National Education Research Articles

National education: the annual field trip as an instrument of national education in Israel’s State education system, 2008–2020

ABSTRACT The purpose of this article is to assess the way annual highschool field trips in Israel’s State educational system is used to inculcate national narratives. Based on copious data, it shows that knowing and loving the Land of Israel (Eretz Israel) are significant motifs that recur with high intensity in all school field trip programmememes. Concurrently, however, in view of the high frequency of national motives in these trips, integrating the national aspect has apparently become a codeword for the ‘right way’ to plan out and carry out field trips.

Convergence or fragmentation? Recent developments in recognition of microcredentials and their impact on higher education in Asia and the Pacific

PurposeThis paper explores the development of microcredentials (MCs) through a regional lens, considering their implications for lifelong learning and skilled labour mobility in Asia and the Pacific. It also examines recent global initiatives led by the United Nations Educational, Scientific and Cultural Organization (UNESCO).Design/methodology/approachThe study reviews recent global initiatives aimed at developing shared definitions and principles for MCs, as led by UNESCO, taking into account the importance of existing initiatives such as the pilot project launched by the Australian government in 2022. The formalization of MCs within national education systems is also examined, with reference to frameworks developed by organizations like the European Union (EU), Australia and the Malaysia Qualifications Agency (MQA, 2020).FindingsThe paper underscores the increasing attention from international organizations and governments to the development and recognition of MCs, with significant efforts in countries like Australia and pilot initiatives in New Zealand and Malaysia. However, it also highlights that many MC projects in Asia are still in their early developmental stages, emphasizing the need for further progress and formalization.Originality/valueThis paper offers a unique perspective on the development of MCs in the Asia–Pacific region and their potential role in international education. It explores the prospects for MCs in international education, including student mobility and cross-border online courses. The challenge of integrating MCs into existing systems for recognizing international qualifications is discussed. Overall, the paper contributes to the understanding of MC frameworks as essential tools in the formalization of lifelong learning in the region, supported by the provided citations (OECD, 2021).

The gendered impact of parenthood on job-related training participation in Germany and the United Kingdom

Abstract Recent studies highlight the role of parenthood in perpetuating persistent gender inequality in the labour market. We examine whether the transition to parenthood influences job-related training participation. This study uses fixed-effects models and longitudinal data from the German National Educational Panel Study (starting cohort 6, 2010–2021) and Understanding Society: The UK Household Longitudinal Study (2010–2019). Our findings show that women’s job-related training participation decreases following parenthood in both countries, but that this decline is steeper in Germany and persists beyond the early stage of parenthood. Furthermore, our mediation analysis shows that parental leave is one of the main drivers of the motherhood penalty in job-related training in both countries. In contrast, when men have a first child, it has a small negative effect on training participation levels in Germany and no effect in the United Kingdom. This study sheds light on the gendered impact of the transition to parenthood on job-related training participation and how the country context influences these relationships.

Cultural Heritage Management and Sustainable Development: Major Themes and Research Trajectories

Our research endeavors to uncover patterns and understand the intellectual framework of studies on cultural heritage management and sustainable development. In this study, we utilize secondary data sourced from the Scopus database. We retrieved and downloaded 185 documents for subsequent analysis. The data was subjected to bibliometric analysis for thorough examination. The analysis exposed six melodies, i.e., Cultural Heritage Management and Sustainable Urban Development; Sustainable Development and Management of Cultural Heritage; Cultural Heritage and Vernacular Architecture; Adaptive Reuse of Industrial Heritage Sites and Urban Regeneration; Heritage Management and Sustainable Development Goals (SDGs); World Heritage Sites and United Nations Educational Scientific and Cultural Organization (UNESCO), respectively. This study makes contributions both academically and within the community. The study provides important insights into the most influential journals, countries, and articles, which is academically essential. Also, six major themes that significantly contribute to the domain of cultural heritage management and sustainable development literature are presented, and they also provide an avenue for future research. Defending biological diversity, ecosystem services, cultural heritage, and associated values is crucial on the communal front. It should be the mainstay for achieving economic and social growth of local communities with environmental sustainability.

