Learning Opportunities Research Articles

What Are the Social Science Literacy Abilities of Junior High School Students After the Pandemic?

Objective: The objective of this study is to examine the impact of teacher learning on the social science literacy skills of post-pandemic junior high school students. Theoretical Framework: This research is crucial to elucidate the observed decline in students' science literacy proficiency over recent years. Method: The study used a Kirkpatrick design with four parts. It involved four junior high schools, 14 teachers, and 423 students. Data were collected through interviews, questionnaires, observations and tests. The data were analysed using a variety of techniques, including graphs. Results and discussion: Aiken's formula showed that the research questionnaire and literacy questions are highly suitable. The research questionnaire had a Cronbach Alpha value of 0.950, which is excellent, while the literacy questions had a value of 0.727, which is good. 95% of students achieved the reaction dimension, 91% achieved the learning dimension, 88% achieved the behaviour dimension, and 69% achieved the outcome dimension. The results show that 30.97% of students did not achieve proficiency in social science literacy after learning. This is important for Sustainable Development Goal 4, which is about making sure everyone has access to quality education and learning opportunities. More research is needed to gain a better understanding of this outcome. Research implications: This study contributes to the field by providing a comprehensive evaluation of social science literacy skills among post-pandemic junior high school students.

Systems Leadership: a qualitative systematic review of advice for policymakers

Background ‘Systems leadership’ research rejects the idea that complex policy problems can be solved by a few heroic leaders in the centre of government or at the top of organisations. Many people need to contribute to systems leadership by collaborating to harness the skills of actors across government and outside of government. At times, this proposition is vague and it is difficult to know who should change or what to do. We searched the academic and grey literature for further advice on how to foster effective systems leadership. Methods We conducted a qualitative systematic review (2024) of peer reviewed journal articles (Web of Science) and grey literature reports (Policy Commons, Overton). Each text had to inform advice on systems leadership. We used an immersive inductive approach to identify key sources of ideas, highlight common themes, and relate the results to insights from policy theories. Results 84 texts met the inclusion criteria (39 Web of Science, 34 Policy Commons, 11 Overton), then we included 80 snowballed academic and grey references (total 164). Some relate leadership to complexity theory, but most provide broad accounts of systems leadership that emphasise decentralisation and collaboration. These accounts describe high aspirations and essential skills but limited evidence from activity. Nevertheless, this literature helps us produce a coherent synthesis of common insights and advice on how to foster systems leadership. Conclusions We identify key features of systems leadership: reject heroic top-down leadership and central control in favour of collaboration across boundaries; develop attributes (e.g. humility), mindsets (e.g. big picture), and skills (e.g. facilitation) to act in complex systems (albeit without a common view on what a complex system is); and, seek organisational and political support for this approach. Some accounts identify barriers to systems leadership and negative experiences, while others redefine such obstacles as learning opportunities.

Enhancing French Preschoolers’ Early Literacy Skills with a New Educational Classroom Application

ABSTRACT Research Findings: Recent research suggests that the new learning opportunities provided by educational applications can help children strengthen their early literacy skills. The present study assessed whether using AppLINOU, a French educational application, in the classroom helps kindergarten students improve their early literacy skills (alphabet knowledge, phonological awareness, and oral language). This study is one of the first to be conducted in France’s kindergartens. The research encompassed 537 students, all following the national curriculum. The experimental group integrated AppLINOU into their lessons, while the control group did not. The experiment lasted 25 weeks, and students completed a 20-min session per week of early literacy activities. Multilevel growth models showed that students in the experimental group performed better in early literacy at the end of the experiment than those in the control group. Specifically, the experimental group demonstrated enhanced letter knowledge and phonological awareness, though no significant impact on oral language was observed. Practice or Policy: The findings carry substantial implications for the design and the integration of educational applications in preschool settings. In particular, these applications require specific attributes, such as oral instructions or feedback, to enhance the engagement of pre-reading children in the designated activities.

