Education Model Research Articles

Analysis of Innovative Strategies of Classical Chinese Education in Colleges and Universities from the Perspective of Cultural Confidence

Under the background of the steady advancement of social and economic development and the continuous improvement of international status, colleges and universities occupy an important position in the whole education system. At the same time, college students also bear the important responsibility to realize the dream of the great rejuvenation of the Chinese nation. To this end, colleges and universities need to take effective measures to improve students’ comprehensive quality, which can enhance students’ cultural self-confidence and stimulate their cultural consciousness through the development of classical Chinese education. Therefore, teachers can innovate the education ideas, methods and models of classical Chinese studies from the perspective of cultural self-confidence. In this way, they can not only carry forward traditional culture and promote classical Chinese studies but also enhance students’ cultural self-confidence and improve students’ comprehensive literacy. This paper studies classical Chinese studies education, which plays a vital role in cultivating students’ cultural self-confidence and the construction of school quality education. Therefore, this paper briefly analyzes the practical significance of carrying out classical Chinese studies education in colleges and universities and then analyzes the existing problems in the current classical Chinese studies education, and finally puts forward specific innovative strategies based on the perspective of cultural self-confidence.

Efficacy of Mixed Model Instruction to Improve English Language Skills of Business Management Students: An Experimental Study

Aim. The current study explored and compared the efficacy of technology-based instructions, specifically web-mediated, blended, and online instructions, on the enhancement of English language skills among students pursuing Business management (BM) in Prince Sattam Bin Abdulaziz University, Saudi Arabia. Method. A total of two hundred and four participants were chosen randomly and divided into four groups. The control group, comprising 51 individuals, received general English instruction utilizing the communicative language teaching (CLT) approach, and engaged in exercises that focused on developing their general English skills. On the other hand, the web-mediated learning experimental group, also consisting of 51 participants, received general English instruction through the Duolingo educational model. Similarly, the blended experimental group, comprised of 51 individuals, received general English instruction through the Enriched Virtual Blended Learning Model. Lastly, the online learning group, consisting of 51 participants, received general English instruction through the LMS instructional model. Results. Prior to the intervention, all students underwent a pretest, and subsequently, a posttest and a delayed posttest were administered to evaluate their proficiency in standard general English, as measured by the TOEFL exam. The study's results indicated that all groups displayed progress in their English language skills. However, the Duolingo and Enriched Virtual learning models demonstrated superior performance in enhancing English language skills compared to the other groups. Conclusion. These findings hold significant pedagogical implications for curriculum designers, the development of training programs for future HR professionals, material producers, and all stakeholders involved in the field of BM education.

Measuring the instrumental aspects of religious literacy of Estonian Basic School graduates

This paper presents findings from a 2022 survey that assessed the religious literacy of Estonian basic school graduates. The goal was to explore their attitudes toward various religious phenomena and their ability to navigate situations related to religious matters. The study involved 392 participants from large urban and small rural schools across Estonia. To conduct the survey, an original instrument was developed, taking into account the Estonian religious landscape, the National Curriculum for Basic Schools, the educational model of religious literacy by Matthew Francis and Adam Dinham, the characterization of religious literacy by Diane Moore, Francis, and Dinham, and Robert Jackson’s definition of religious competence. The results highlight the state of religious literacy in Estonia, one of the world’s least religious countries, with minimal public education on religions and worldviews. The survey indicates that part of Estonian basic school graduates lack the competencies to operate in situations requiring religious literacy.

A Teaching Design of Ideological and Political Education in the College English Listening Curriculum Based on OBE Concept

Under the guidance and requirements of ideological work in colleges and universities in the new era, curriculum ideology and politics have always been a highly-valued part of political work and curriculum sublimation of the government. As an important content of higher education, college English listening courses should better effectively combine curriculum ideology and politics with teaching contents. This not only enriches the content of English listening teaching activities but also enables students to think deeply and form correct views on life values, moral values and worldviews. In the English teaching method, the OBE concept insists on being “student-centered,” which is a results-oriented education model. On the premise of combining the syllabus and teaching content, this paper designs and discusses the first chapter of unit 3 in the book “Over to You 2” from the aspects of the specific teaching process, the analysis of the OBE concept and the integration of curriculum ideological and political elements, to give inspiration and reference based on the concept of OBE.

