Educational Paradigm Research Articles

Development of Basic English Reading and Writing Course Based on Task-based Learning Combined with Blended learning to Enhance Reading and Writing Skills

Background and aim: The changing times and technological advancements have led to a gradual shift in educational paradigms from traditional classroom teaching to adapting to the rapidly evolving electronic and information-based environment. The emergence of new guidelines for higher education underscores the need for a transformation in foreign language education, transitioning from mere mastery of language skills to the cultivation of comprehensive language abilities. To meet the demands of the new society, universities must improve and reform their overall curriculum. The objective of this study is to explore how task-based learning combined with a blended learning approach in the Basic English Reading and Writing course can improve basic English reading and writing skills and stimulate students learning enthusiasm, who are from first-year English major students at Xi’an International Studies University: This paper aims to (1) study the background information focusing on course components and existing problems of Basic English Reading and Writing course. (2) Develop a basic English Reading and Writing course to improve students’ reading and writing skills. And (3) determine the effectiveness of implementing the Basic English Reading and Writing course which can show analysis in-depth on the effectiveness for the sake of further research. Materials and methods: In this experimental study, the sample was 25 first-year students (one class) derived by random sampling. This study used pre-test and post-test design. Data were collected and analyzed by means, standard deviation, and t-test for dependent samples. Results: (1) Background information and problems of the course: There are 6 curriculum components: principle, objectives, contents, teaching strategies, media and resources, and evaluation. Problems in the aspects from 6 curriculum components: unsuitable principle for the requirement of the developed society, unpractical objective, out-of-date and unpractical contents, outdated--teacher-centered lecture and inflexible teaching strategy, lack of good media and resources, evaluation without covering the diverse percentage from cognitive, effective, and psychomotor domains. (2) Development of the course: The Basic English Reading and Writing course was developed based on the curriculum development process and learning theory. The result of development was the improved 6-course Task-based learning and blended learning from 6 curriculum components: principle based on new policies of Chinese Ministry of Education; new objective covering cognitive, effective, and psycho-motor domains; new contents modernized with requirements of society; teaching strategies combined with task-based learning and blended learning which consist of 3 stages: pre-class, in-class, and after-class and 6 steps of teaching included in the 3 stages, application of media and resources like Superstar Platform; new evaluation designed with a diverse percentage from cognitive, effective, and psychomotor domains. (3) Implementation of the course: After implementing the developed Basic English Reading and Writing Course Based on Task-based Learning Combined with Blended learning in the Classroom, the research results were as follows: (1). the students’ overall learning achievement was higher than before from the pre-test (M=55.04, SD=10.98) to the post-test (M=70.92, SD=10.21) with a statistical significance of .05 level. The students’ reading achievement was higher than before from the pre-test (M=36.52, SD=7.39) to the post-test (M=44.88, SD=9.23) with a statistical significance of .05 level. The students’ writing achievements were higher than before from the pre-test (M=17.08, SD=6.1) to the post-test (M=24.44, SD=4.89) with a statistical significance of .05 level. (2). The students’ satisfaction (M=3.89, SD=0.75) with the Basic English Reading and Writing Course Based on Task-based Learning Combined with Blended Learning was at a high level. Conclusion: The Basic English Reading and Writing Course Based on Task-based Learning Combined with Blended Learning has a significant effect on enhancing the English writing ability of non-English major students at Xi’an University. This is because the researcher used the latest principles, identified objectives, improved contents, online media and resources, and improved evaluation methods, especially teaching strategies combining task-based learning and blended learning. The clear tasks guide students to learn effectively with determined objectives and visualized achievements on their in-class tasks and off-class tasks which are accompanied by blended learning. Students are satisfied with the developed College English Course based on task-based learning combined with blended learning

Global collaborations to change the paradigm of oral health education and care: 2024 ADEA Annual Session Chair of the Board Symposium, Proceedings.

