Paradigm Shift In Education Research Articles

POSITIVE EDUCATION: INCORPORATING POSITIVE PSYCHOLOGY INTO THE CLASSROOM FOR STUDENTS’ ACADEMIC SUCCESS

In recent years, there has been a paradigm shift in education towards a more holistic approach through incorporating positive psychology to support student’s academic success and well-being. This piece thoroughly analyses the notion of positive education and how it can be used in the classroom to improve students’ academic progress and general well-being. Positive education is an innovative teaching system that combines traditional academic instruction with positive psychological ideas. Within psychology, positive psychology is a subfield that specializes in improving positive emotions, character qualities, and overall psychological well-being. Positive education attempts to improve students’ cognitive ability and emotional intelligence, character development, and resilience by bringing positive psychology into education. Positive emotions, engagement, relationships, meaning, and accomplishment, as rudiments of positive psychology, are central to positive education. The cultural and contextual relevance of positive psychology principles were examined to ensure the application and success of positive education across varied student demographics. Findings revealed that students’ morale was boosted, and interest in their studies was strengthened as teachers applied positive psychology principles to their teachings.

Role of Self-Directed Learning in Pedagogy – Current Scenario of Competency-Based Medical Education

Abstract Self-directed learning (SDL) is a learning procedure among participants where they understand their learning goals, formulate them, and identify resources for learning. There are four key steps of SDL. SDL allows learners to be more effective learners and social beings through peer group discussions. Hence, it helps develop innovative ideas and valuable insights. The COVID-19 pandemic has caused a significant paradigm shift in teaching–learning methods. The self-paced online courses are appeared to be a crucial part in learning during the pandemic. Those courses are somehow interlinked with the principles of SDL, thus SDL can be a boon in the current scenario with the COVID-19 pandemic. However, lack of independence and self-motivation forms a major barrier to SDL learning. The lack of a healthy relationship between the teachers/instructors and students and adequate technology might also affect the adoption of SDL. SDL will attain a massive success with the availability of adequate resources and technology and their effective utilization.

Bridging the educational gap: a comprehensive approach to combating the surge in sexually transmitted infections

Introduction: Sexually transmitted infections (STIs) pose a significant public health challenge in contemporary society, exacerbated by evolving sexual behaviors and societal shifts. Despite advancements in medical science, the prevalence of STIs continues to rise, necessitating a multifaceted approach to combat this epidemic. This opinion article examines the prospect of addressing the surge in STIs through a comprehensive strategy that encompasses educational reforms, destigmatization efforts, enhanced resource accessibility, and technological innovations. Objective: The primary objective of this article is to underscore the urgency of implementing a comprehensive approach to combat the escalating rates of STIs. By elucidating the limitations of existing educational frameworks and societal attitudes towards STIs, this article seeks to advocate for transformative measures that bridge the educational gap and foster a more informed and empowered populace capable of preventing and managing STIs effectively. Methods: This opinion piece is based on existing literature on STIs, educational strategies, and public health interventions to formulate a comprehensive approach to addressing the STI epidemic. Drawing upon empirical evidence and expert opinions, the article identifies key areas for intervention and proposes actionable recommendations for stakeholders, including policymakers, educators, healthcare providers, and community leaders. Results: The analysis underscores the pressing need for a paradigm shift in STI education and prevention efforts. Current educational modalities often fail to resonate with modern sexual behaviors and perpetuate the stigma surrounding STIs, impeding effective prevention and treatment initiatives. By adopting a comprehensive approach that integrates accurate information, destigmatization campaigns, enhanced access to resources, and innovative technologies, significant strides can be made in curbing the spread of STIs and promoting sexual health and well-being. Conclusion: In conclusion, combating the surge in STIs demands a concerted effort to bridge the educational gap and address the root causes of the epidemic. By embracing a comprehensive approach that acknowledges the complexities of modern sexuality, destigmatizes STIs, and empowers individuals with knowledge and resources, we can pave the way toward a healthier and more sexually literate society. Policymakers, healthcare professionals, educators, and community stakeholders must collaborate to enact meaningful change and mitigate the profound impact of STIs on public health and well-being.

