Educational Outcomes Research Articles

The Digital Revolution in Education: The Role of AI from the Perspective of Future Teachers

We are currently witnessing rapid technological advancement and modernisation of society, with digital technology, particularly artificial intelligence (AI), increasingly asserting its dominance. This study focuses on understanding the attitudes and expectations of future teachers towards AI, which has an impact on all areas of society, especially on the education and preparation of future teachers. Through a questionnaire survey, the study seeks to gain a more detailed insight into how future educators perceive AI and their attitudes towards it. The questionnaire, which was specifically designed for this research, focuses on different aspects of perceptions of AI in education. Respondents from both primary and secondary school teacher education programmes expressed their views on the use of AI in the pedagogical process, its impact on teacher-student interaction and indicated possible implications for the future of education. The main objectives of the research were to determine the views of prospective teachers on the use of AI in teaching, to identify positive, negative or neutral attitudes towards the integration of AI into the educational process, to identify the future role of AI in education, to determine how prospective teachers envision the use of AI in the pedagogical environment in the long term, to identify areas where teaching with AI could be most effectively integrated, and to identify areas where AI could be most appropriately used to improve educational outcomes and processes. The data presented through this paper is part of the "Perceptions of AI by current and future teachers" project. The results of this study could provide valuable information for educational institutions, policy makers of educational strategies and frameworks, and AI developers to better understand the needs and expectations of future teachers in the context of the increasing digitalisation of education. Our intention is to fill the knowledge gap on the perception of AI in educational contexts and thus provide important information for the future development of pedagogical strategies and technologies in education.

Relationships between self-efficacy and learning approaches as perceived by computer science students

Optimizing learning outcomes in university students necessitates an understanding of the processes that drive high-quality learning outcomes. This study investigates the motivational factors and learning methodologies perceived by computer science students during an introductory course. A cross-sectional study was conducted with 171 computer science students asked to complete a psychometric instrument (“Study Skills Inventory for Students”) during the first year of their university studies. Two major theoretical frameworks in educational psychology, namely students’ self-efficacy and learning approaches were tested relative to a factor structure obtained from learning situations. The findings supported self-efficacy and three learning approaches among computer science students. Models for deep, surface, and strategic learning approaches suggest that students with higher self-efficacy tend to adopt a deeper approach to learning. Conversely, students with lower self-efficacy were more inclined toward surface learning methods. Furthermore, a link was identified between strategic learning approaches and students’ experiences within their learning environments. The results substantiate earlier research and align with learning approach theories. The findings indicated that, in higher education settings, focus should be directed toward understanding the motivational factors influencing students and their learning approaches for educational outcomes.

Research on the Path of Further Deepening the Reform and Internationalization of English Education in the Hainan Free Trade Zone

With the establishment of the Hainan Free Trade Zone (FTZ), the internationalization of English education has become a key element of the region’s educational reform efforts. As globalization intensifies, fostering an internationalized English education system is crucial for improving the competitiveness and global positioning of the Hainan FTZ. This study explores the multiple pathways and strategies for promoting the internationalization of English education in the Hainan FTZ, focusing on aspects such as policy support, curriculum reform, teacher training, international collaboration, and the effective allocation of educational resources. By examining the current state of English education in the region, identifying key challenges, and drawing insights from successful domestic and international cases—particularly from free trade zones elsewhere—this paper offers actionable recommendations. These suggestions aim to enhance the region’s educational outcomes, thereby bolstering the Hainan FTZ’s broader objectives of economic growth and enhanced global connectivity. The proposed strategies also seek to elevate the international stature of the Hainan FTZ as a regional hub for talent development, international exchange, and soft power enhancement.

