the future of educational measurement. A second part of this special issue will be available in spring 2025.

Human-Centered Design in Graduate Nursing Education: Outcomes From a Cohort Study.

Many nursing curricula lack human-centered design (HCD) learning opportunities, and minimal evidence exists about HCD educational outcomes. The study explored the effects of HCD experiential learning activities on graduate nursing students. The quasi-experimental mixed-method design employed an explanatory approach. Pre- and posttest surveys were administered during an HCD workshop. Descriptive and inferential statistics assessed gains in the measures. Qualitative data were collected once, post-intervention, and analyzed using thematic analysis. Sixty-four students provided complete responses. A linear mixed-effects regression model indicated statistically significant gains in creative self-efficacy, psychological empowerment, and traits of design thinkers. Qualitative themes contextualized the quantitative findings. The results indicated that HCD experiential learning influenced the study's constructs. These results set the stage for multi-site studies investigating the long-term outcomes of HCD interventions in nursing curricula.

Program Evaluation of the Clinical Education Based on Four-Component Instructional Design (4C/ID) Model

Background: Clinical education is a key step in medical education. The study aimed to evaluate clinical education in undergraduate medical education programs based on the Four-Component Instructional Design (4C/ID) model. Methods: The cross-sectional study was conducted at Shahid Sadoughi University of Medical Sciences in 2023-2024. Fifteen departments where medical students studied the clerkship and internship courses were evaluated. An evaluation checklist was used including four domains, 23 questions, and 100 items. The evaluation was implemented in three steps including "Preparation of evaluation", "Execution of evaluation" and "Preparation of evaluation report and application of results". Data were analyzed using descriptive tests (mean, standard deviation, SD, and frequency). Results: The findings showed that the status of the departments in the "educational goals and learning tasks" domain in the clerkship and internship courses were 48.33 and 49.26, which achieved the highest level of compliance. The lowest compliance reported in the domain of "practice opportunities" was 14.30 and 15.77 in the clerkship and internship courses. The compliance in the domain of "procedural information in educational events" in the clerkship courses was 33.15 and in the internship courses was 36.17 and in the domain of "supportive information" in the clerkship courses was 24.36 and internship was 23.46, indicating a medium to a low level of compliance. Conclusion: Clinical learning is recognized as a complex learning, which requires supportive information and practice opportunities for learning. The results showed that lower compliance was reported in the domains of "practice opportunities" and "supportive information" in the educational department clerkship and internships. Therefore, it is recommended to plan for the development of support resources on various platforms. It also requires an appropriate educational design to deliver practice opportunities in simulation and workplace environments in undergraduate medical education.

“I Feel Like a Real Chemist Right Now”: Epistemic Affect as a Fundamental Driver of Inquiry in the Chemistry Laboratory

ABSTRACTAffect and emotions matter to science learning. They also matter because they are integral to science identity formation and sense of belonging. This study aims to foreground the epistemic and affective character of laboratory work in higher science education by conceptualizing it as epistemic practice, in which students activate their body and mind in discursive processes of proposing, communicating, and evaluating knowledge. On this conceptualization is an emerging construct, “epistemic affect,” which refers to how one feels when engaging with epistemic practices. Several methods were used to provide triangulated evidence for student learning processes and lived experiences in the chemistry laboratory. Students were observed and interviewed using custom protocols based on previously validated works. The empirical materials consist of audio recordings and transcripts of focus group interviews, audio and video recordings of students doing an experiment in analytical chemistry, verbatim transcripts of utterances and non‐verbal cues, as well as instructional artifacts (laboratory manuals, textbooks, and reports). Key findings from the study reveal a range of epistemic emotions experienced by students, including curiosity, frustration, and joy, which are intertwined with their engagement in experimental work and exploration of scientific principles. The study also identifies affective constructs such as confidence, pride, and humility, which contribute to students’ identity development within the context of laboratory‐related epistemic practices. These affective experiences are situated in the embodied nature of laboratory work, where failures and mistakes are common, but also serve as opportunities for learning. The research underscores the importance of recognizing and addressing the affective dimensions of learning in the chemistry laboratory. It suggests that fostering positive epistemic emotions and resolving negative ones can enhance students’ learning experiences and engagement with science. The study calls for a more holistic approach to chemistry education that acknowledges the role of emotion in laboratory‐related epistemic practices.

Group discussions: an active learning resource for school and kindergarten leaders?

ABSTRACT Background In higher education programmes, group discussions are commonly used as a form of active learning to support students in their learning and knowledge development beyond what is provided by traditional lectures. However, such student-centred learning approaches and methods have received scant attention in empirical research. Purpose This study, which used an action research design, investigated how group discussions, as an extension of lectures, can contribute to students’ learning. The findings are intended to support comprehensive insights into, and further development of, the authors’ and others’ higher-education teaching practices. Method The study context was a National Kindergarten and School Leadership Programme offered by one Norwegian university, where the co-author of this article was located. Our research question was: How do students perceive group discussions about a lecture as contributing to their learning; and what can we learn from this about our own teaching practices? The core data were students’ reflection notes, with observational data used as background material. Data were analysed thematically. Findings The analysis indicated that group discussions as extensions of lectures can provide learning opportunities that promote the students’ learning, both collectively and individually. Through group discussions, learning opportunities emerge in the interaction between theoretical knowledge addressed in the lecture and practical, experience-based knowledge based on the students’ ideas from their organisational contexts. In this interaction, learning experiences are produced that provide the students with increased understanding and new perspectives about how they can drive development in their practice contexts and how they, as school leaders, can act in new ways. Conclusion The findings offer insight into how students’ experiences of group discussions, based on lectures, contribute to their learning. However, they also reveal that organisational and structural conditions related to poor quality task design and some elements of the discussions themselves can inhibit learning potential.

A Review of Augmented Reality-Supported (AR) Studies in Foreign Language Teaching

This study explores papers that investigate the integration of augmented reality (AR) in foreign language teaching and learning. The majority of the reviewed articles focus on examining the effects of AR technologies on learners' motivation, engagement, and academic achievement. With the increasing presence of technology in educational settings, AR offers new opportunities for immersive and experiential learning. This research explores how AR-supported tools are used in foreign language education by examining studies indexed in the Web of Science, SCOPUS, and ERIC databases, which have received a certain number of citations. Employing a qualitative document analysis, this study performs a literature review to identify recurring themes and outcomes. The findings reveal that AR creates a multilingual and multicultural environment, allowing learners to actively experience both the foreign language and its cultural context, aligning with the "Action-Oriented Approach" of the Common European Framework of Reference for Languages (CEFR). Notably, the majority of studies in foreign language teaching assisted with AR-based technologies focus on English as a foreign language. This research highlights the potential of AR in foreign language learning and suggests that further research and practical applications are needed to develop and implement cost-effective solutions to maximize the benefits of AR in various educational contexts.