New Ways Of Teaching Research Articles

Landscape, Environmental Sustainability, and Climate Instability—The EDUSCAPE Project: University Research for Innovation in School Education

This article presents the main contents, methods, and results of the European project EDUSCAPE (Erasmus+) developed by a team of international researchers from four countries, just over a year and a half after its launch with a focus on SAAD/UNICAM contributions. Into the scientific-disciplinary frame of environmental education and climate adaptation, EDUSCAPE aims to integrate the polysemic, transversal, and multidisciplinary concept of landscape and its decline, as a promoter of new forms of knowledge in response to emerging dynamics, within the educational offer of school programs (6–15 years). This paper presents the general structure of the project, the methodology experimented (PBL educational approach), and the qualitative and quantitative intermediate results obtained so far (literature review, curriculum analysis, and needs analysis). To integrate landscape into school curricula and renew them, EDUSCAPE is preparing Didactic Units (DUs) as the final result of the project to provide theoretical foundations and practical solutions supporting teaching which will be tested in the schools of the partnership network. In general, this paper explores the possibility to disseminate the pedagogical and social role of the landscape through a new way of teaching based on a deeper exploration of the theme that can stimulate critical thinking in current and future generations regarding the global/local challenges of the 21st century.

Artificial Intelligence Alone Will Not Democratise Education: On Educational Inequality, Techno-Solutionism and Inclusive Tools

Artificial Intelligence (AI) in Education claims to have the potential for building personalised curricula, as well as bringing opportunities for democratising education and creating a renaissance of new ways of teaching and learning. Millions of students are starting to benefit from the use of these technologies, but millions more around the world are not, due to the digital divide and deep pre-existing social and educational inequalities. If this trend continues, the first large-scale delivery of AI in Education could lead to greater educational inequality, along with a global misallocation of educational resources motivated by the current techno-solutionist narrative, which proposes technological solutions as a quick and flawless way to solve complex real-world problems. This work focuses on posing questions about the future of AI in Education, intending to initiate the pressing conversation that could set the right foundations (e.g., inclusion and diversity) for a new generation of education that is permeated with AI technology. The main goal of our opinion piece is to conceptualise a sustainable, large-scale and inclusive AI for the education ecosystem that facilitates equitable, high-quality lifelong learning opportunities for all. The contribution starts by synthesising how AI might change how we learn and teach, focusing on the case of personalised learning companions and assistive technology for disability. Then, we move on to discuss some socio-technical features that will be crucial to avoiding the perils of these AI systems worldwide (and perhaps ensuring their success by leveraging more inclusive education). This work also discusses the potential of using AI together with free, participatory and democratic resources, such as Wikipedia, Open Educational Resources and open-source tools. We emphasise the need for collectively designing human-centred, transparent, interactive and collaborative AI-based algorithms that empower and give complete agency to stakeholders, as well as supporting new emerging pedagogies. Finally, we ask what it would take for this educational revolution to provide egalitarian and empowering access to education that transcends any political, cultural, language, geographical and learning-ability barriers, so that educational systems can be responsive to all learners’ needs.

Teachers during COVID-19: Examining burnout levels and their work-life.

In March 2020, with the scope to reduce the spread of COVID-19, most national governments around the world canceled in-person education and moved to online learning. Therefore, teachers and students had to adapt a new way of teaching. Most of Italian teachers never had such an experience before and encountered difficulties in effectively carrying out this process on their own. Difficulties that can naturally increase anxiety and stress, leading, in situations perceived as extreme, to burnout syndrome. This paper endeavored to verify levels of job stress and burnout of Italian teachers caused by the COVID-19 pandemic using the validated Maslach Burnout Inventory-General. This study aimed to measure the association among the three main dimensions of burnout and the variables of teachers' personal and working lives that changed due to COVID-19. The aim of this paper was to verify burnout state and to measure the association among the three dimensions of burnout and the personal and working lives of Italian teachers using structural equation model analysis. The analysis was conducted in December 2021 and considered the situation in which the Italian teachers (from primary to middle and upper school) are working since March 2020. The results showed that teachers were emotionally exhausted; they did not feel able to fully fulfill their task towards the students. This involved a high absenteeism, a lower quality of work performance and the impossibility of making an objective evaluation of the students with an inevitable flattening of the class level. In contrast, the study shows that teachers who experienced few problems had relatively low levels of burnout. The findings brought out some proposals to reduce the risk of burnout and increase the individual well-being of schoolwork organization with positive effects on the lives of students: to strengthen social identity, to avoid a full-time online connection, to promote a psychological support service and to promote resilience training.