Correction to “Educational outcomes necessary to enter pharmacy residency training: 2023 update”

Correction to “Educational outcomes necessary to enter pharmacy residency training: 2023 update”

The relationship between cyberchondria and health literacy among first-year nursing students: the mediating effect of health anxiety

BackgroundFirst-year nursing students are at a critical juncture in their education. They are transitioning from laypersons to healthcare professionals, and students are frequently exposed to medical information in academic settings and through personal research. This exposure can sometimes lead to cyberchondria; improving health literacy and managing health anxiety are critical strategies for reducing the incidence of cyberchondria.AimInvestigate the mediating effect of health anxiety on cyberchondria and health literacy among first-year nursing students.MethodsA cross-sectional correlational research design was used in this study. The study was conducted with 475 students in October 2023 during the first semester of the academic year 2023–2024.ResultsCyberchondria and health literacy levels were both moderate. In addition, the degree of health anxiety among first-year Nursing Students was mild, too. The results showed that the association between Cyberchondria and Health Literacy was partially mediated by health anxiety.Conclusion and implicationsThis study highlights the sophisticated relationship between cyberchondria, health literacy, and anxiety among first-year nursing students. It demonstrates that lower health literacy can lead to increased health anxiety, which in turn exacerbates cyberchondria. To mitigate these issues, it is essential to enhance health literacy and provide support for managing health anxiety within nursing education programs. By doing so, we can help nursing students navigate online health information effectively and reduce unnecessary health-related anxieties, promoting better educational outcomes and overall well-being.

Academic Leadership of Educational Institution Administrators under the Jurisdiction of Udon Thani Primary Educational Service Office Area 2

Background and Aims: Education plays a critical role in developing individuals, society, and the nation, serving as a driving force for sustainable national development and fostering harmonious living within communities. Administrators of educational institutions hold a key position in ensuring that education adapts to evolving economic, social, and technological landscapes. To meet these challenges, leaders must be skilled in managing change and enhancing academic quality. This research aims to: 1) examine the academic leadership level of school administrators under Udon Thani Primary Educational Service Office Area 2, 2) compare their leadership based on position, experience, and school size, and 3) explore strategies for developing their academic leadership. Methodology: The research sample consisted of 310 school administrators and teachers, selected based on Krejci and Morgan's table and randomly divided into groups. A 5-level rating scale questionnaire was used as the research instrument, with a consistency index ranging from 0.80 to 1.00 and an overall reliability score of 0.86. Statistical methods applied in the data analysis included frequency, percentage, mean, standard deviation, t-test, and F-test to evaluate and compare the findings. Results: The research findings are as follows: (1) The academic leadership of educational institution administrators under Udon Thani Primary Educational Service Office Area 2, both overall and in each specific area, is at a high level. (2) A comparison of opinions on academic leadership, classified by position, work experience, and school size, revealed no significant differences across these factors. (3) Guidelines for promoting academic leadership among school administrators include eight key areas: 1) raising awareness in meetings and setting high expectations for student academic achievement, 2) showing enthusiasm for implementing school improvement strategies, 3) providing incentives and rewards for academic efforts, 4) tracking academic progress, 5) creatively utilizing resources and personnel, 6) ensuring the school environment is pleasant, orderly, and safe, 7) monitoring teachers' instructional practices, and 8) observing teaching and giving constructive feedback. Conclusion: Overall, the study reveals that school administrators in Udon Thani Primary Educational Service Office Area 2 exhibit strong perceptions of academic leadership, which are consistent regardless of their position, experience, or the size of their institutions. To further enhance leadership effectiveness, the suggested guidelines emphasize the importance of fostering a supportive environment, implementing practical strategies for school improvement, and closely monitoring both students' academic progress and teaching practices. These measures are designed to ensure that academic leadership continues to positively impact educational outcomes.

Receipt of social services intervention in childhood, educational attainment and emergency hospital admissions: longitudinal analyses of national administrative health, social care, and education data in Wales, UK