Learning to discuss inductive effects across mechanisms – new learning opportunity to foster networked mechanistic argumentation in teacher training

Learning to discuss inductive effects across mechanisms – new learning opportunity to foster networked mechanistic argumentation in teacher training

From Classroom to Boardroom: How College Education Shapes Career Decision Making in Gen Z

Background: The transition from college to the professional world is a critical phase in an individual's life, particularly for Generation Z (born between 1997 and 2012), who navigate a unique set of challenges and opportunities. As the first generation to grow up immersed in digital technology, their career decision-making processes are influenced by globalization, technological advancements, and evolving societal norms. While college education plays a vital role in preparing them for the workforce, factors such as economic uncertainty, intrinsic and extrinsic motivations, and evolving job markets significantly impact their career trajectories. Objective: This study aimed to explore how college education shapes the career decision-making process for Generation Z. Specifically, it examined the role of academic experiences, experiential learning opportunities, intrinsic and extrinsic motivations, and challenges in preparing Gen Z for non-linear, purpose-driven career paths. Methodology: A mixed-methods research design was employed, integrating quantitative surveys of 315 Generation Z college students and qualitative interviews with 20-30 participants. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were subjected to thematic analysis to identify patterns and insights. Results: The findings revealed that academic programs (78% influence), mentorship (82%), internships (79%), and technological skills (68%) were critical factors in shaping career decisions. Intrinsic motivations, such as passion for meaningful work (71%), outweighed extrinsic factors, though economic stability (59%) and familial expectations (55%) also played significant roles. Challenges, including economic uncertainty (62%) and the evolving job market (64%), emerged as barriers to informed decision-making. Findings: The study emphasized the pivotal role of college education in preparing Generation Z for the modern workforce. Academic institutions were found to influence career readiness through practical curricula, mentorship, and skill-building programs. However, the findings highlighted the need for tailored career guidance to address Gen Z's unique aspirations and challenges. The integration of digital tools and personalized support systems was identified as critical to enhancing their career preparedness.

Generative AI in Higher Education: Balancing Innovation and Integrity.

Generative Artificial Intelligence (GenAI) is rapidly transforming the landscape of higher education, offering novel opportunities for personalised learning and innovative assessment methods. This paper explores the dual-edged nature of GenAI's integration into educational practices, focusing on both its potential to enhance student engagement and learning outcomes and the significant challenges it poses to academic integrity and equity. Through a comprehensive review of current literature, we examine the implications of GenAI on assessment practices, highlighting the need for robust ethical frameworks to guide its use. Our analysis is framed within pedagogical theories, including social constructivism and competency-based learning, highlighting the importance of balancing human expertise and AI capabilities. We also address broader ethical concerns associated with GenAI, such as the risks of bias, the digital divide, and the environmental impact of AI technologies. This paper argues that while GenAI can provide substantial benefits in terms of automation and efficiency, its integration must be managed with care to avoid undermining the authenticity of student work and exacerbating existing inequalities. Finally, we propose a set of recommendations for educational institutions, including developing GenAI literacy programmes, revising assessment designs to incorporate critical thinking and creativity, and establishing transparent policies that ensure fairness and accountability in GenAI use. By fostering a responsible approach to GenAI, higher education can harness its potential while safeguarding the core values of academic integrity and inclusive education.

Students’ Perception on the Use of Modular-Based Approach (MBA) in Teaching Environmental Science in College during the Covid-19 Pandemic

Environmental Science is one of the general subjects in higher education. Students must have a better grasp of the competencies and skills necessary in promoting conservation and protection of the environment. The use of Modular-Based Approach (MBA) during the Covid-19 pandemic proved that there is still a better means to deliver learning even in these trying times. This study aims to explore the students’ perception on the use of module for environmental science suited for the pandemic period. A semi-structured interview was conducted to extract perceptions of students taking up Environmental Science subject for the A.Y. 2021-2022 on the MBA. Results revealed the following themes which can be of great reference for future researchers and module writers. Theme 1 – The Modular Based Approach needs connectivity. Theme 2 – Learning opportunities and better understanding. Theme 3 – Communication is the key. Theme 4 – Learning outcomes take time. Theme 5 – Feedbacking is essential. The findings of this study can be a reference in considering the use of module not only in the Environmental Science course but also in other subjects in college during difficult times.

