Education Model Research Articles

Inclusive Higher Education in Kyrgyzstan for People with Physical and Intellectual Disabilities

Considering the importance of education as a socio-cultural human right, the issue of implementation of inclusive higher education for persons with disabilities is relevant, determined by a set of legal, socio-pedagogical, technical, and financial problems. The study aims to investigate specific organizational and pedagogical factors facilitating the implementation of an inclusive higher education model in the Kyrgyz Republic. The study employed methods that included questionnaires of the subjects of the educational process and statistical analysis of the data obtained in the course of the questionnaire. Including the understanding of inclusion, the role of educational institutions, and effective methodologies for implementing inclusive practices in the educational process, key theoretical aspects were identified as a result of the analysis of modern theoretical concepts and methodological approaches to inclusive higher education. Furthermore, challenges such as the lack of adaptive infrastructure required for students with disabilities, as well as the insufficient preparation of teaching staff to work with the diverse needs of students, were highlighted. The study also covered the social and legal aspects of inclusive higher education in Kyrgyzstan. The legislative framework regulating the rights of students with disabilities was analyzed, and public support and awareness of inclusion in education were assessed. Based on the findings, specific recommendations and strategies were developed to improve inclusive higher education in Kyrgyzstan. These recommendations cover various areas, including educational programs, the training of educators, the creation of accessible infrastructure, and the development of social support programs. The practical relevance of this work lies in the possibility of implementing the recommendations and strategies proposed in this work to improve inclusive higher education in Kyrgyzstan, which contributes to a more accessible and equitable educational environment for all students.

Promoting students’ critical thinking and creativity through TPACK based flipped classroom learning model in higher education

The rapid development of technology has influenced various aspects of life, including education. Optimal utilization of technology can be a crucial step in creating better education that is relevant to the demands of the digital era. One of the learning approaches considered relevant in this era is the flipped classroom model based on TPACK (Technological Pedagogical Content Knowledge). This model is believed to enhance critical and creative thinking skills, which are essential in facing the challenges of the digital age. This study aims to examine the effects of the flipped classroom model integrated with TPACK (FC-TPACK) on the critical thinking and creativity of prospective elementary school teachers. This study employed a pretest-posttest experimental design involving 250 students from public universities in Indonesia. The experimental group consisted of 125 students who used the FC-TPACK model, while the control group comprised 125 students who received conventional learning without FC-TPACK. Data analysis was conducted using MANOVA to assess the overall effect of the learning model, and ANOVA was used to examine differences in each aspect of critical thinking and creativity. The ANOVA results showed significant differences between the experimental and control groups in terms of critical thinking and creativity skills, with a significance value of 0.000 ≤ 0.05 for all aspects measured. The experimental group demonstrated significant improvements in analysis, evaluation, innovation, flexibility in thinking, and originality compared to the control group. Therefore, the FC-TPACK model is recommended for use in learning to support the development of essential skills in the digital era.

Mapping research trends in physical education pedagogies: a bibliometric analysis using scopus database

This study aims to provide a comprehensive and systematic review of research trends in applying pedagogical models in physical education (PE) pedagogy. Furthermore, there are ongoing challenges facing teaching and learning in PE to deliver effective learning and achieve current learning objectives. This study used a bibliometric analysis approach by examining publication growth patterns, distribution of publication growth, distribution of authors, countries, affiliations, and network analysis based on the appearance of keywords. A search for articles in the Scopus database with specific keywords related to PE pedagogy yielded 419 relevant articles analyzed using CSV and VOSViewer applications. The results revealed a positive trend of increasing the number of published articles starting in 2018 and peaking in 2022. Keith Davids is a famous and influential author with the most publications and the highest citations. His article titled Algorithmic Skin: Health-tracking Technologies, Personal Analytics and the Biopedagogies of Digitized Health and Physical Education, written by Ben Williamson, was the most popular article with 123 citations. China has the most productive authors, and the United Kingdom is the country of origin for the most popular authors with the highest citation rates. The current and emerging trends demonstrate the integration of innovative teaching practices, alternative pedagogical approaches, and the promotion of holistic student development to cope with the development of PE. At the same time, the co-word analysis presents further research streams that include technology utilization and integrative approaches to transformative PE. In conclusion, this study has practical and theoretical implications in the research and practice of physical education pedagogies to identify integration and strategies and PE pedagogies. Keywords: physical education pedagogy; the trend of research; the integration of innovative and alternative pedagogical approaches; technology utilization and integrative approaches