WEAVING PATHS TOWARDS THE INCLUSION OF STUDENTS WITH AUTISTIC SPECTRUM DISORDER

This text aims to reflect on the first moments of inclusion in regular education of students who have a diagnosis of Autism Spectrum Disorder, listing some possible alternatives for the moment, taking into account the characteristics inherent to the disorder, also mentioning the feelings initials of teachers, colleagues, family members and the feelings experienced by the student himself. It points out that inclusion can happen when those involved are open and available for new learning, for building new knowledge and new ways of teaching. It also points out suggestions, possible trajectories, providing reflection on teaching practice in an inclusive environment, highlighting the importance of the teacher’s role in the success of inclusion when in partnership with the family and with a view that goes beyond the pathology, which thinks about the subject’s potential and learning possibilities.

Facilitation of practical work in Natural Sciences: experiences and approaches of junior teachers.

This paper explored junior teachers' experiences and approaches when facilitating practical work in Natural Sciences during teaching and learning. Grade 7 is the final year of primary school in South Africa, with students between the ages of 11 to 13. The researchers observed that there are enormous challenges encountered by junior grade 7 teachers when preparing, designing and conducting practical work in Natural Sciences teaching and learning. A qualitative multiple case study design was used. Three grade 7 Natural Sciences junior level teachers were selected purposively as participants. Data was collected through classroom observations, semi-structured interviews and document analysis. The findings of this study revealed that some grade 7 junior Natural Sciences teachers were overwhelmed when facilitating practical work during teaching and learning. In addition, some of the grade 7 junior Natural Sciences teachers were unable to maintain discipline inside and outside the classroom environment when conducting practical work and demonstrations. The grade 7 junior Natural Sciences teachers had to use mechanism to cope with the demands associated with facilitation of practical work in Natural Sciences teaching and learning. Some of the approaches adopted by the grade 7 junior Natural Sciences teachers when facilitating practical work in Natural Sciences teaching and learning included group work, observations, demonstration, illustrations, projects and inquiry-based scientific investigations. It is recommended that teachers be professionally trained on how to facilitate practical work to advance the new ways of teaching and learning as advocated by per the Curriculum Assessment Policy Statement document while empowering them with pedagogical content knowledge to enable them to achieve the aim and objectives of practical work in Natural Sciences teaching and learning.

Design and Implementation of STEAM Programs in Vocational Schools in a Smart Education Environment

With the continuous development of educational technology, smart education is gradually becoming an important part of the vocational school education sySTEAM. Especially in the field of STEAM education, smart education provides a new way of teaching and learning, which is important for improving students' learning efficiency and engagement. However, effectively integrating smart education into the design and implementation of STEAM programs in vocational schools requires overcoming a series of challenges, such as the integration of technological resources, the enhancement of teachers' professional competence, the improvement of student engagement, and curriculum design and innovation. The paper discusses the challenges and design principles of teaching STEAM programs in vocational schools under the environment of smart education and proposes effective implementation strategies to guide vocational school teachers.

ROBOTICS MAKING LEARNING EASIER

The present work was developed to explain the current technological transformations in the school environment and how these technologies can collaborate in the interaction of students in learning. It is notorious that human beings live daily with technological changes that affect and modify our study routine, work, coexistence and communication both in the classroom and outside of it. One of these transformations is the growth and expansion of the internet, a technological tool that has drastically changed the way students think and the way they relate to the world, fostering professional, psychological, emotional aspects in the school environment and the consequences that these technological transformations cause. in students’ lives. Educational technology, in addition to inserting a new way of teaching in education, provides experiences on how to work with information technology, the internet and programming within the classroom. Using the LOGO language for this, a program that interacts with school contents, develops students’ intelligence and reasoning, modifies concepts and forms new thoughts through programming, in addition to being an interesting subject, conducive to disseminating new knowledge through interaction of contents. schools and the use of technology.