Understanding how teachers’ beliefs about learning are connected across curriculum, planning, and enactment

ABSTRACT Curriculum is a key foundation for early childhood instruction, yet how teachers perceive curriculum’s role in children’s learning or how this informs their planning and instruction is relatively understudied. As such, we asked, (1) What are preschool teachers’ perceptions of how their curriculum, planning and enactment of instruction support children’s learning? (2) How are teachers’ perceptions interconnected across the curriculum, planning, and enactment of instruction? We conducted background, planning, and stimulated recall interviews and observations of 18 preschool teachers. Using thematic analysis, we found that three broad themes (i.e. children’s interests, skill development, and thematic learning) about children’s learning were interconnected across teachers’ beliefs regarding curriculum, planning, and enactment. However, beliefs about how curriculum, planning, and enactment helped children learn were infrequently connected within individual teachers. These findings provide evidence that teachers may need more professional learning support both in understanding how children learn in connection with the curriculum and integrating that into their planning and, more importantly, their thinking while enacting curriculum to improve children’s learning opportunities.

Artificial Intelligence in Personalized Education: Enhancing Learning Outcomes Through Adaptive Technologies and Data-Driven Insights

The integration of Artificial Intelligence (AI) in personalized education is revolutionizing traditional learning paradigms, enabling adaptive, data-driven approaches to enhance learning outcomes. This research investigates how AI-driven technologies, including intelligent tutoring systems, adaptive learning platforms, and predictive analytics, transform the educational landscape by providing tailored, learner-centered experiences. AI facilitates the identification of individual learning patterns, preferences, and challenges, offering customized content delivery and real-time feedback to optimize student engagement and comprehension. The study emphasizes the role of AI in fostering equitable access to quality education by bridging gaps in learning opportunities and addressing diverse needs. Furthermore, it explores the ethical implications of AI in education, such as data privacy, algorithmic bias, and the balance between human and machine-driven instruction. By examining current advancements, case studies, and future prospects, this research aims to provide a comprehensive understanding of how AI technologies can drive innovation in personalized education and contribute to more effective, inclusive, and sustainable learning environments.

Screen Time and Arrested Social Development Across All Ages

In recent years, the exponential increase in screen time across all demographics has sparked significant concerns among psychologists, educators, and parents alike. The digital world has opened unprecedented opportunities for connectivity, learning, and convenience, yet it has also introduced new challenges that touch every stage of human development. One major issue is the impact of screen time on social development, which is critical not only for children and teenagers but also for adults who are experiencing arrested social development in various ways. This editorial explores the potential risks of excessive screen time and advocates for mindful usage across all age groups. EWMCJ Vol. 13, No. 1, January 2025: 1-3

Exploring Key Factors in Faculty Professional Development Programs for Seamless Integration of Modern Technology

This study investigates the relationships between faculty use of new technologies and professional development programs. Within the framework of a shifting educational landscape, this study aims to identify the specific characteristics that lead to successful technology integration in this unique setting. A qualitative technique was used in the process, which involved interviewing 86 participants, administrators and faculty members from 12 Ugandan universities. Key elements of successful integration were identified through thematic analysis. These elements included infrastructure and accessibility, incentives and recognition, customization and relevance, hands-on learning opportunities, continuous support mechanisms, flexibility and adaptability, institutional leadership and culture, and evaluation and feedback mechanisms. The results are consistent with international literature highlighting the significance of incentives, efficient assessment, sufficient infrastructure, and customized, useful, and ongoing support in professional development initiatives. The study provides insightful information about the unique requirements and difficulties experienced by faculty members, illuminating tactics for maximizing the uptake of technology. This study is significant for educators, administrators, and policymakers in education who want to improve the effectiveness of professional development programs in higher education. Through an understanding of the factors that influence faculty adoption of technology, academic institutions can design initiatives that support faculty innovation and technological competency, improving the learning environment for both teachers and students.

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

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

When and How Do Educators Facilitate Mathematical Learning Opportunities for Babies and Toddlers?

When and How Do Educators Facilitate Mathematical Learning Opportunities for Babies and Toddlers?