‘My English seems not enough’: moving from language deficit views to Kazakhstani CLIL (content and language integrated learning) teachers’ funds of knowledge

ABSTRACT Our paper critiques the native speaker fallacy underpinning state-mandated policies requiring teachers who speak languages other than English to use it as the medium of instruction. Using a centre-based Funds of Knowledge (FoK) lens, we examine how Kazakhstani biology teachers navigate Content and Language Integrated Learning (CLIL) through English Medium Instruction (EMI). A qualitative analysis of teacher reflections, observations, narratives, and focus groups revealed their hybrid epistemic stance discernible in their shift between knowledge transmission and knowledge construction and their flexible linguistic stance when leveraging their students’ Russian and Kazakh linguistic repertoires to contribute to science understanding and learning in EMI. In highlighting CLIL as a travelling policy, our results revealed the complexities of integrating Western educational models into a post-Soviet system, challenging the theory-practice divide, because a centre-based FoK lens redirected our focus from Western standards to the recognition of teachers’ professional identities and EMI pedagogies as both contextually relevant and locally grounded. Hence, our results call for more inclusive and social justice theoretical lenses to bridge and engage with the pedagogical nexus when different linguistic, cultural and epistemological ways of being merge.

Exploring a Mobile Technology-Driven Model for Intercultural Communication Education

In the context of accelerating globalization, intercultural communication competence has become a crucial element for the success of individuals and organizations. The frequent international interactions have underscored the importance of enhancing methods for improving intercultural communication skills within the educational sector. The rapid advancement of mobile technology offers unprecedented opportunities for educational innovation. Its convenience and widespread use have made mobile device-based learning models highly attractive. Particularly, advancements in real-time speech processing technologies have provided new tools and methods for intercultural communication education. By leveraging mobile real-time speech detection and synthesis technologies, a more interactive and personalized learning experience can be achieved, thereby enhancing the efficiency and effectiveness of language learning. This study aims to explore a mobile technology-based model for intercultural communication education and is divided into three main parts: firstly, the investigation of mobile real-time speech detection technologies aimed at intercultural communication education to provide instant feedback and improvement suggestions; secondly, the exploration of mobile real-time speech synthesis technologies to generate high-quality speech samples for learners to practice against; and thirdly, the integration of the aforementioned technologies to develop a flexible, efficient, and highly interactive learning system based on mobile technology. This study is expected to not only improve the effectiveness of intercultural communication education but also provide significant references for the innovative application of educational technologies.

Healthcare Professional’ Roles Educate Exclusive Breastfeeding: A Qualitative Exploratory Study of Strategies and Challenges

Background:The exclusive breastfeeding program has been in place for several years, but its implementation in various countries remains suboptimal. To reduce health risks for both mothers and children, exclusive breastfeeding education should begin as early as possible during pregnancy. Objective:This study aimed to explore models of exclusive breastfeeding education during pregnancy. Method:This study used a qualitative descriptive design with an exploratory approach. The sample included all parties involved in providing exclusive breastfeeding education within the Public Health Centers working areas of Buleleng I, Sukasada I, and II. The participants comprised 35 healthcare professionals, pregnant women, postpartum mothers, and hamlet heads. Data were collected through in-depth interviews using semi-structured interview guidelines until data saturation was reached. Interviews were conducted via video calls and private messages to confirm the transcription results. Results:Thematic analysis identified three main themes: Healthcare professionals’ roles, knowledge, attitudes, and support (including multiple roles, perceptions about exclusive breastfeeding education, and formal motivation and support); Education strategy and mechanisms (encompassing educational strategies, methods, preparation, location, schedule, time allocation, content, stages, media, and effectiveness evaluation); Challenges (such as lack of knowledge, maternal circumstances, and environmental conditions). Conclusion:Public health centers should provide structured education, with midwives playing a key role in promoting exclusive breastfeeding. The delivery of education should remain flexible to accommodate various conditions. Keywords:Breastfeeding; Child; Health knowledge; Midwifery; Postpartum period

The Future of ICT Integration in Antiguan Secondary Schools: A Post-Covid Perspective

In this article, specific findings from a larger mixed-methods study that examined the leadership strategies Antiguan school principals employed to integrate technology into the curriculum are examined. In particular, the goal was to provide a greater understanding on some of the potential future applications of ICT integration in curriculum delivery, as identified by educators and school administrators. This study was anchored by the International Standards for Technology in Education (ISTE) model, an established technology leadership theoretical framework, as well as a technology integration framework, TPACK. Qualitative data were gathered from school principals and teachers through the use of semi-structured interviews (N=27). Furthermore, the qualitative data were manually coded and subjected to thematic content analysis. Regarding the future of ICT Integration in Antiguan Secondary Schools, several themes emerged such as, the need for increased online instruction, integrating AI technologies, as well as the acquisition of more advanced ICTs. The development of a contemporary technology use policy for secondary schools is one of the recommendations, along with pre- and in-service training for principals and educators.