Competence Based Education and Training: A Tool for Enhancing Employability of Polytechnic Graduates in Zimbabwe

This paper intends to establish the role of competence-based education and training model as a tool for enhancing graduate employability of polytechnic graduates in Zimbabwe. Industry has observed the skills deficit among young people seeking employment. It is against this background that this study seeks to interrogate the CBET curricular being offered in Polytechnics and how it can enhance graduate employability among the students. The study employed the qualitative systematic review of literature from various sources such as google scholar, Scopus, science direct. Data was analysed using thematic analysis. The findings of the study indicated that competence-based education plays a significant role in enhancing graduate employability. Furthermore, findings of this study will contribute much to the existing literature on CBET and graduate employability, providing directions for policymakers, educators, and governments. It could be concluded that the CBET education system should integrate generic skills and technical skills in preparing students for the world of work.

“Integrated model perspective of capital theory, TPB and SCCT towards determining business students' digital entrepreneurial intention in developing country context”

The current research studies aim to investigate antecedents that influence business graduate students' digital entrepreneurial intention (DEI) to establish digital start-up ventures by employing the capital theory, theory of planned behaviour (TPB) and social cognitive career theory (SCCT) model. Using quantitative and convenience sampling methods, 564 self-reported primary survey data were collected through an online questionnaire from business graduates in Karnataka, India. Partial least squares structural equation modelling (PLS-SEM) was employed to analyse survey data and empirically test the hypothesis. Findings suggest that digital entrepreneurial competence, digital entrepreneurial knowledge, digital entrepreneurial self-efficacy, digital innovative cognition, subjective norms, information technology culture, perceived behaviour control and social media influence antecedents significantly influence digital entrepreneurial attitudes towards DEI. Hence, digital entrepreneurial education and digital entrepreneurial role models are insignificant in influencing digital entrepreneurial attitudes towards DEI. Furthermore, business students' digital entrepreneurial attitudes significantly influence digital entrepreneurial intention towards creating digital-based start-up ventures. These research findings and results will contribute to governments, collegiate education departments, universities, and societal supporting systems to develop a framework and policies regarding technical and entrepreneurial education systems and create digital start-up ecosystems in the Indian context.

The Impact of the Hybrid Education Model on Medical Students with Attention-Deficit/ Hyperactivity Disorder Symptoms During the COVID-19 Pandemic

The Impact of the Hybrid Education Model on Medical Students with Attention-Deficit/ Hyperactivity Disorder Symptoms During the COVID-19 Pandemic

Sustainability in the Professional Practice of an Engineer

To meet modern society's demands, highly qualified professionals are driving the reformulation of the teaching-learning model in universities. The framework of the Tec21, the Educative Model of the Tecnologico de Monterrey, provides the focus over the training programs on the relationship between the student and the environment for the development of personal and professional competencies through the resolution of challenges linked to real-world scenarios. In this work, we present information about a challenging experiential activity for students with an undergraduate professional curriculum. The core elements were a soap company, a higher education institution (Tecnologico de Monterrey), and the federal government (Mexico); it was consistent with specific problems to be solved in the soap company in Mexico by inserting students in it. Based on the framework of the experiential study of the company, constitution and characterization of the processes, in individual surveys, students recognized a better learning in a real context, and they recognized that the importance of the challenging activity through ten indicators and that this exercise contributed to the development of transversal competencies: co-responsibility, social responsibility, and sustainability. These results reinforce the importance of the development of transversal competencies in the training of professionals.

Model of Character Education for Early ChildhoodEduwisata Ndalem Kerto through Outing Class Activities

This study examines the character education model by Eduwisata Ndalem Kerto Ponorogo through outing class activities. It examines the level of success in instilling various characters developed in Indonesia for early childhood. The research approach uses descriptive qualitative field research type. Data collection techniques are carried out by observation related to the early childhood character education model, interviews with managers, teachers and students during outing classes and documentation of outing class activities. Data analysis is done by organizing, interpreting, presenting data narratively, and drawing conclusions. The study results revealed that the early childhood character education model through outing classes at Eduwisata Dalem Kerto includes gardening activities, learning fun, interaction with livestock, and cooking fun. This outing class activity is designed for 2 hours and is guided directly by the instructor from beginning to end. The results of the character education model through outing classes effectively instil various early childhood characters from characters developed in Indonesia. It should be noted that this study is still limited to the early childhood character education model using outing classes in eduwisata. The findings of this study provide originality in the form of a character education model for early childhood through outing classes in the form of gardening, learning fun, cooking fun and livestock edu-tourism that can be used as a fun and meaningful early childhood education model. These findings provide many contributions to the enrichment of character education models, specifically character education for early childhood which is rich in stimulation that develops the character and intelligence of early childhood.