Situating a Prism to See ‘All Colors’: Evaluations of the E-school System in Türkiye from the Perspective of Educational Equity

This research intends to delve into the first-hand information pertaining to learning analytics that belongs to PreK–12 education at micro, meso, and macro levels (Shum, 2012) in Türkiye from the perspective of equity in education through seeking to obtain the views of educational authorities and policy makers viz. school principals, the members of district national education directorate as well as those of Innovation and Educational Technologies General Directorate of MoNE (Republic of Türkiye Ministry of Education). To do so, adopting a qualitative route, the study attempts to inquire into the perceptions of the said groups i.e., 45 participants; in total-with 15 participants from each-about the role and place of the existing “E-school” structure that employs learning analytics towards the use of Big Data in Türkiye. This is realized particularly toward addressing and catering to students at risk alongside the disadvantaged. In this direction the research question is: “How do the decision-making bodies in Türkiye see the current E-school system as regards ensuring and sustaining educational equity?”. The semi-structured interviews aim to direct questions e.g., respecting the situation with school dropouts, the cases of students with special needs, the situation of those who are struggling and of refugees. The findings indicate a superposition; an entangled being of inherent disadvantages and that the present system needs to be further amended to better care for ‘all’ to speak of equity. This study will cast light on the potential value of learning analytics regarding its use for targeting/solving equity problems through the expert opinions from a developing country with highly dynamic demographics.

Is power shifting? China's evolving engagement with UNESCO

AbstractThe United Nations Educational, Scientific and Cultural Organization (UNESCO) presents itself as a global laboratory of ideas. In 2022, China became the largest financial contributor to UNESCO at a time when the United States had been absent from the organisation for 4 years. Against this backdrop, a focus on whether or not China has become a more powerful actor within UNESCO is timely and capable of adding a new dimension to the existing body of literature on China's participation in global governance. This paper draws on UNESCO reports and data, as well as interviews with UNESCO officials and Chinese diplomats. Building on Barnett and Duvall's power typology, the article concludes that China's power within UNESCO has increased, yet unevenly. China is regarded as a moderate contributor rather than a challenger to existing power constellations in terms of compulsory power, structural power and productive power. However, China has shaped new industry norms and rules in the professional domain of UNESCO, reflecting institutional power shifts. Moreover, China's mechanisms of indirect influence within UNESCO have shifted towards a strategy referred to as ‘homeland diplomacy’, expanding the range of stakeholders to include experts, private sector entities and universities.

PEDAGOGICAL REGIONAL STUDIES AS INTERDISCIPLINARY SCIENTIFIC KNOWLEDGE

The article reveals the peculiarities and prospects for the development of pedagogical regional studies as interdisciplinary scientific knowledge and a multidimensional phenomenon of education, culture, and science. It was established that in the conditions of modern social changes, the need for the crystallization of national identity as the basis of Ukrainian statehood, the historical and cultural approach plays an important role in the training of future specialists – citizens of Ukraine. Among the modern trends in the development of Ukrainian education and pedagogy is the actualization of regional research, which is manifested in the appeal of scientists to various aspects of pedagogical local history, microhistory, etc. The regional approach is based on highlighting the patterns of development of national education and pedagogical thought on little-known, unique regional materials. One of the aspects of such a regional approach is the subject of research in pedagogical regional studies – interdisciplinary knowledge about the peculiarities of the development of education, science, pedagogical thought, the culture of the region, the study, preservation and creative use of regional pedagogical experience in the theory and practice of modern educational institutions, scientific institutions, institutions of the social sphere . The authors analyzed the experience of the Scientific and Research Center of Pedagogical Local Studies operating at the Pavlo Tychyna Uman State Pedagogical University. In 2022, with the aim of updating regional scientific problems, studying little-known pages of pedagogical local history, scientists of the Pavlo Tychyna Uman State Pedagogical University launched a new research project – «Education, schooling and pedagogical thought of Cherkasy region». The purpose of the project is to present to the public the achievements of Ukrainian and foreign pedagogical science and of education, consolidating biographical and bibliographic information about teachers, educators, teachers in the form of an informational and bibliographic electronic resource «Pedagogical Cherkasy» and a popular science reference book. It has been established that the relevance of regional scientific issues is enhanced by the multidimensionality and interdisciplinary nature of pedagogical regional studies as a pedagogical, historical, and social phenomenon that requires a thorough study in order to present it representatively in the modern interdisciplinary historical and cultural discourse – educational, social-pedagogical, historical-pedagogical, etc.