Development of Family Empowerment Model in Diabetes Management Among Type 2 DM Patients

Background: Diabetes management has not been optimally implemented by patients, considering the high incidence of diabetes complications. Therefore, family empowerment is important for diabetes management. Objective: This study aims to determine factors related to diabetes management, inhibiting, and supporting factors for diabetes management to develop a family-based educational model in diabetes management through expert testing.Methods: This research used Mixed Methods design with an Explanatory Sequential Design approach. A cross-sectional approach to 207 people with DM selection using a multistage sampling technique. Data was collected by questionnaire, in-depth interview, and Delphi study. Data analysis using chi-square and logistic regression. The development of family empowerment model is based on the theory Ladder of Empowerment, Social Cohesion, and Family Support. Results: Research results showed that good knowledge of patients, good family empowerment, and absence of DM risk factors are related to diabetes management. Model development and expert testing (Delphi Study) of the model find that a family-based diabetes management module is needed. Conclusion: A good family-based diabetes management module includes aspects of Self-Instructional, Self-Contained, Stand Alone, Adaptive, and User-Friendly aspects. This module is expected to improve diabetes management for patients and their families so that diabetes complications can be prevented and the patient's quality of life increases.

Nexus from Practical Kitchen to Work: CLIL

Content and Language Integrated Learning (CLIL) is an innovative educational approach integrating subject matter instruction with language learning objectives. Originating in Europe during the mid-1990s, CLIL has gained prominence for its dual-focused educational model, emphasizing content mastery and language proficiency. This paper explores the foundational principles of CLIL, encapsulated in the 4Cs framework: Content, Communication, Cognition, and Culture. It highlights the multifaceted benefits of CLIL, including enhanced language skills, improved cognitive abilities, heightened cultural awareness, and increased student engagement. A significant focus of this paper is the application of CLIL in vocational education especially in the gastronomy and the culinary arts programs. Given the globalized nature of today’s workforce, proficiency in English is crucial for vocational students across fields such as tourism and hospitality. By integrating English language instruction with vocational training, CLIL improves language skills and aligns educational outcomes with industry requirements, thereby enhancing employability. This paper demonstrates the effectiveness of CLIL in real-world settings, underscoring its potential to revolutionize vocational education. By preparing students with the dual competencies of vocational expertise and language proficiency, CLIL equips them for successful careers in an interconnected world.

I am just a sister: a field study on sister as mother role from Guangdong, China.

This study aimed to explore sister-as-mother (jieximuzhi) roles in families after the implementation of China's universal two-child (quanmianerhai) and three-child policies (saihaizhengce). By conducting in-depth interviews with 10 sisters from Guangdong Province who fit the sister-motherhood profile, this study investigated their motivations for taking on maternal duties, the characteristics of sister-motherhood roles, and the impact of these roles on the sisters. The results revealed that in families with two or more children, sisters passively assume mother-like responsibilities primarily due to biological age differences and parental neglect, as well as their personal initiative to a certain extent. Additionally, the impact of sister-motherhood roles on sisters includes aspects such as time pressure, financial strain, and increased family intimacy. This study elucidated the phenomenon of sister-motherhood roles that emerge with changes in family structure in China while recognizing the diversity of women's roles within the family, appreciating the challenges faced by sisters in sister-motherhood roles, and providing insights into family labor division and education models.

Integrating large language models in care, research, and education in multiple sclerosis management.

Use of techniques derived from generative artificial intelligence (AI), specifically large language models (LLMs), offer a transformative potential on the management of multiple sclerosis (MS). Recent LLMs have exhibited remarkable skills in producing and understanding human-like texts. The integration of AI in imaging applications and the deployment of foundation models for the classification and prognosis of disease course, including disability progression and even therapy response, have received considerable attention. However, the use of LLMs within the context of MS remains relatively underexplored. LLMs have the potential to support several activities related to MS management. Clinical decision support systems could help selecting proper disease-modifying therapies; AI-based tools could leverage unstructured real-world data for research or virtual tutors may provide adaptive education materials for neurologists and people with MS in the foreseeable future. In this focused review, we explore practical applications of LLMs across the continuum of MS management as an initial scope for future analyses, reflecting on regulatory hurdles and the indispensable role of human supervision.