Social medicine education towards structural transformation in Palestine

IntroductionSocial medicine, a field of study that uniquely centers the social and structural drivers of health in society, has been increasingly integrated into medical professional education over the last several decades. In Palestine, due to the fragmentation of Palestinian geographies, education, culture, and health, integrating a social medicine approach for allied health care students has remained elusive. We seek to introduce the theoretical underpinnings and practical implementation of an experiential Palestine social medicine course. Materials and methods30 Students from the Gaza Strip, West Bank, and the United States convened at the Institute of Community and Public Health at Birzeit University, Palestine, for a three-week experiential social medicine course. The course introduced critical social and structural frameworks and utilized a biosocial model for training and education that included reflective knowledge acquisition and praxis. Pre- and post-course evaluations provided feedback and insight into the knowledge, attitudes, and learning evolution of the student cohort. ResultsParticipant experiences highlighted the importance of the critical reflective nature of the course and importance of practice through praxis. Students identified the convening of Palestinians from different regions and the focus on Palestinian-centered perspectives as foundational for the course. Tensions highlighted included the challenges and distress in identifying tangible next steps in addressing the identified structural determinants of Palestinian health. ConclusionThe Palestine social medicine course provided a Palestinian narrative-centered course that focused on critical structural frameworks to identify and clarify the overarching connections of various, fractured Palestinian health experiences. This course provides a model, and first step, towards meaningful decolonial education, partnership, and praxis, while also providing further evidence of the power of mobilizing in health solidarity and the transformative power of the social medicine movement.

2024 Governance of artificial intelligence and data in Australasian higher education

This whitepaper is a follow-up of the Australasian Council of Open and Digital Education (ACODE) survey in 2023 on the governance of artificial intelligence (AI) and data in Australasian higher education (Selvaratnam & Venaruzzo, 2023). The results then showed the guidelines and policies in this space were still in the early days. Ethical implications were also emerging in tandem with initiatives and the adoption of generative AI in institutions. The latest survey conducted over July and August 2024 is 24 is picking up on the recommendations of the 2023 paper to inform recommendations for practice and further assure quality and equity in higher education. To this end, the JISC AI Maturity Model for Education is used to gauge the sector’s growth in the governance of AI and data both in policy and practice. The outcomes show that the sector is mainly at the experimenting and exploring stage of maturity in engaging with AI. The challenges were mainly in operationalising AI in a comprehensive manner across the enterprise, including increasing AI literacy across staff and students. More institutions are addressing the ethical implications of AI since the last survey; however, it appears that social and emotional wellbeing, and psychological safety still have to be carefully considered.

Fostering practically based learning spaces through industry-engaged higher education models

Fostering practically based learning spaces through industry-engaged higher education models

The Challenges and Opportunities of Implementing Montessori Education in the Public Sector

Over the past two decades, Montessori education in the United States has rapidly expanded from the private to the public sector. This expansion has created important questions about whether or not the Montessori approach can thrive alongside the education standards and accountability movement in the public sector. Questions also exist as to precisely who is benefiting from this expansion of and investment in public Montessori. To examine these topics, this study focused on South Carolina, the state with the highest number of public programs in the United States. We used implementation surveys, classroom observations, and teacher interview data collected by the research team and student record data collected by the state of South Carolina to conduct the analysis, which consisted of three parts. First, we investigated to what extent public programs in South Carolina are able to implement Montessori education with fidelity to the model. Second, we considered what program characteristics were related to higher levels of Montessori implementation fidelity. Third, we analyzed which children had access to higher-fidelity Montessori programs. Generally, findings indicated that, despite challenges created by the education standards and accountability movement and concerns expressed by educators about authenticity, most programs in South Carolina were implementing Montessori with fidelity. Several characteristics were associated with higher levels of fidelity, including the age of the program. Findings also indicated that Black, Hispanic, and students from low-income families were disproportionately participating in lower fidelity programs. Our study provides an in-depth analysis of the challenges and opportunities associated with government trying to implement successful private-sector education models in the public sector.