Meningkatkan Kemampuan Bertanya Anak Usia Dini melalui Eksperimen Sains di Kober Nurul Huda

The author's interest in using science experiments at Kober Nurul Huda to enhance young children's ability to ask questions drove this research. It highlights the significance of early childhood education (PGPAUD) as guidance for children from birth to six years of age, citing Law 20 of 2003 concerning the National Education System. According to Montesori and other theories of education, children develop very quickly at this age in a number of areas. Nonetheless, Kober Nurul Huda observations revealed that the majority of kids were less engaged in asking questions, leading to the conclusion that kids' skills needed to be developed. Thus, the purpose of this study is to assess how science experiments at Kober Nurul Huda affect young children's ability to ask questions and to enhance that ability in young children. 17 children participated in three research cycles using a classroom action research (PTK) approach, and data was gathered through observation, documentation sheets, and both quantitative and qualitative data analysis. The study's findings demonstrate that young children at Kober Nurul Huda have significantly improved their ability to ask questions, as evidenced by cycles II and III. This improvement is particularly evident in their capacity to ask questions without feeling uncomfortable. Therefore, it can be said that science experiments help young children in Kober Nurul Huda develop their ability to ask questions.

V. A. Sukhomlinsky’s pedagogical heritage: innovation and foresight

Introduction. Modern education does not always meet the challenges associated with the rapid changes brought by the new millennium. The spiritual and moral crisis is becoming more and more pronounced. Relying only on “rationality” and practical expediency leads to human degradation and civilizational crisis. This underlies the unprecedented value of pedagogical systems containing certain constructive solutions to the identified problem put forward by practice. According to the general opinion of the world pedagogical community, among such systems is one created by the outstanding humanist V.A. Sukhomlinsky (1918 – 1970). Purpose: To identify and reveal the essence of the ideas and provisions of the Pavlysh innovator that have already played an invaluable role in the enrichment of the national education and will be the driving force of its development in the third millennium. Materials and Methods. The basis of the study is V.A. Sukhomlinsky’s works and the products of his rich educational practice, as well as materials from those who studied the innovator’s creative heritage. The research methodology was based on the conceptual provisions of humanistic pedagogy. The specific methodological tools included the principles of integrity and consistency, objectivity, universal connection of phenomena, combination of retrospective and prospective development, along with sociocultural and system-functional principles. In addition to general scientific methods, such as system-structural analysis and synthesis, the research process also involved formal logical research methods. Results. The study expands and concretizes the existing knowledge about the development of pedagogical theory and school practice in the second half of the 20th century. Identified and characterized are the key ideas and scientific positions of V.A. Sukhomlinsky, the prominent representative of the studied period. They were the foundation of his pedagogical system and played an important role in enriching the theoretical and methodological foundations of pedagogy, the content and support (methodological and technological) of modern educational practice and will certainly become the driving force of its development in the medium and long term. Even though V.A. Sukhomlinsky lived and worked in an ideologized epoch, difficult for creative work, he managed to develop his own pedagogical system, in which the poetic and popular idea merged with its scientific foundations. V.A. Sukhomlinsky’s pedagogy is in many respects the pedagogy of the present and the future. It is entirely aimed at the realization of the humanistic ideal. The concepts of goodness and humanity, preached by the educator, nowadays win more and more supporters. As many other provisions of the innovator concerning the construction of the educational process, they can undoubtedly become one of the cornerstones of developing the educational practice in the third millennium. Conclusion. V.A. Sukhomlinsky’s multifaceted activity not only enriched pedagogical science with new ideas and provisions, but also can rightfully be regarded as an important stage in its development. Nowadays, when the world has entered the third millennium and the pedagogical community solves the problems associated with the renewal of the content essence of all parts of education, we believe that the ideas and practical experience of the outstanding teacher will play a productive role in this process. Keywords: upbringing of a comprehensively developed personality, humanization of the pedagogical process, regental function of upbringing, system-forming factor of upbringing, unity of teaching and upbringing

Heliophysics and space weather information architecture and innovative solutions: Current status and ways forward