BackgroundResearch consistently finds poorer health and educational outcomes for children who have experienced out-of-home care relative to the general population. Few studies have explored differences between those in care and those in receipt of intervention from social services but not in care. Children receiving social services interventions often experience Adverse Childhood Experiences (ACEs), and deprivation, which are known to negatively impact outcomes. We aimed to estimate the association of different social services interventions with educational outcomes and hospital admissions, while adjusting for ACEs and deprivation.MethodsWe linked retrospective, routinely collected administrative records from health, education, and social care to create a cohort via the Secure Anonymised Information Linkage (SAIL) databank in Wales, UK. We analysed data for children and household members (N = 30,439) across four different groups: [1] no social care intervention; [2] children in need but not in care (CIN); [3] children on the Child Protection Register but not in care (CPR); [4] children in care - i.e. removed from the family home and looked after by the local authority (CLA). Our primary outcome was education outcomes at age 16 years. Secondary outcomes were all cause emergency hospital admissions, and emergency admissions for external causes/injuries.ResultsChildren in receipt of social services intervention were more likely to not attain the expected level upon leaving statutory education at age 16 after adjusting for ACEs and other characteristics (for children who had been in out-of-home care (conditional OR: 1·76, (95%CI) 1·25 − 2·48), in need (2·51, 2·00–3·15) and those at risk (i.e., on the child protection register) (4·04, 2·44 − 6·68). For all-cause emergency admissions, all social care groups were at greater risk compared to children in the general population (children in care (conditional HR: 1·31, 1·01–1·68), children in need (1·62, 1·38 − 1·90), and children at risk (1·51, 1·11 − 2·04).ConclusionsAll groups receiving social service intervention experience poorer educational and health outcomes than peers in the general population. Children who remain with their home parents or caregivers but are identified as ‘in need’ or ‘at risk’ by social care practitioners require further research. Integrated support is needed from multiple sectors, including health, educational and social care.

Success Stories of Multilingual Literacy: A Case Study of Ife 1970 Nigeria’s Project and the 2002 Western Cape’s LOITASA’s Project in South Africa

In a progressively interrelated world, the advancement of strong multilingual literacy skills among learners is of great importance. This article showcases successful multilingual literacy initiatives, analyzing their implementation and impact. The study revealed a great positive influence on communities and individuals after the initiatives. The predominant aim is to give extra weight to the indispensable importance of appreciating and paying attention to linguistic diversity through effective multilingual/translanguaging literacy opening moves. Using a survey design, this study paid attention to documenting instances of multilingualism implementation in educational settings, purposefully selecting South Africa and Nigeria as central points. Using a qualitative approach, the research examined success stories by analyzing reports, publications, archival materials, and scholarly articles associated with the projects. Special attention was paid to the Ife 1970 Nigeria’s Project and the 2002 Western Cape LOITASA’s project and the findings were presented in a descriptive narrative format. The study elaborated on the objectives, strategies, and results of these projects, presenting findings in a descriptive narrative format. Moreover, the study contributes valuable insights to the debates surrounding effective literacy practices in multilingual contexts. By presenting success stories from these African nations, the study provided practical guideposts for policymakers, educators, and practitioners who want to develop or improve multilingual literacy programs. Lastly, the findings stressed the significance of culturally responsive and context-specific approaches to literacy, proposing the adoption of multilingual/translanguaging pedagogies within school systems. Through these, the study will promote inclusive and efficient educational practices that honor and celebrate linguistic diversity. Keywords: Educational Outcomes, Language Diversity, Multilingual Education, Multilingual Literacy, Repertoire Knowledge

Enhancing Conceptual Understanding of Electricity and Magnetism through VR Simulations

The study explores the efficacy of Virtual Reality (VR) simulations in enhancing students’ conceptual understanding of electricity and magnetism, using the Labster platform. Traditional teaching methods often need to adequately convey the complexities of these topics, leading to limited student engagement and poor comprehension. The research compares two groups: one receiving traditional instruction and another using VR-based simulations. The study found that students in the experimental group, who used VR simulations, showed a 35% improvement in post-test scores, compared to a 15% improvement in the control group. The VR group also reported higher levels of engagement and found abstract concepts such as electric fields and circuits easier to understand through interactive, immersive learning environments. Teachers noted that VR aided in visualizing difficult concepts, although challenges included a learning curve in technology usage and the need for proper integration into curriculum. The findings suggest that VR, when used as a supplemental tool, has the potential to significantly improve learning outcomes in physics education. However, the study highlights the need for further research into long-term impacts and accessibility issues and strategies to better integrate VR into traditional teaching methods.