Unpacking the Rejection of L2 Students Toward ChatGPT-Generated Feedback: An Explanatory Research

Purpose Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT), this sequential mixed-method study explored L2 learners’ challenges in seeking corrective feedback in an AI-assisted educational environment. Design/Approach/Methods The data was collected from 45 university students in a Computer Science program who were encouraged to seek corrective feedback from ChatGPT for their argumentative writing report. Self-reflection data were qualitatively and quantitatively analyzed. Findings Findings suggested that 45.9% of the AI-generated feedback was rejected by students, with a higher rejection rate observed for content-focused feedback (58.7%) compared to form-focused feedback (41.3%). AI-generated content-focused feedback was rejected due to misalignments between expected and received feedback, anticipated high workload to respond, mismatch between feedback from AI and external references, and impeding conditions for students to engage with the feedback. Meanwhile, the rejection of form-focused feedback was largely associated with the high level of expected effort. Originality/Value This study is one of the few existing studies on the L2 learners’ challenges in seeking corrective feedback from generative AI systems. Notably, the study differentiates between form-focused and content-focused feedback and identifies the distinct challenges and learning opportunities that impact students’ rejection of AI feedback.

Screen on = development off? A systematic scoping review and a developmental psychology perspective on the effects of screen time on early childhood development

Research on the associations between screen time and child development suggests that various forms of screen time might pose a risk for various aspects of child development. However, data on the impact of exposure to screen media on the development of children under 3 years of age is comparatively scarce. Although the evidence available on the topic is evolving rapidly, no review of existing literature has yet encompassed a comprehensive set of developmental outcomes with a focus in the first 3 years of life. To address this research gap, the present literature review focused on the influences of screen time on various developmental outcomes of children aged zero to 36 months. These outcomes were sleep-related parameters, physical health, cognition, learning efficiency, language, motor skills, socio-emotional skills, social interaction, and overall development. To this end, ten databases were searched systematically, and 158 studies that were published between the launch of the iPhone in early 2007 until 2024 were included. Only studies that reported specific results for the age range of zero to 36 months were examined, including longitudinal studies with samples of children aged zero to 36 months at the first wave of assessment. For most outcomes, a comparable amount of undesirable and non-significant associations was found with children's screen time, while few desirable associations were reported. In line with the notion of resilience, these results indicate that characteristics of the child, the context, and/or the content moderate the associations between screen time and child development in early childhood, thus contributing to mitigating the potential of displacement of learning opportunities or even creating new learning opportunities. More studies with designs that can examine the causal effect of screen time on child development and that explicitly address the role of child, content, and context variables are needed.

Recontextualization in Multilingual Science Teacher Professional Learning

ABSTRACTExamining the contextual nature of teacher professional learning is important for teachers of multilingual learners. Drawing on interview, classroom observation, and informal communication data for two focal dual language elementary science teachers, this qualitative comparative case study examines the situated nature of multilingual science teacher learning and practice processes: (1) What are the intersecting contexts that shape teachers' science learning‐practice in multilingual classrooms? (2) In what ways do these contextual dimensions intersect to create opportunities and tensions in teacher learning‐practice? Data come from a multiyear, multisite project that examines teacher learning and student discourse in science, language, and literacy instruction in dual language and multilingual classrooms. Drawing on the concept of “teacher learning‐practice,” findings show how teachers engaged the contextual challenges of the pandemic, online teaching, and existing programmatic, school, and district structures, as a part of their own teacher learning, through a process of recontextualization. Findings show how the teachers' contexts served as catalysts and moderators in recontextualization, and that generalized district‐based professional development was not meeting the needs of the teachers nor their multilingual students. This study provides empirical evidence for context as a key constituent of teacher learning‐practice, showing how teacher learning cannot exist outside of teachers' instructional practice nor the contexts with(in) which teachers teach. This study adds to the literature calling for teacher professional learning opportunities to be localized to their teaching and learning contexts versus a “one‐size‐fits‐all” approach that is typically used when planning and implementing professional development by illuminating the experiences of elementary science teachers working with multilingual students. This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts.

Addressing Environmental and Social Challenges: A Mixed-Method Study on the Education and Inclusion of Eunuchs in South Punjab, Pakistan

This study seeks to identify the environmental issues that impede learning opportunities for the transgender community in South Punjab, Pakistan, which exacerbate their lack of access to education. Despite the growing legal acceptance of transgender individuals, several pressing social issues persist, including widespread environmental problems such as water pollution and deforestation. This study utilized a mixed-methods methodology that included both quantitative and qualitative data. According to the survey, nearly all transgender individuals (96%) lacked social protection and a stable income source, and 92% believed that environmental education could have a positive impact on their lives. Individuals with lower educational backgrounds participated in inclusive policies, yet their equality remained restricted. These findings suggest that targeted initiatives addressing environmental concerns and social integration via education are required. Suggestions include promoting collaboration with non-governmental organizations, peer-led education initiatives, government-led projects, and economic empowerment to improve marginalized communities.