Over the past 10 years, a paradigm shift has happened in the world of science and information technology. Open science is becoming the de facto standard, as underlined by the recent recommendation on Open Science approved by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in November 2021. In parallel, artificial intelligence (AI) and machine learning (ML) technologies are already part of our daily life, profoundly impacting our societies. This reality is far different from when the 2015–2025 COmmittee on SPAce Research (COSPAR)/International Living With a Star (ILWS) Space weather roadmap was laid down by Schrijver et al. (2015).Hence, when the COSPAR International Space Weather Action Teams (ISWAT) initiated community-wide efforts, back in 2018, to join forces in order to advance space weather predictive capabilities, four ISWAT overarching activities were eventually established: assessment, information architecture and data utilization, innovative solutions and education/outreach. These topics are indeed transversal activities across all subfields of space weather research, focusing on either the variability of heliospheric regions or physical phenomena and their specific space weather impacts.Here, we present the combined output of the information architecture and innovative solutions working groups. The first part is related to the heliophysics and space weather information architecture key building blocks (section 2). The second part is dedicated to open science tools and infrastructures, first detailing the tools to boost open science (section 3), then presenting actual and upcoming open science infrastructures (section 4). The third part is related to AI/ML solutions applied to the data available through this information architecture (section 5). The last part tries to encompass the breadth of activity presented and provides a number of recommendations, underlining some opportunities but also challenges ahead. Overall, this paper tries to highlight how powerful this open science ecosystem is, but also fragile, requiring sustained support from its various decision makers internationally.

Comparative pedagogy: changing research perspective

Introduction. Given dramatic changes in social, cultural priorities and values taking place across the globe today, with all around changing strategic partners, it becomes apparent that comparative pedagogy desperately needs its methods to be updated. Post modern research paradigm resources are running out. We need new data, approaches, and methods to enhance the comparative analysis. The paper aims to propose rationale for new comparative pedagogy avenues via expanding its subject fields. Methodology. The methods employed show the author’s stand on updating scholarly knowledge in comparative pedagogy. Within the frame of conventional historical approach this research relies on the diachronic and synchronic analysis method, coupled with axiological and cultural approaches and complemented with the contextualization method. The anthropological approach is based on the biographical method. The discursive approach was used as a narrative in the form of commentary of authentic texts – their interpretation, the main source of knowledge in comparative pedagogy. Findings. Modern discourse of comparative research in education contains certain inconsistences which might be put down to an inadequate analysis of upsides and downsides of foreign education system, which eventually restricts our opportunities to rely on overseas experience. It is also true as concerns correlating values demonstrated by foreign practices with national mentality and traditions, use of appropriate conceptual semantics and comparisons. Some questions also arise about the limits of the author’s interpretation. The ways of handling these issues were sought during the review of modern works devoted to the problems of education in different social and cultural contexts. Most problems stem from the language, communication, cultural codes, symbolic forms conveying identity, knowledge and values in Latin America, Middle East, South-East Asia, Africa and some European countries. Conclusion. Comparative pedagogy equipped with updated methods is presented in the paper as one of the up-todate research avenues in interdisciplinary humanities. It helps integrate national education systems allowing for their ethnically and culturally specific differences. A comparative perspective enabled to look into foreign pedagogical experience as another worldview based on historic, cultural, spiritual potential of these countries and their significance. Comparative analysis opened door to a scholarly dialogue in the educational space to promote better understanding and international cooperation.

Advocating for Mother Tongue as a Medium of Instruction in Moroccan Multilingual Public Schools

Since independence, Morocco has adopted Arabization, a monolingual policy that entails the use of Standard Arabic as the sole medium of instruction in public schools. But recent policies have advocated for a multilingual education that promotes mother tongues’ use in early instruction in public schools and foreign languages. In 2003, a National Education and Training Charter called for teaching the mother tongue Tamazight. As a result, Tamazight was recognized as an official language and was integrated into the school system. Although Moroccan Arabic or Darija is also the mother tongue that most Moroccans learn to speak since their birth, and the language of daily communication, it is overlooked in the education sector. Recent debates have advocated for its use in public schools and for its standardization to obtain an official standing with Standard Arabic and Tamazight. This paper aims to contribute to discussions about mother tongues education and attempts to shed light on the importance of both mother tongues, Moroccan Arabic and Tamazight in Morocco. First, I will provide a description of Moroccan linguistic landscape considering all languages spoken, their status and their use. Secondly, I will discuss different past and present linguistic and educational policies focusing on the current one advocating for mother tongue Moroccan Arabic. Thirdly, I will examine challenges and problems that could face the implementation of this mother tongue policy. Finally, I will end this paper with recommendations for using Moroccan Arabic along with Standard Arabic and Tamazight in public schools. Keywords: mother tongue policy, Moroccan educational policies, implementation assessment