Enhancing Algorithmic Thinking Skills through Phygital Games: The Case of Space Codyssey

This paper presents an educational phygital game, Space Codyssey, aiming at cultivating the algorithmic thinking skills of young children. Space Codyssey is a phygital game, and its contains programming activities for the Sequence, Repetition, and Selection Structures, as well as Code Debugging activities (Debugging). The game utilizes Augmented Reality technology to present missions via QR cards. Additionally, digital storytelling is used as a means of assistance and teaching for preschool and early primary students. In the game, reading skills are not a prerequisite, and programming is accomplished using symbolic commands through a "Visual Programming Language." The participatory design methodology that was adopted, involving 28 educators from various specialties, reflects a holistic approach to the development of educational technologies. This interdisciplinary collaboration allowed for the integration of diverse pedagogical perspectives, ensuring that the game meets the multifaceted needs of modern education. The paper highlights the educational goals and learning outcomes for the designtated age group. It presents the scenario, the subject, the elements of the game, the rules, and the game mechanics. It also describes the implementation stages and the development of the application. Finally, it presents the results from a study, which involved 28 educators and aimed to improve the game before its use in educational settings.

Manajemen Keuangan Madrasah dalam Pengadaan Sarana dan Prasarana Pendidikan

This study underscores the importance of effective financial management in the procurement of educational facilities and infrastructure at MA Al Washoya Ngoro Jombang, aiming to support optimal learning processes. Effective financial management is essential to ensure that the madrasah can provide adequate facilities in line with established educational standards. The objective of this research is to analyze how financial management is implemented at MA Al Washoya, focusing on planning, inventory, and evaluation related to the procurement of educational facilities and infrastructure.The research employs a qualitative descriptive approach, using data collection techniques such as observation, interviews, and documentation. The study examines the financial planning process involving the Waka Sarpras, fund allocation based on annual work meetings, and how inventory and financial evaluation are conducted to ensure proper and efficient use of funds.The findings reveal that financial management at MA Al Washoya is functioning reasonably well; however, there are areas requiring improvement, particularly in optimizing procurement and maintenance of existing facilities and infrastructure. The evaluation indicates that, although facilities and infrastructure have been planned and procured, better maintenance is needed to ensure their sustainability. The study recommends that the madrasah be more proactive in financial planning and asset maintenance strategies to ensure the achievement of high-quality and sustainable educational outcomes.

Fostering sustainable development through adolescent engagement in vocational education

In this study, we evaluate the effectiveness of vocational education and training (VET) in linking education outcomes to employment needs, with a focus on integrating industry-specific internships into VET curricula. This research highlights a disparity in the perceived value of VET, especially among women, indicating a broader sociocultural issue. Results indicated a gap in understanding VET's role in sustainable development, suggesting a need for public awareness and policy reforms. We recommend modernizing VET systems to align more closely with economic and societal needs, involving the private sector and enhancing vocational curricula with practical experience. This study provides actionable insights for educational policy and administrative reform.

Effect of Emotional Self-Awareness Coaching on Professional Burnout Among Teachers in Public Secondary Schools in Kiambu County, Kenya

Teachers play a pivotal role in the education systems of any nation. Their mental and psychological well-being is critical in achieving positive student educational outcomes. However, professional teacher burnout has been on the rise. Self-awareness is essential to helping individuals connect with their emotional state and how it affects their behavior and those they interact with. This study sought to assess the effect of self-awareness coaching on professional teacher burnout among teachers in public secondary schools in Kiambu County, Kenya. Weiner's theory of attribution and Goleman's mixed model of emotional Intelligence informed this study (Goleman, 1995). Quasi experiment Solomon four design with a target population of 3469 teachers from 277 public secondary schools of all categories in the County was used. Krejci and Morgan's table was used to sample 346 teachers, while eight principals and 40 Heads of departments were purposefully selected for the study. Maslach Burnout Inventory and an interview guide were used to collect data for professional teacher burnout. A training manual was used to coach self-awareness. Validity was achieved through expert advice and piloting, while reliability was established through the split-half method. Paired t-tests and ANOVA were used for data analysis to get the effect size of coaching. The results indicated that self-awareness coaching had statistically significant positive effects on professional teacher burnout at t = 15.779 at df=78, >.001, The effect size (Cohen d = 0.958) was high; hence, emotional self-awareness coaching significantly reduced professional teacher burnout. The study recommended that the teacher employer (TSC) develop programs to equip teachers with self-awareness skills to curb professional burnout, thereby increasing their productivity

The Role of Distance Learning in Shaping Indonesia Golden Generation: Student Interaction, Engagement, and Satisfaction