The School Counselors Role in Supporting Teachers Working with Children who Have Experienced Trauma: Lessons Learned

AbstractTeachers are dealing with the challenges of educating students who have been exposed to Adverse Childhood Experiences (ACEs) at an increasing rate (Brunzell et al., 2021; Mayor, 2021). Often their education has not prepared them for recognizing and mitigating the behaviors associated with ACE exposures. This article offers a review of current research regarding the role of the school counselor in supporting teachers. A case study provides insight into this support through a university partnership with a trauma-focused charter school. Suggestions are offered for teacher training and policy changes based on the author's experiences in working with a trauma-focused school. Specifically, there are many areas where school counselors can provide advocacy and support through efforts within their role in the areas of defining, managing, delivering, and assessing ASCA (2024). Partnering with a university can provide needed services for schools while simultaneously offering learning opportunities for students.

Exploring transversal competencies in engineering students through international experiences

Well-rounded professionals must have competencies that adapt their expertise to contribute to future advancements. Beyond technical prowess, skills such as critical thinking, teamwork, communication, leadership, management, and entrepreneurship are essential for the modern workforce and solving twenty-first-century problems. Lifelong learning is a fundamental educational principle that prepares individuals to acquire knowledge and skills at any stage. With this interest in mind, higher education institutions pursue abroad study programs to involve students in different learning opportunities. Stepping outside familiar environments immerses individuals in new challenges, fostering a rich learning experience that promotes the development of critical competencies shaped by a global perspective. This research analyzes the competencies students developed according to their educational model and during their experience abroad. Data were collected through a 43-question semi-structured interview with 13 undergraduate engineering students experiencing an abroad study program. Participants conducted a personal assessment to reflect on their enhancement of competencies through personal and academic performance. The analyzed competencies correlate to those defined in the Tec21 Educational Model, a model designed by Tecnologico de Monterrey in 2019, in which the participants of this research are enrolled. The model defines seven competencies that every degree must develop: self-knowledge and management, innovative entrepreneurship, social intelligence, ethical and civic engagement, reasoning for complexity, communication, and digital transformation. Results indicate that the participants mainly developed competencies in reasoning for complexity, social intelligence, and communication. Such skills are essential for tackling global challenges, as they demonstrate the ability to generate creative solutions, communicate ideas effectively, and foster meaningful collaboration. Conversely, the competencies of digital transformation and ethical and civic engagement were less developed. These findings suggest areas for improvement within the Tec21 model, emphasizing the need to cultivate individuals aware of their societal impact and proficient in applying technological tools effectively.

Improving mispronunciation detection and diagnosis for non- native learners of the Arabic language

Mispronunciation detection and diagnosis (MDD) is a core component of computer-assisted pronunciation training (CAPT), which aims to provide opportunities for second language learners (L2) to learn and practice their speaking skills. Arabic is one of the most widespread languages in the world, with more than 422 million speakers. It is the language of the Holy Quran, which increases the importance of learning Arabic. Most existing Arabic MDD systems focus on learning-based techniques rather than state-of-the-art deep-learning methods. Most existing Arabic MDD systems are primarily relying on traditional learning techniques. However, integrating Transformer-based algorithms into the system is crucial, as it can significantly enhance the accuracy, efficiency, and overall performance of the Arabic MDD systems. This paper introduces an Arabic MDD system using transformer-based techniques for non-native learners of spoken Arabic language to enhance their learning of Arabic and help non-native speakers practice their pronunciation skills. The study focuses on detecting mispronunciation phonemes and analyzing these pronunciation errors, by identifying the type of each error, whether it was insertion, deletion, or substitution error. To train the MDD system, we constructed a speech dataset for native and non-native Arabic speakers. The performance evaluation was obtained based on the phoneme recognition and MDD performance, and we achieved a phoneme error rate of 3.1%, 80.8%, and 91.3% for diagnosis accuracy and detection accuracy, respectively. Additionally, we conducted a human perceptual test to assess human proficiency in detecting pronunciation errors and compare their evaluations with automatic verification. The automatic verification surpassed human verification, achieving a detection accuracy of 97.0% and a diagnosis accuracy of 80.4%.