Based on Medicine, The Now and Future of Large Language Models.

This review explores the potential applications of large language models (LLMs) such as ChatGPT, GPT-3.5, and GPT-4 in the medical field, aiming to encourage their prudent use, provide professional support, and develop accessible medical AI tools that adhere to healthcare standards. This paper examines the impact of technologies such as OpenAI's Generative Pre-trained Transformers (GPT) series, including GPT-3.5 and GPT-4, and other large language models (LLMs) in medical education, scientific research, clinical practice, and nursing. Specifically, it includes supporting curriculum design, acting as personalized learning assistants, creating standardized simulated patient scenarios in education; assisting with writing papers, data analysis, and optimizing experimental designs in scientific research; aiding in medical imaging analysis, decision-making, patient education, and communication in clinical practice; and reducing repetitive tasks, promoting personalized care and self-care, providing psychological support, and enhancing management efficiency in nursing. LLMs, including ChatGPT, have demonstrated significant potential and effectiveness in the aforementioned areas, yet their deployment in healthcare settings is fraught with ethical complexities, potential lack of empathy, and risks of biased responses. Despite these challenges, significant medical advancements can be expected through the proper use of LLMs and appropriate policy guidance. Future research should focus on overcoming these barriers to ensure the effective and ethical application of LLMs in the medical field.

Teachable Machine을 활용한 체육교과 인공지능 교수학습 모델 개발

Objectives The purpose of this study is to develop an artificial intelligence teaching and learning model for physical education that can be applied to actual physical education classes using teachable machines and to provide basic data that can be used in the field. Methods The rapid prototyping methodology was applied to carry out the process of analysis, design, development, implementation, and evaluation. Four physical education teachers, one coding expert, and four students were selected as research participants, and data were collected and analyzed through in-depth interviews. Results The prototype for developing the physical education and artificial intelligence teaching and learning model was developed through a four-round continuous feedback process, including developing a motion recognition program, adding voice functions, adding visual functions, and configuring a website considering ease of use. A teaching and learning model based on the areas of health, challenge, and competition was developed and presented. Conclusions The physical education and artificial intelligence teaching and learning model using teachable machines was developed and modified as a prototype through the rapid prototyping methodology, and was ultimately developed into 9 teaching and learning models in the areas of health, challenge, and competition.

Application and Evaluation of the Effectiveness of Artificial Intelligence in Personalized Learning

The application of artificial intelligence (AI) in personalized learning has demonstrated remarkable advantages, including intelligent assessment, resource recommendation, and teaching optimization, effectively enhancing learning outcomes and engagement. However, this process has also revealed several issues. Firstly, technical challenges and limitations hinder AI's ability to fully adapt to each student's individual needs, requiring further improvements in algorithm accuracy and reliability. Secondly, data privacy and security issues have become increasingly prominent, necessitating robust measures to protect student data from misuse and leakage. Lastly, challenges in the educational system and mindset must be addressed, focusing on how to integrate AI technology into traditional education models while maintaining teaching quality. To address these issues, continuous research and development, enhanced data protection, and the updating of educational systems and mindsets are required to fully harness the potential of AI in personalized learning.

Innovative Approaches to the Training of Social Workers for Work with Psychoactive Substance Dependence: An Interdisciplinary Strategy

The article analyzes the need for implementing an interdisciplinary approach in the education of social workers specializing in assisting individuals, including those dependent on psychoactive substances and those living with HIV. The main focus is on integrating knowledge from medicine, psychology, law, and social work to improve the quality of training and enhance the professional competencies of these specialists. The study highlights existing deficiencies in the educational programs for social workers in the Kyrgyz Republic, particularly in addressing the specific needs of individuals dependent on psychoactive substances. The article proposes an educational module (a teaching and methodological complex) designed to fill the gaps in the education of social workers in the field of addiction services. The pilot testing of this educational module showed its relevance and effectiveness in raising the level of knowledge on issues related to addiction, methods of providing social support, and social accompaniment. It is important to note that the interdisciplinary approach, which combines theoretical knowledge with practical training, helps in understanding the complexities of the issue and improves the outcomes of social adaptation for individuals with psychoactive substance dependence. The main conclusion of the article is that the use of innovative educational models (teaching modules) significantly enhances the quality of social work within the continuum of addiction services. The author stresses the importance of further developing and implementing such educational programs/modules for social workers, as this will overall improve the rehabilitation and socialization process for individuals with psychoactive substance dependence.