Metaverse: A Paradigm Shift in STEM Education for Science Learning Beyond the Review

The integration of the Metaverse into innovative education has the potential to transform traditional teaching methods, offering new opportunities for both in-person and remote learning, ultimately making education more engaging and effective. This research aims to provide a cutting-edge assessment of how the Metaverse is integrated into education specific to science learning in the context of future employment. This article highlights its contemporary relevance and novel insights. This qualitative descriptive study uses data-gathering procedures based on the library research method. Metaverse platforms offer immersive and interactive experiences that enhance students’ understanding of scientific concepts. Metaverse-based science learning is not confined by geographic limitations, enabling a broader audience to access quality educational content. Researchers are increasingly interested in investigating the effectiveness of metaverse-based science learning, and industry support and investment drive innovation in this field. However, this study is limited in its reliance on Scopus as the sole source of articles. Nevertheless, this research is a valuable resource for educators seeking to integrate the Metaverse into science education. Researchers recommend that future researchers conduct more targeted literature reviews focusing on specific learning models, subjects, educational levels, and curriculum variations.

Paradigm shift in hospitality education during the pandemic period: the hospitality industry stakeholder's perspective before and after the pandemic period

Paradigm shift in hospitality education during the pandemic period: the hospitality industry stakeholder's perspective before and after the pandemic period

Speech norms shaping adult-child discourse in Ghana: A critical pedagogy perspective

This study investigates the speech norms shaping adult-child discourse in Ghana, focusing on three tribes: Asante, Dagbani, and Akuapem Kyerepon. The study uncovers pervasive cultural conservatism, where challenging established norms is deemed unacceptable, especially in the context of child-elderly interactions. The study reveals a profound acquiescence effect, wherein children are compelled to accept statements from adults, even if they are aware of inaccuracies. Ageism also plays a significant role, as the culture discriminates against children, restricting their ability to contest and/or oppose the knowledge and opinions of the elderly. The implications of these speech norms on critical pedagogy in schools are explored. It was found that the rare practice of critical pedagogy significantly hindered the development of students' critical thinking and problem-solving skills. Students found it quite challenging in question the validity of knowledge, expressing disagreement with teachers views, and initiating discussions due to deeply ingrained speech norms of the Ghanaian society. These findings underscore the need for a paradigm shift in Ghanaian education to foster critical thinking. This calls for the need for sensitization of teachers and educational policy essential for integrating critical pedagogy effectively.

Revitalizing Historical Learning: Integrating Practical Methods in History Education Curriculum

This abstract proposes a paradigm shift in history education by advocating for the integration of practical methods into the curriculum. Recognizing the limitations of traditional classroom-based approaches, this research explores innovative techniques that immerse students in historical contexts, fostering deeper engagement and understanding. By incorporating hands-on experiences such as archival research, site visits, and reenactments, educators can create dynamic learning environments that stimulate critical thinking and empathy. This study aims to assess the effectiveness of these methods in enhancing historical literacy and cultivating a lifelong appreciation for the past among students. Through a combination of qualitative and quantitative analyses, it seeks to provide insights into best practices for revitalizing history education in the 21st century.

Redefining Early Literacy: A STEAM Approach at AZ Zahra NU Kindergarten, Magelang

This research investigates the implementation of a Science, Technology, Engineering, Arts, and Mathematics (STEAM)-based learning approach at AZ Zahra NU Salaman Magelang Kindergarten, aiming to enhance early childhood literacy in reading, writing, and arithmetic. Employing a qualitative, descriptive case study methodology, the study focuses on learning design, execution, and evaluation through the STEAM lens. Data were collected via observations, interviews, and documentation involving the principal, deputy principal, and classroom teachers. The learning process at Az-Zahra NU Kindergarten has transitioned from conventional drills to a STEAM approach, utilizing loose-part media and play activities tailored to each child's unique learning style. The study reveals a significant paradigm shift in early childhood education from traditional methods to a more dynamic, integrative STEAM approach. This shift promotes holistic development and simplifies educational planning, enabling educators to concentrate on adaptive, child-centric strategies. The findings highlight the successful integration of STEAM elements into the curriculum, enhancing children's engagement and creativity in learning. However, the research's limitation lies in its focus on a single institution and qualitative data, suggesting the need for broader, mixed-method studies in diverse educational settings. Future research should also include longitudinal studies to assess the long-term impacts of the STEAM approach. In conclusion, the study presents a compelling case for the widespread adoption of STEAM in early childhood education, offering a more effective and engaging method for fostering early literacy and comprehensive child development in the 21st century.