Results of a Competency-Based Approach to Prepare General Educators to Effectively Include Students with Disabilities

Research has shown that general educators may lack the competencies to effectively include students with disabilities, thus widening the gaps in outcomes between students with disabilities and their peers. In this study, we outline the development and implementation of a competency-based continuing education program, designed to equip general educators to effectively include students with disabilities (SWDs) and earn special education certification. This paper presents the results of a program evaluation conducted using both validated measures and author-developed instruments. Participants included general education teachers, instructional coaches, and those in similar roles. Results indicated that participants significantly increased their knowledge of professional standards, demonstrated knowledge in high-leverage practices, and showed high levels of self-efficacy to implement inclusive practices. We discuss these results, emphasizing the timeliness of this nontraditional approach and its implications for teacher preparation, research, and policy amid the troubling national special education teacher shortage. Namely, this approach epitomizes a model that allows leaders to strategically utilize their existing workforce to address vacancies in special education and emphasizes that the responsibility to support SWDs rests squarely upon all educators.

Changes to business faculty perceived skills with online teaching tools and educational practices: The pandemic effect

AbstractIn the spring of 2020, universities worldwide closed their campuses and transitioned their face‐to‐face courses to remote teaching with educational technologies due to the COVID‐19 pandemic. This unprecedented transition to online instruction created a unique learning environment for students and faculty. Our case‐based, qualitative study explores the perceived skill level changes of professors who implemented (with minimal training) online educational technologies to deliver business courses at a business school in the southwest United States. Business faculty completed a Likert‐scale survey instrument that used the United Nations Educational, Scientific, and Cultural Organization's (UNESCO) teacher competency framework, which includes digitally communicating with students, delivering asynchronous material, delivering synchronous classes, using the learning management system, and providing digital assessments and feedback (2018). Study outcomes indicate that instructors’ perceived skill sets in most topics grew due to the adoption of online educational technologies at the onset of the pandemic. Further study might focus on determining the long‐term implications of the growing integration of educational technology on business faculty instruction in both online and face‐to‐face classrooms.

BEHAVIORS RELATED TO PRIMARY SCHOOL PRINCIPALS' CRISIS MANAGEMENT SKILLS: IN THE CONTEXT OF THE FEBRUARY 6TH 2023 EARTHQUAKE

In the face of the unpredictable nature of crises, it is expected that school principals exhibit behaviors aimed at maintaining the psychological well-being of teachers, students, and parents along with the educational processes. The sudden occurrence of the February 6, 2023 earthquakes, has presented an important crisis situation in which school principals are expected to display the desired behaviors. This research aims to reveal to what extent school principals demonstrated their crisis management skills in the context of the February 6, 2023 earthquake and what behaviors they exhibited during crisis management processes, based on teachers' opinions. The research was carried out with a mixed method approach in which quantitative and qualitative research methods were used together. The sample of the research consisted of 295 teachers, and the study group consisted of 18 teachers selected from the same sample by purposeful sampling method. Quantitative data of the research were collected using the crisis management scale, and qualitative data were collected using a semi-structured interview form. According to the quantitative results of the research, it was determined that the crisis management skill levels of school principals were "mostly" in the pre-crisis and post-crisis periods, and "sometimes" during the crisis period. When teachers' opinions were examined, it was seen that school principals were unprepared for crises arising from natural disasters such as earthquakes and that they mostly followed the Ministry of National Education guidelines and therefore lacked initiative. School principals who were able to take initiative took action to support the psychological health of teachers, students and parents by meeting their needs and gained their trust. Keywords: crisis management, school principals' crisis management behaviors, February 6th,2023 earthquakes.