This research explores the critical role of student interaction in enhancing engagement and satisfaction in the context of Open and Distance Learning (ODL) at the Open University in Indonesia. Amidst the increasing adoption of digital education platforms, this study examines how dynamic and effective student interactions and engagement influence educational satisfaction outcomes in online environments. Using a quantitative approach, this study employed Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyse responses from 120 students who participated in online tutorial sessions. The findings reveal that student interaction significantly increases student satisfaction and engagement, with engagement serving as a mediating factor that improves the overall educational experience. This study confirms that high-quality interactions are essential for student engagement and satisfaction and emphasises the need for educational platforms that support strong interactive features and prompt instructor feedback. This research contributes to the literature by emphasising the important role of interaction and engagement in ODL settings and suggests practical implications for educational practitioners and policy makers. Enhancing interactive experiences in online learning can facilitate higher levels of student engagement and satisfaction, thereby supporting the formation of a competitive and adaptive golden generation in Indonesia's digital era.

Research on the Aesthetic Experience of Calligraphy Art and the Enhancement of Undergraduate Students' Artistic Literacy

Calligraphy art, as an essential component of traditional Chinese culture, serves as an effective means to enhance the artistic literacy of undergraduate students. Despite its evolution from oracle bone inscriptions to regular, cursive, and semi-cursive scripts, the artistic value and educational function of calligraphy have yet to be fully realized in modern education. This paper explores the aesthetic experience of calligraphy art and its impact on undergraduate students' artistic literacy by analyzing its historical background, core aesthetic characteristics, the aesthetic experience process, and the current status and needs of students' artistic literacy. It proposes specific application strategies for integrating calligraphy art into undergraduate art education. The research shows that calligraphy art not only enhances students' artistic perception and expressiveness but also promotes the comprehensive development of their overall literacy. Future efforts should focus on innovative teaching methods in calligraphy art education and interdisciplinary integration to further enhance educational outcomes and students' artistic literacy.

Research on the Application and Innovation of Environmental Design in Ideological and Political Work in Universities

As higher education continues to evolve, the effective integration of environmental design and ideological and political work has become a key issue for enhancing educational outcomes. This paper delves into the theoretical foundations, current status, and applications of environmental design in conjunction with ideological and political work, proposing innovative models and strategies. First, the article analyzes the core theories of environmental design, including environmental psychology, spatial cognition, and environmental behavior theory, and explores their intersection with ideological and political education theory, educational psychology, and socio-cultural theory. Second, the paper evaluates the current state of environmental design in universities, identifying the effectiveness and challenges, such as insufficient alignment with objectives, technical and financial limitations, and imperfect evaluation mechanisms. Lastly, the article introduces innovative models like thematic design, functional zoning, and immersive experience design, suggesting interdisciplinary integration, intelligent design, and community feedback mechanisms as strategies for innovation. Practical guidance and policy recommendations are provided to promote the deeper application of environmental design in ideological and political education.

Digital Equity and Accessibility in Higher Education: Reaching the Unreached

ABSTRACTDigital equity and accessibility for higher education (HE) students have become crucial since the early 21st century, especially for underserved, deprived, marginalised and oppressed students. The present study aimed mainly to reveal the barriers to digital access (BDA) faced by marginalised groups and to find effective strategies for promoting digital inclusion (DI). Another objective of the paper was to provide actionable policy insights (API) to improve DI in Pakistani universities. Participants (students from marginalised groups who face unique barriers to accessing digital education) were selected using a simple random sampling technique from the four provinces of Pakistan (Punjab, Sindh, KPK and Baluchistan). We used a cross‐sectional research design to collect quantitative data from 590 students selected from 12 universities in Pakistan using a self‐developed questionnaire via online platforms. The study's findings revealed a significant difference in digital access for marginalised groups, which contributes to educational inequalities for students in low‐income areas and remote areas facing enormous challenges. We also identified practices to improve digital accessibility, including technology‐based interventions and policy reforms to improve digital infrastructure. Based on preliminary findings, a combined effort toward digital equity can significantly improve educational outcomes for marginalised students, providing a roadmap for universities to bridge the digital divide. The present paper not only highlights the current state of digital equity and accessibility but also focuses on practical insights for policy and teachers and ensures that universities are inclusive and accessible to everyone.