통일교육 패러다임 전환론의 문제점 분석 및 대안모색을 위한 연구

This study was conducted with the aim of examining the paradigm shift theories of unification education. Each of these paradigm shifts had the following problems. The paradigm shift from security to peaceful unification has issues such as incompleteness of paradigm shift, the still central position of security, and the unclear status and conceptual establishment of the concept of “unification” when transitioning from security education to unification education. The paradigm shift to unification education by various theories of education has a problem either the maintenance or replacement of unification education, and there is also a problem that it does not present the systematic relationship between education and unification education by various theories of education. Following the emergence of post-modernity, the theory of paradigm shift in unification education has problems such as appropriateness of alternatives, appropriateness of application to the Korean modernity, and problems that do not show great difference in content from the existing new paradigm of unification education.
 In order to achieve the correct shift in the paradigm of unification education while overcoming these problems, this study suggests several things as follows.
 First, in the era of post-Cold War inter-Korean reconciliation, unification education needs to achieve a complete paradigm shift from security to unification, which refers to education for “unification” itself, which converts division consciousness to unification-oriented consciousness, and education that seeks to shift awareness from division to unification.
 Second, in order to properly realize the paradigm shift to unification education in various theories of education, such as democratic citizenship education and peace education, it is necessary to include it in the systematic connection of unification education through education theory by and sub-education for unification ideology.
 Third, the paradigm shift to post-division education following the emergence of post-modernity needs to be pursued in the context of inclusion and convergence in unification education.

Enhancing Preschool English Vocabulary Through Multimedia Tools: Insights from a Mixed-Methods Study

Purpose – The primary objective of this research was to evaluate the effectiveness of multimedia tools in augmenting English vocabulary enrichment in preschool environments. This study was driven by the need to explore innovative approaches in early childhood language education and assess these tools' impact in enhancing learning experiences. Design/methods/approach – Adopting a mixed-methods approach, the study, conducted in two North Aceh preschools, evaluated multimedia integration in teaching and its impact on student outcomes, motivation, and engagement. It combined observations, document analysis, interviews, and tests, employing qualitative (educator interviews) and quantitative (vocabulary pre-and post-tests) data collection methods. Findings – The findings significantly improved students' vocabulary acquisition and active participation. Using multimedia tools in teaching and incredibly interactive PowerPoint presentations led to enhanced engagement and effectiveness in learning. Students showed marked improvements in self-confidence and language skills. The study also observed that multimedia integration fostered collaborative learning and increased technological proficiency among students. Research implications/limitations – These findings imply a potential paradigm shift in early childhood language education, suggesting incorporating multimedia tools for more engaging and compelling learning experiences. The study's limitations include its focus on specific preschool environments and the potential challenge of replicating the approach in resource-limited settings. Further research is needed to assess the approach's applicability in diverse educational contexts and its long-term impacts. Originality/value – This study offers novel insights into the application of multimedia tools in early childhood language education. It highlights how innovative teaching methods can significantly improve vocabulary skills and educational outcomes. These findings suggest impactful changes in teaching practices and pave the way for future research and potential shifts in educational policies. Paper Type Research paper

Competence-based approaches in curricula: A comparative analysis of Russian and Chinese commercial vocational education and training programmes

In recent decades, Competence-Based Education (CBE), which emerges to promote the competence development of learners, has been recognized as a pivotal framework, initiating paradigm shifts in Vocational Education and Training (VET) across the globe. Notwithstanding critiques regarding conceptual limitations and its association with neoliberal models of education, the concept of CBE is widely adopted in the VET systems of many countries. However, there is the dearth of empirical evidence about how this concept is implemented into educational practice within the national VET contexts, in which the CBE concept is introduced and regarded as initiative of VET modernization. Against this background, this study investigates the implementation of the approaches to competence orientation (also called competence-based approaches, abbr. CBA) in the curricula of commercial VET programmes in China and Russia, specifically focussing on Accounting and Logistics. Through qualitative content analysis, the study illuminates features of the CBA embedded in curricular documents at both national and institutional levels within these countries. The comparison of the results highlights potential similarities and distinctions regarding the realization of the CBE concept into educational practice of VET between both countries. The comparative findings reveal significant alignment with labour market needs, yet differences emerge in the principles regarding competence-based teaching and learning between both countries. While Chinese VET programmes showcase more individualized embedment of the CBA in different institutions, greater standardization of the CBA embedment evident in Russian VET curricula. These findings underscore the influence of national contexts in shaping the interpretation and application of global educational trends, offering nuanced insights for policymakers and educators looking to optimize the realisation of the CBA within VET curricula.