Gender Representation of Health Care Professionals in Large Language Model–Generated Stories

With the growing use of large language models (LLMs) in education and health care settings, it is important to ensure that the information they generate is diverse and equitable, to avoid reinforcing or creating stereotypes that may influence the aspirations of upcoming generations. To evaluate the gender representation of LLM-generated stories involving medical doctors, surgeons, and nurses and to investigate the association of varying personality and professional seniority descriptors with the gender proportions for these professions. This is a cross-sectional simulation study of publicly accessible LLMs, accessed from December 2023 to January 2024. GPT-3.5-turbo and GPT-4 (OpenAI), Gemini-pro (Google), and Llama-2-70B-chat (Meta) were prompted to generate 500 stories featuring medical doctors, surgeons, and nurses for a total 6000 stories. A further 43 200 prompts were submitted to the LLMs containing varying descriptors of personality (agreeableness, neuroticism, extraversion, conscientiousness, and openness) and professional seniority. The primary outcome was the gender proportion (she/her vs he/him) within stories generated by LLMs about medical doctors, surgeons, and nurses, through analyzing the pronouns contained within the stories using χ2 analyses. The pronoun proportions for each health care profession were compared with US Census data by descriptive statistics and χ2 tests. In the initial 6000 prompts submitted to the LLMs, 98% of nurses were referred to by she/her pronouns. The representation of she/her for medical doctors ranged from 50% to 84%, and that for surgeons ranged from 36% to 80%. In the 43 200 additional prompts containing personality and seniority descriptors, stories of medical doctors and surgeons with higher agreeableness, openness, and conscientiousness, as well as lower neuroticism, resulted in higher she/her (reduced he/him) representation. For several LLMs, stories focusing on senior medical doctors and surgeons were less likely to be she/her than stories focusing on junior medical doctors and surgeons. This cross-sectional study highlights the need for LLM developers to update their tools for equitable and diverse gender representation in essential health care roles, including medical doctors, surgeons, and nurses. As LLMs become increasingly adopted throughout health care and education, continuous monitoring of these tools is needed to ensure that they reflect a diverse workforce, capable of serving society's needs effectively.

Solidarity as subversion: Attempting climate justice practice within the Neoliberal University

The neoliberal higher education model has often co-opted efforts from justice-based movements to disrupt academic complicity in a capitalist and colonial system of exploitation. Higher education institutions have already begun looking to, and appropriating, language and ideas from the climate justice movement to perform a response to the injustices that have led to and resulted from the climate crisis. As one way of subverting this appropriation, this article articulates, and reflects on, a specific approach to the Vertically Integrated Program (VIP) model, an educational idea originally developed at the Georgia Institute of Technology where undergraduate students work as researchers with faculty and graduate students. The approach put forth in this article is one based on the experience of the authors in developing a VIP that aims to foster and practice a culture of solidarity with an organisation that is addressing the causes and effects of historical injustices facing the community from which it grew. The practice of solidarity at a time of climate crisis offers a potential solution, showing students that it can be used to break down the walls of higher education, to practice solidarity with those excluded outside of it, and to remind us all of our humanity.

Values and discipline in the Catholic school: the discourse of pre-service teachers

The Catholic school is currently facing new challenges that demand an urgent re-evaluation of its social role, its internal functioning, and its educational model. This study aimed to delve into the way in which values and discipline are conceived in this type of educational institution, based on the testimonies of 22 students from the Master’s degree in Teaching at the University of Seville (Spain). The application of critical discourse analysis to a corpus consisting of practice reports prepared by these pre-service teachers would highlight a great versatility in both signifiers, being linked to numerous sub-discourses marked by the tradition-modernity dialectic.

Research on Multi-Modal Music Score Alignment Model for Online Music Education

As music data storage becomes increasingly diverse in the era of big data, ensuring alignment of music works with the same semantics for online music education is crucial. To achieve this, a multi-modal music score alignment algorithm model based on deep learning was developed and optimized. Experimental results demonstrated that Note + DCO feature combination yielded the best MIDI input characteristics (mean value: 13.27 ms), whereas CQT feature comparison produced the best results for audio input (average: 12.85 ms). The ResNet-34 network was noted to have the most effective music score alignment effect with alignment errors averaging less than one frame. Compared with other algorithms, the proposed algorithm had the lowest average value of 9.28 ms, median value of 5.85 ms, and standard deviation of 20.17 ms. Actual music retrieval showed a Top-1 retrieval accuracy of 10.93% that was close to 11%. Overall, the proposed algorithm is significant for score alignment and music retrieval recognition in online music education.

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.