Educational trends in the development of philological education in Azerbaijan in the era of digitalisation: a forecast of the future

Education is an indicator of societies socio-economic and cultural development provides the national interests of the country in all areas of its activities in the world arena. The process of integration of cultural, educational, scientific, as well technical spheres – the introduction of modern norms and the standardization of education, the development of science and technology, the culture’s expansion, and the dissemination of scientific and technological achievements. Contemporary professionals face the recent year’s scientific and technical developments problems. The solution of these problems is conditioned by the need of their professional skills continuous development even after having obtained the higher education and the specialization diploma. The penetration into all fields of professional activity of the skills traditionally characterized by high technology leads to the emergence of new trends. The current axiom “digital humanities” is gaining popularity. In this context, the implementation of combined scientific, cultural-educational, and other projects and the involvement of scientists and specialists in research programs are particularly important. The COVID-19 pandemic affected more than 169,015 students in Azerbaijan (Valiyev & Valehli, 2022). This fact forced educators to develop new methods of teaching, with the introduction of distance learning as a single alternative to the desire for pedagogical continuity. Such a situation led to many difficulties, such as lack of experience, technical problems, and difficulties with technical equipment. In addition, many teachers realized that they required digital skills. This paper presents the trends of education with the use of closed survey among teachers in the field of philology. The university community had to develop new ways of teaching and learning, particularly the introduction of distance and online learning that kept students connected and offered different perspectives. Search engines found 457 articles between 2018 and 2022. Relevant articles were searched in the Scopus and UpToDate databases, relevant articles for 2018-2022 were selected and processed by the title and abstracts, 20 scientific works were presented in this study. As a result, the situation of education in Azerbaijan was identified, one highlighted negative trends and prospects for the development of philological education in the context of digitalisation. The highlighted trends and forecasts give a new outline of the impact of digital technologies and the problems of changes in learning, knowledge sharing, and transformation in philological education. The findings open new perspectives on the relationship between science and society and the role of philological research in the context of digitalisation.

Elements of E-Learning that Facilitate or Hinder Learning Motivation: A Review

A new way of teaching has been spawned in the wake of the rapid growth of sophisticated technology. Digital technologies in some way enable the teachers to create teaching material that is more interesting because the learning is tailored to the needs of the students related to their upcoming professional workplaces. Moreover, students can easily and efficiently find learning materials by utilizing digital technology in the classrooms. Student participation in the classroom is increased, as is collaboration within the class. This can allow the student's proficiency to improve. Also, integrating digital technology in the classroom can create an enjoyable teaching-learning process, resulting in a positive attitude to learners, and they become motivated to participate in learning activities. Students can also become distracted or digress when using digital technology in English for Specific Purpose classrooms, for example, when using YouTube or smartphones in the learning process. As we know motivation is the key factor behind learning especially in educational institutions where teachers are the only source of motivation but through the interventions of digital technology learning become e-learning. In electronic teaching learning system presence of teacher is there but what are the other motivational factors in e – learning system that reinforces the learning of students. In the backdrop of this present paper explored the elements in e-content and e learning that act as a motivational element for students in virtual teaching learning process. in this paper researcher conducted a meta-analysis of the past researches conducted on e- learning and motivation. The results of the study points out that e-content and e-learning having interactive features like animation, better organization, collaborative features enhance the learning motivation of students.

Skolan som försöksverkstad: Spridning av kunskap och erfarenhet av försökundervisning i svenska pedagogiska tidskrifter 1920–1960

School as an Experimental Workshop: Dissemination of Knowledge and Experience from Experimental Teaching in Swedish Pedagogical Journals, 1920–1960. The purpose of the article is to look at how knowledge about experimental teaching was disseminated through educational journals 1920–1960. Throughout the period, there was an interest from teachers and schools to experiment with new ways of teaching. Educational journals had an important role here to spread knowledge from these experiences. During the interwar period, it was mainly teachers who acted as brokers and shared knowledge of their experiences from experimental teaching. The knowledge shared was often a mix of teachers’ experiences and pedagogical perspectives. During the 1950s, other brokers took up more space, such as researchers and school mangers. Although the journals shared pedagogical perspectives from different countries, rarely individual countries came into focus. Often here too it was a combination of perspectives that are presented via the articles on experimental teaching.

Implementation of Blended Learning in Tertiary Education of Health and Social Care Professionals During Covid-19 Pandemic

Blended learning is a relatively new e-learning method that combines traditional classroom learning with computer-mediated instruction. Its roots can be traced back to the 1840s when Sir Isaac Pitman sent tasks to his students on postcards for evaluation. It represents a new way of teaching, employing modern technologies and the online environment, whilst simultaneously emphasizing the importance of traditional teaching methods and personal contact between students and teachers. Blended learning has proven to be an effective way to combine scheduled and self-paced classwork, ensuring its better accessibility and flexibility. This article discusses the implementation and effectiveness of a blended-learning course designed to train communication skills in students studying healthcare-related programmes at the Faculty of Health and Social Sciences of the University of South Bohemia, Czech Republic. The course uses a combination of face-to-face instruction, individual student work, and multimedia online materials. It is divided into modules specific to the student's field of study, such as nursing, nutritional therapy, and civil protection. Each module includes theoretical and practical sections, and the course covers communication skills with seniors, adults, children, and disabled clients. A questionnaire survey was conducted to assess the effectiveness of the course and student satisfaction in order to obtain feedback for further development and improvement of the course. The data obtained from the survey were analysed using descriptive statistics and the Gini index. The results show that the blended-learning course was effective in training communication skills and reducing the number of failures.