Economic Growth Unleashed: The Role Of Digitalization In India's Ascent To $5 Trillion

In the annals of India's recent history, the inexorable march of digitalization stands out as a formidable force propelling the nation's advancement. Over the past decade, it has emerged as a pivotal driver, fundamentally reshaping the landscape of the Indian economy. Serving as a linchpin in business operations, digitalization has orchestrated a paradigm shift in various sectors, including healthcare, education, finance, retail, transport, and agriculture. The infusion of cutting-edge technologies such as cloud computing, artificial intelligence, machine learning, and the Internet of Things has not only revolutionized service delivery but has also ushered in a cost-effective era of conducting business. This research paper explores into the intricate role played by digitalization in steering India towards the coveted $5 Trillion Economy echelon. Offering a comprehensive overview of the digitalization concept and its profound impact on the Indian economy, the paper scrutinizes the adoption of digital technologies and their influence on economic development, guided by government policies, support, and initiatives. The transformative power of digitalization manifests in improved citizen access to services and heightened operational efficiency. However, amidst the success narrative, the paper addresses the formidable challenges that India's Digital Economy confronts. Issues such as infrastructure and connectivity constraints, a dearth of requisite skills and training, and concerns over data security and privacy punctuate the transformative journey.

Primary care in the world of integrated care systems: education and training for general practice

Here, we discuss the required education and training for the emergent and evolving roles of GPs and other healthcare professionals within Integrated Care Systems (ICSs). We underscore the importance of collaborative skills for all medical specialties, and the need for interprofessional education and leadership development in undergraduate and postgraduate medical training. We also argue for a paradigm shift in medical education, away from traditional siloed approaches and toward comprehensive training that prepares practitioners to excel in integrated and multidisciplinary healthcare environments, within which expert generalists (GPs) and specialists collaborate in individual patient care and concurrently co-develop innovative system pathways for chronic medical conditions, including complexity and frailty. We highlight the need to align workforce development with evolving healthcare systems and the existing obstacles hindering this alignment.

Overcoming educational challenges: an innovative remote program for high school students during the pandemic

The COVID-19 pandemic catalyzed a paradigm shift in education, necessitating innovative approaches to engage students. This article discusses the "Winter at the University" project, which aimed to bridge the gap between higher education and public schools during the pandemic. The project encompassed remote stages, from promotion to execution, with a selection process utilizing online forms. The instructional design featured synchronous sessions, virtual laboratories, and flipped classroom techniques. The initiative fostered interest in science, though the virtual format limited hands-on experiential learning. As a future direction, the study recommends longitudinal impact assessments, comparative analyses, qualitative inquiries, and exploration of cross-disciplinary and demographic aspects. The findings offer insights into the potential and constraints of remote learning, illuminating avenues for further research and development in transformative education strategies.

Competence committees decision-making; an interplay of data, group orientation, and intangible impressions

BackgroundThe implementation of competency-based medical education and utilization of competence committees (CC) represents a paradigm shift in residency education. This qualitative study aimed to explore the methods used by two operational CC and their members to make decisions about progression and competence of their residents.MethodsAn instrumental case study methodology was used to study the CC of two postgraduate training programs. Transcripts from observed CC meetings, member interviews, and guiding documents were analyzed using a constructivist grounded theory approach to reveal themes explaining the decision-making process.ResultsOur study found that the CC followed a process that began within a social decision schema model and evolved to a discussion that invoked social influence theory, shared mental models, and social judgment scheme to clarify the points of contention. We identified that the CC decision-making was at risk of bias, primarily influenced by the group composition, the group orientation and individual members’ mindset, as well as their personal experiences with the trainees.ConclusionsIncreased awareness of the sources of bias in CC functioning and familiarity with the CC role in competency-based medical education would enable committees to provide valuable feedback to all trainees regardless of their trajectory.

Exploring the Practices on Macro Skills Integrated Assessment in Philippine Higher Education Context:Basis in Designing a Language Training Material

Despite the great number of studies on separated skills assessment in measuring language performance, integrated assessment has recently been occupying a significant place as educational paradigm shift continues to uphold a more skills-oriented language assessment scheme. This research determined the practices on integrated assessment of macro skills in English as a Second Language (ESL) classes to subsequently design a Language Training Program (LTP) and material appropriate to teachers’ needs. It followed the design of a Type I developmental research which includes multilevel stages of instructional development such as analysis, design, implementation and evaluation. Nevertheless, this paper only reports the analysis phase of the research due to its longitudinal nature and the multifaceted analysis of the qualitative data. It utilized interview and document analysis as initial research instruments. The participants of the study were language teachers and learners selected via total enumeration and purposive sampling, respectively. As a result, the research accentuates the need to improve the employment of stimulus-related and thematically linked tasks as equally significant features defining the practice of integrated assessment in language classrooms.