Educational Management from the Constructivist Perspective to Improve Teaching Performance in Educational Institutions

The objective was to propose an educational management model from the constructivist perspective to improve teacher performance in primary and secondary education institutions. The research was basic, quantitative approach, non-experimental design, cross-sectional and descriptive-propositional in scope. The sample consisted of 92 teachers from an educational institution in Lambayeque, Peru. The results obtained in the surveys place teacher performance at a low level in all its dimensions: preparation for student learning (60.90%); teaching for student learning (70.70%); participation in the management of the school articulated to the community (66.30%); and development of teacher professionalism and identity (64.10%). Similarly, the information obtained regarding the management of the educational institution allows it to be classified as deficient in the four dimensions: organizational, (59.80%); administrative, (57.60%); pedagogical-didactic (60.90%) and community (62.00%). It was concluded that proposing an educational management model from the constructivist perspective will contribute to improving teacher performance in primary and secondary education institutions, which was validated by the criteria of five experts.

Enhancing Support for Slow Learners Evaluating Inclusive Education Models in Contemporary Classrooms

Present study assesses the effectiveness of inclusive education frameworks in supporting slow learners, a student needs extra time and resources to achieve academic success. The objective is to include these students in regular classes to promote fairness and social unity. Qualitative research study supported by six teachers working in primary, elementary, and secondary institutions in Karachi. The data collected provided thematic analysis identifying key challenges, strategies, and impacts in the implementation of inclusive education toward children with learning difficulties. Findings also show that though the models of inclusive education may uplift the slow learners both in academic performance and self-esteem, their effectiveness depends on adequate resources, flexible curriculum, and comprehensive training for teachers. Individual education plans and differentiated instruction are also identified as important. Future research has to be based on longitudinal studies and comparative studies across different cultural contexts of inclusive education models with specific attention to teacher preparation and the perspectives of slow learners.

LLaVA-docent: Instruction tuning with multimodal large language model to support art appreciation education

Despite the development of various AI systems to support learning in various domains, AI assistance for art appreciation education has not been extensively explored. Art appreciation, often perceived as an unfamiliar and challenging endeavor for most students, can be more accessible with a generative AI enabled conversation partner that provides tailored questions and encourages the audience to deeply appreciate artwork. This study explores the application of multimodal large language models (MLLMs) in art appreciation education, with a focus on developing LLaVA-Docent, a model designed to serve as a personal tutor for art appreciation. Our approach involved design and development research, focusing on iterative enhancement to design and develop the application to produce a functional MLLM-enabled chatbot along with a data design framework for art appreciation education. To that end, we established a virtual dialogue dataset that was generated by GPT-4, which was instrumental in training our MLLM, LLaVA-Docent. The performance of LLaVA-Docent was evaluated by benchmarking it against alternative settings and revealed its distinct strengths and weaknesses. Our findings highlight the efficacy of the MMLM-based personalized art appreciation chatbot and demonstrate its applicability for a novel approach in which art appreciation is taught and experienced.

Application of transformer architectures in generative video modeling for neurosurgical education.

This article explores the potential impact of OpenAI's Sora, a generative video modeling technology, on neurosurgical training. It evaluates how such technology could revolutionize the field by providing realistic surgical simulations, thereby enhancing the learning experience and proficiency in complex procedures for neurosurgical trainees. The study examines the incorporation of this technology into neurosurgical education by leveraging transformer architecture and processing of video and image data. It involves compiling a neurosurgical procedure dataset for model training, aiming to create accurate, high-fidelity simulations. Our findings indicate significant potential applications in neurosurgical training, including immersive simulations for skill development and exposure to diverse surgical scenarios. The technology also promises to transform assessment and feedback, introducing a standardized, objective way to measure and improve trainee competencies. Integrating generative video modeling technology into neurosurgical education marks a progressive step toward enhancing training methodologies. Despite challenges in technical, ethical, and practical domains, continuous development and evaluation could lead to substantial advancements in surgical education, preparing neurosurgeons more effectively for their demanding roles.