CURRICULUM AND PEDAGOGICAL DEVELOPMENT IN ELEMENTARY EDUCATION IN INDIA UNDER NEP 2020

The National Educational Policy (2020). is a policy formulated by the Government of India to reform the education system in India. It replaces the NEP 1986 in order to meet the educational requirements of the 21st Century. The NEP 2020 aims to make “India a global knowledge superpower”. It is the third major framework in the constitutional framework in the field of education. Unlike its former predecessor the National Educational Policy (2020) completely revamps the educational policy of 1986 and lays down a new foundational system of education among primary students by emphasising life skills along with education. The policy focuses on other aspects like multidisciplinary and holistic education, conceptual understanding, creative & critical thinking, multilingualism, and several other aspects of cognitive development.

Examining Project Schools from the Perspectives of Teachers

Project schools were first introduced in 2014 with the approval of the Ministry of National Education. Between 2014-2018, there were a limited number of project schools. However, with the change in the high school entrance system in 2018, all the schools accepting their students with high school entrance exam transformed into project schools. This study aims to introduce and evaluate Project Schools, a new type of high school in an education system that already has many kinds of high schools, according to teachers’ views. The present study was conducted through a case study, a qualitative research method. 35 teachers of different branches working in four different kinds of project schools located in the central districts of Konya, İstanbul, Antalya, and Adıyaman participated in the study. Data were collected through semi-structured interviews and analyzed through descriptive analysis. At the end of the study, it was found that teachers have positive thoughts towards project schools. On the other hand, they think project schools have certain operational problems. It was also revealed that the aim of the project schools and the expectations from teachers working in these schools are not clear, that the teachers are expected to do extra work that is not stated in their job definition, that the teacher selection process is obscure and must be done according to objective criteria including central exam. The teachers also state that the curriculum of these schools needs to be different from others and must be suitable for their type and characteristics.

Penggunaan Teknologi Augmented Reality (AR) dalam Meningkatkan Kemahiran Menulis Perenggan Bahasa Melayu Secara Gramatis

The development of technology in education demands a change in teacher pedagogy from teacher centered to student centered. Digital teaching and learning is an important aspect of the Malaysian Ministry of Education’s direction planning in addition to wanting to improve the quality of nation education and produce people who are balanced from physical, emotional, spiritual, intellectual and personality point of view. In digitalization education, teacher play an important role in determining learning outcomes effectively and efficiently. This study aims to identify the problems faced by the pupils when write paragraph in Malay language, how Augmented Reality (AR) technology helps to master writing skill and their interest in writing skills. This study is also focused on a total of 3 pupils from year 3 from a primary school which was located at Manjung district. This study is a qualitative study. The research instrument used are observation, pretest and posttest.

Square Root Expressions and Irrational Numbers in Middle School Mathematics Textbooks Throughout the History of the Republic

Irrational numbers, a fundamental set that extends rational numbers to real numbers, have been a subject of limited study in the context of textbook analyses. This study, therefore, examines how square root expressions and irrational numbers have been addressed in middle school mathematics textbooks throughout the history of the Republic of Türkiye. The research was conducted using a comprehensive approach, with qualitative research methods and content analysis was applied to 37 mathematics textbooks (seven 5th grade, twelve 6th grade, nine 7th grade, and nine 8th grade) from 1932 to 2022. Data were collected from mathematics textbooks available at the Ferit Ragıp Tuncor Archive and Documentation Library affiliated with the Ministry of National Education. The results of this study indicate that changes in mathematics curricula are reflected in textbooks, and this reflection is directly influenced by the learning theory adopted in the curriculum. The study also provides insights into how irrational numbers are introduced in textbooks based on the sequence of topics, and recommendations are made based on the findings.

How Much TRT EBA TV Teaching Videos Contribute to Values Education?

Ensuring nationwide adherence to fundamental values disseminated through educational platforms like TRT EBA TV, administered by the Ministry of National Education, holds paramount importance. The study utilized document analysis method. A total of 27 teaching videos on TRT EBA TV for 5th to 8th graders were analyzed. The findings revealed that although the teaching videos addressed some of the ten root values, they did not fully encompass all of them. Nonetheless, the study highlighted that despite the abstract nature of science lessons, the root values are predominantly emphasized. This indicates the feasibil-ity of integrating values education into science disciplines. Furthermore, the study offers recommenda-tions for effectively enhancing students' acquisition of these ten root values.