Desafíos de la enseñanza de Química en pandemia covid-19: ventajas y limitaciones

The covid-19 pandemic has significantly affected education worldwide, including chemistry education. The abrupt transition to online learning and the need to adapt to new ways of teaching have posed significant challenges. Therefore, it is important to conduct a literature review with the aim of analyzing the main challenges and measures adopted in Chemistry teaching in the context of the covid-19 pandemic, to identify the most effective practices to address these challenges and to develop strategies to support learning. The methodology maintained a qualitative approach, of descriptive type, constituting a bibliographic review, based on the hermeneutic and analytical-synthetic research methods, as well as on the content analysis technique, for which a total of 57 publications from databases such as Scopus, Dialnet, Latindex and Scielo were taken as a sample, compiling high impact articles in Spanish, English and Portuguese. The results show that the pandemic has boosted the implementation of innovative measures and strategies in chemistry teaching, although it has also revealed the limitations and challenges that must be overcome to ensure quality education in the future. These new approaches need to be further evaluated and improved to ensure their effectiveness and accessibility for all students.

‘Students’ Perception of Online Education during Covid-19: A study on the Students of University of Dhaka

Due to the global pandemic, there has been an emergency shift in higher education of Bangladesh from face-to-face to fully online mode. This quick and somewhat unplanned change in the mode of teaching-learning has created a lot of challenges for both the teachers and the students. It is evident that the students, especially the public university students are mostly suffering because of this change. This qualitative study thus focuses on the perceptions of the students of University of Dhaka about this new way of teaching and learning and its effects on their lives. The finding reveals that most of the challenges are regarding infrastructural conditions, economic condition, mental wellbeing and teacher-student relationship. This study also explores possible solutions for these challenges and ways to incorporate online or blended education strategies in the higher education system of Bangladesh. Teacher’s World: Journal of Education and Research, Vol. 48(2), Dec 2022, p.41-53

Intervention of industry education integration on students’ burnout in Japanese learning

Background Learning burnout refers to the behavioural states of boredom, frustration and depression that occur when students are not interested in learning behaviours but are unable to avoid them. It is influenced by learning attitudes, motivation and methods, and personality traits. Differences in language learning habits and the difficulty of learning Japanese vocabulary make students show more negative emotions when learning Japanese online and offline. Therefore, the study proposes a new way of teaching based on the perspective of industry-teaching integration to help improve the situation of learning burnout.Subjects and MethodsThis study takes Japanese language students with burnout as the research object. The subjects were divided into a teaching improvement group (regular classroom + industry-teaching integration mode) and a teaching routine group (regular teaching mode). The improvement group is a combination of Japanese language learning and social field practice projects. Data were collected on students’ burnout and emotions in the two teaching modes with the help of the Scale for the Evaluation of Mental Health (SCL-90) and the Learning Burnout Scale for University Students (LBUS).ResultsAfter the experimental intervention, there was a statistically significant difference in the burnout scale scores of the two groups of students (P<0.05), and the improved teaching model (regular classroom + industry-teaching integration mode) effectively alleviated the students’ burnout in Japanese language learning.ConclusionsThe teaching mode under the perspective of industry-teaching integration can effectively combine classroom teaching with professional practice, improve students’ learning burnout, and realize the regulation of their mental health.

Recontextualization of the teacher’s formation in the learning of mathematic students

Continuing education is an essential part of teaching practice because the movements and advances in society change the ways of living, coexisting and acting, making it necessary for the teacher's practice to be congruent with the changes resulting from these movements. This article aims at self-regulating the training of teachers who teach mathematics based on students' learning, through teachers' reflection-action. Teachers who participated in the training studied, planned and applied the knowledge learned in the training with their students, and then discussed in the group how to self-regulate their training. The quantitative methodology was based on the analysis of pre- and post-tests that included numbers and algebra as thematic units applied to the students of the teachers in training. The analyses show that the students had better results in the post-test, allowing the teachers to reflect on the relationship between participation in the training, as well as openness to new ways of teaching, with the students' learning.