Artificial intelligence in developing countries: The impact of generative artificial intelligence (AI) technologies for development

This paper explores the potential impact of Generative Artificial Intelligence (Generative AI) on developing countries, considering both positive and negative effects across various domains of information, culture, and industry. Generative Artificial Intelligence refers to artificial intelligence (AI) systems that generate content, such as text, audio, or video, aiming to produce novel and creative outputs based on training data. Compared to conversational artificial intelligence, generative artificial intelligence systems have the unique capability of not only providing replies but also generating the content of those responses. Recent advancements in Artificial Intelligence during the Fourth Industrial Revolution, exemplified by tools like ChatGPT, have gained popularity and reshaped content production and creation. However, the benefits of generative artificial intelligence are not equally accessible to all, especially in developing countries, where limited access to cutting-edge technologies and inadequate infrastructure pose challenges. This paper seeks to understand the potential impact of generative AI technologies on developing countries, considering economic growth, access to technology, and the potential paradigm shift in education, healthcare, and the environment. The findings emphasize the importance of providing the necessary support and infrastructure to ensure that generative AI contributes to inclusive development rather than deepening existing inequalities. The study highlights the significance of integrating Generative AI into the context of the Fourth Industrial Revolution in developing countries, where technological change is a crucial determinant of progress and equitable growth.

The possibilities of individualization of the educational trajectory for persons with secondary vocational education while continuing their studies at the university

The reform of the modern education system involves a paradigm shift in education, where the focus is on the development of personal creative abilities. Special attention is given to the search for individual self-determination of students, creating conditions for their full development and self-realization, and organizing the learning process according to their needs and abilities. In this context, educational organizations need to change the organization of the educational process and implement innovative personal-oriented technologies and tools for managing the educational process.The goal of this article is to examine approaches to managing the personalization of the educational process through the development and implementation of individual educational trajectories. The authors are present arguments in favor of the necessity of personalization in the educational process, as well as its essence and characteristics. Personalization is considered as a way of designing an educational environment that meets the interests, values, motivations, and needs of each learner and is based on their personal resources and individual characteristic, as well as ensuring the optimal choice of forms and methods of learning.The article is discussing methods of individualizing the educational trajectory of a graduate of vocational education, identifi es and describes a set of organizational and substantive measures aimed at managing the personalization of the educational process through the creation of individual educational trajectories in mixed groups.From the information presented, it can be concluded that the management of the personalization of the educational process is a sequential process, which results in a change in the personality of the student. The personalization is contributing to the eff ectiveness of educational activities and requires special complex and systematic actions on the part of the educational organization and all participants in educational relations.

Learning Leadership Transformational Teacher in the Independent Learning Program at Garuda Kindergarten and Tunas Bangsa PKK Kindergarten, Ponorogo District, Indonesia

This study analyzes the role and learning leadership strategies of Transformational teachers in implementing the Freedom to Learn Program at Garuda Kindergarten and Tunas Bangsa PKK Kindergarten, Ponorogo Regency. The research method used is qualitative research with a case study approach. The study population included the transformation force teachers involved in the Independent Learning Program in the two kindergartens. The research sample was selected based on specific criteria, and data were collected through participant observation, in-depth interviews, and document analysis. Data analysis was performed using thematic analysis. The study results show that Transformational teachers are essential in implementing the Freedom to Learn program. They demonstrate effective learning leadership by engaging with other teachers, encouraging collaboration, and providing peer support and coaching. Transformational teachers also use innovative learning strategies and focus on developing student competencies. In addition, Transformational teachers also overcome various obstacles in program implementation, such as limited resources and paradigm shifts in education. These findings indicate that the Transformational teacher's learning leadership plays an essential role in driving the success of the Freedom to Learn program. The research results provide a deeper understanding of the Transformational teacher's role in this program's context and provide suggestions for developing education policy and practice at the local and national levels.

대학 ESG 교양교육의 방향

In this paper, as a strategy for revitalizing ESG(Environmental, Social, and Governance) education, we looked at the direction of ESG liberal arts education in universities. To this end, the theoretical background of ESG and cases of companies and local governments were examined. In addition, through cases of citizen participation and learner-centered ESG education with local communities and university students, a draft educational program and learner satisfaction survey results were analyzed. Finally, as a way to expand ESG education from the perspective of civic literacy and lifelong education, the direction and teaching methods of ESG liberal arts education in universities were examined. Through this, it was confirmed that ESG liberal arts education can be a new paradigm shift in university education and an innovative education strategy.