Evaluating Educational Outcomes: A Comparative Analysis of Tutoring Institutes and Formal Schools

Background and Aims: A comparative analysis of tutoring institutes and formal schools is essential because it identifies the strengths and weaknesses of each educational setting, guiding improvements in teaching methods and resource allocation. This understanding informs policymakers, educators, and parents about how to improve educational strategies to help students succeed. This paper analyzes the educational outcomes of tutoring institutes and formal schools. Methodology: The methodology effectively combines various data sources and structured analysis tools to compare educational outcomes in tutoring institutes and formal schools. By combining detailed document reviews and thematic analysis, the study provides a thorough understanding of how these educational settings compare to one another. Results: the finding found that the comparative analysis demonstrates that formal schools provide a broad, structured educational framework, whereas tutoring institutes provide personalized support that improves individual academic outcomes. Formal schools benefit from a comprehensive curriculum and standardized assessments, but they may lack flexibility in meeting specific needs. Tutoring, on the other hand, excels at personalized instruction and immediate feedback, even though it can increase costs and stress for students and families. Conclusion: The findings show that formal schools provide a broad, structured education, whereas tutoring institutes provide tailored support that improves individual academic performance. Although formal schools provide a consistent curriculum, tutoring's personalized approach, despite the potential for additional costs and stress, frequently results in more targeted outcomes.

Educational outcomes school year nine in children treated for acute lymphoblastic leukemia: A nationwide registry-based study from Sweden.

Acute lymphoblastic leukemia (ALL) constitutes approximately 25% of pediatric cancers, and with contemporary protocols, the 5-year survival rate is over 90%. Despite improved survival, neurocognitive impairments from treatment raise concerns. This registry study aimed to explore the impact of ALL treatment on educational outcomes from school year nine in Swedish children. A population-based cohort of 503 children diagnosed with ALL from 1990 to 2010 was identified from the Swedish Childhood Cancer Registry and matched with five controls each. Assessed variables were delayed graduation, high school eligibility, total merit value, school grades in Swedish, English, mathematics, and physical education, and results in national tests. Analyses were performed between cases and controls and by sex, age at diagnosis, and risk group. Our results showed that, compared to controls, cases had higher odds for delayed graduation, poorer results in physical education, and higher rates of absence in national tests in English and mathematics. Children in the standard-risk group (treated with first-line chemotherapy only) exhibited similar results to matched controls whereas children in the high-risk group (treated with cranial irradiation, hematological stem cell transplantation, or/and for ALL relapse and thus likely received also radiotherapy) had lower total merit value compared to controls. We conclude that Swedish children diagnosed with ALL between the years 1990-2010 mainly exhibited comparable educational outcomes to controls, although children in the high-risk group had lower results. These findings highlight the importance of evaluating especially children with high-risk ALL in order to identify those requiring educational support and for designing targeted interventions.

Teacher education in Poland (1970–2024): policy development, legislation, and period-specific challenges

ABSTRACT This paper aims to provide a comprehensive analysis of the evolution of teacher education in Poland from 1970 to 2024, detailing socio-political and economic changes that have shaped educational policies. The study uses a historical and policy analysis approach, examining legislative documents, policy developments, and educational outcomes across three distinct periods – Socialist Era (1970–1989), Transition and Integration Era (1990–2004), and Modernisation and Reform Era (2005–2024). During the Socialist Era, centralised control and ideological rigidity resulted in a uniform system. Policy changes aimed to align education with socialist principles, often at the expense of flexibility and creativity. The Transition and Integration Era saw significant reforms driven by Poland’s move towards a market economy and European Union integration. This period focused on decentralising the education system, improving teacher qualifications, and aligning with European standards, though it faced challenges such as resource disparities and resistance to change. In the Modernisation and Reform Era, efforts have focused on improving teacher education quality through modernisation and adopting international best practices. There has been an emphasis on innovation, technology integration, and lifelong learning. Despite progress, issues like equitable resource distribution and the relevance of training programmes persist. The paper concludes with recommendations for further decentralisation, better resource allocation, continuous professional development, and integrating innovative teaching methods. These recommendations aim to guide future policy and enhance the effectiveness of teacher education in Poland. Implications for research include exploring the impact of these reforms on teacher effectiveness, policy adaptation, and practice improvement in education.