Improving Learning Management Systems to Better Assist Computer Science Teaching in Qatar Higher Education Institutions

Hybrid learning first appeared in the late 1990s as a new way of teaching for distance learning that used computers and the internet to improve students' learning and encourage teachers to change their teaching techniques, resulting in a shift in learning from a teacher-centered model to a more student-centered model. This study will contribute to theory, practice, empirical and policy. Theoretically, the study considers the investigate the mediating effect of human resource information system on effect of perceived usefulness, perceived enjoyments, hybrid attitude, hedonic motivation, learning experience, and engagement, on satisfaction in Community College of Qatar (CCQ). Furthermore, as a result of the COVID-19 epidemic, many postsecondary schools have moved to online delivery and learning, forcing many instructors to experiment with online and HL approaches, such as online multimedia and video presentations. In comparison to traditional face-to-face techniques or pure online settings, current research has largely verified that HL is seen to be beneficial (Hill et al., 2017) and has the potential to boost student happiness (Owston et al., 2013).

Learning foreign languages online: A case of Chinese language learners in Ghana in the era of COVID -19

E-learning has gained prominence in education institutions across the world. Teaching and learning of the Chinese language at the University of Ghana has been done online due to the university’s announcement to use e-learning to curb the spread of the coronavirus. The aim of this paper is to investigate the online experiences of students learning Chinese language at the University of Ghana in the era of COVID -19. A structured questionnaire was employed using a simple descriptive case study to obtain the research information. The study selected two hundred and fifty (250) Chinese language learners who responded to the research questionnaires. Findings showed that the majority of the students desired to have training in e-learning because they considered it very useful since it enabled them to learn at their own pace and convenience. Most students shared that they have adequate skills in computing. The study also established that e-learning has become a new way of teaching and the study recommends adaptability in studying Chinese language through the internet.

University Lecturers and Students’ Perceptions about Online Teaching and Learning during the Outbreak of COVID 19 in Northern Zone of Tanzania

Online education is provided by fewer universities in Africa than the western world. However, during the outbreak of COVID 19 many universities were forced to embrace online teaching and learning, even those who were against it. The outbreak of COVID 19 opened new ways of teaching and learning that most of universities had to adopt for their survival. This study was carried out to explore the beliefs of Tanzanian lecturers and students on online teaching and learning during the outbreak of COVID 19. This study is anchored on the Technology Acceptance Model by applying a concurrent triangulation design, which helped the researcher to collect both qualitative and quantitative data. The study targeted university lecturers, Deputy Vice Chancellors, academics, and students in selected full- fledged universities in the northern part of Tanzania. The findings indicate that lecturers and students were positive about the use of online teaching and learning, and there is no statistically significant difference in perceptions mean scores between lecturers and university students on the use of online learning during the outbreak of COVID 19. However, various challenges were identified that hamper the smooth running of online teaching and learning, such as lack of adequate resources, poor connectivity of internet and lack of knowledge and skills on how to use the online platforms. This study recommends that universities have to improve the availability of resources for online teaching and learning and to invest in staff capacity building to motivate the lecturers to use online teaching more effectively.

Machine learning prediction of video-based learning with technology acceptance model

<span lang="EN-US">COVID-19 outbreak has significant impacts on education system as almost all countries shift to new way of teaching and learning; online learning. In this new environment, various innovative teaching methods have been created to deliver educational material in ensuring the learning outcomes such as video content. Thus, this research aims to implement machine learning prediction models for video-based learning in higher education institutions. Using survey data from 103 final year accounting students at Malaysian public university, this paper presents the fundamental frameworks of evaluating three machine learning models namely generalized linear model, random forest and decision tree. Besides demography attributes, the performance of each machine learning algorithm on the video-based learning usage has been observed based on the attributes of technology acceptance model namely perceived ease of use, perceived usefulness and attitude. The findings revealed that the perceived ease of use has given the highest weight of contributions to the generalized linear model and random forest while the major effects in decision tree has been given by the attitude variable. However, generalized linear model outperformed the two algorithms in term of the prediction accuracy.</span>

Editorial

The academic world has undergone significant transformations as we navigated the challenges brought about by the COVID-19 pandemic. The global pandemic has forced academic institutions to rapidly adopt new ways of teaching, learning and conducting research. In this editorial, we present a curated list of articles from various authors, highlighting different facets of the changes experienced in academic institutions.In this issue of our academic journal, we present a collection of articles exploring various aspects of higher education during and after the COVID-19 pandemic. These articles provide valuable insights into the challenges students and educators face and the strategies and solutions developed to address these challenges. The articles are presented under three themes: challengesand opportunities towards an engaged university during COVID-19; student wellbeing and belonging; student-staffparticipation, technology and praxis.