The 2024 ADEA Annual Session Chair of the Board Symposium titled, Global Collaborations to Change the Paradigm in Oral Health Education and Care, aimed to highlight innovative global education models in oral health. The symposium sought to identify and explore opportunities for collaboration with international partners to ensure sustainable healthcare education to improve the oral health workforce. Additionally, it focused on discovering and adapting innovative solutions and best practices to enhance access to oral health services worldwide.

Smart learning and the law: examining the case of the Dubai Judicial Institute and its inevitable transition towards a modern pedagogical paradigm

Smart learning and the law: examining the case of the Dubai Judicial Institute and its inevitable transition towards a modern pedagogical paradigm

Per un nuovo paradigma educativo tra intelligenza artificiale, curricolo e cittadinanza digitale. Una prima riflessione

FOR A NEW EDUCATIONAL PARADIGM BETWEEN ARTIFICIAL INTELLIGENCE, CURRICULUM AND DIGITAL CITIZENSHIP. A FIRST REFLECTION Abstract The present research work will attempt to clarify some of the phases of the new educational paradigm in its initial state of progress. Digital, albeit with difficulty, has become the protagonist of the classrooms in our schools more in recent years. Will artificial intelligence become part of the curriculum to aim at training «new aware citizens»? The conditions seem favorable but it is necessary to create a solid team of teachers who work for the training of other teachers and that there is greater awareness of this new challenge which will bring a substantial change in our lives, without forgetting the ethical challenges that accompany the new dimension of artificial intelligence. Precisely on this point, Europe appears to be the first continent to want to regulate the spread of artificial intelligence also in the educational field.

ANALYSIS OF CANISIAN SELF-TRANSFORMATION THROUGH IGNATIAN LEADERSHIP TRAINING AT KOLESE KANISIUS JAKARTA

Ignatian leadership training programs at Kolese Kanisius Jakarta need to be evaluated periodically. The goal of this study is to examine how the Ignatian transformation designated as the goal of the leadership training programs is experienced by the students involved. This study also aims to clarify the characteristics of an Ignatian transformation and its prerequisites. The methods used in this research were a literature study mainly on Jesuit education and in-depth interviews with 9 former members of the Canisius College students council. All respondents were determined according to the purposive sampling principle while the data analysis was done using Miles and Huberman’s method. Ignatian transformation in this study is discussed in the sense of the formation of “men and women for and with others” and “human excellence,” which together form two complementary aspects of a single transformative process. This transformation takes place in Canisians who have completed their Ignatian leadership training at Kolese Kanisius. The transformative effect manifests in four areas of human excellence, namely the 4Cs (competence, conscience, commitment, compassion), aimed at service to others. Canisians display the qualities of Ignatian leaders who can reflect on themselves and direct their actions towards addressing the needs of the world. The self-transformation experienced by the Canisians results from leadership training aligned with the Ignatian Pedagogical Paradigm (IPP). Additional factors to this transformation include: a school environment that encourages ongoing formation, a shared Ignatian language within the school community, peer accompaniment throughout the formation process, and role models from the former Presidium.

An Assessment of the Feasibility of Artificial Intelligence Replacing Human Labor in the Completion of Pre-university Education

Personalized education has discreetly entered our field of vision with the rise of numerous AIs, including Chat-GPT4, Xiaodu, and MathGPTPro. The conventional educational paradigm may become obsolete, leading society to undergo significant transformations and a refinement process. This paper examines the use of artificial intelligence (AI) in education and its influence on the conventional educational framework. The analysis encompasses a literature review and empirical research on the application effects of AI in personalized learning, intelligent tutoring, and academic decision-making. Additionally, it addresses AI technology's potential challenges and future developmental trajectories within the educational sphere. What obstacles does artificial intelligence encounter in supplanting human involvement in education? In today's tailored AI education, children are happy with using AI software for learning when the educational environments match their interests, according to the poll. According to teachers, AI will not improve students' independent learning skills or critical thinking, and pupils may prefer AI's tailored training over traditional, comprehensive teaching techniques. The study's findings indicate that while AI demonstrates significant promise in education, it continues to encounter numerous limitations and challenges that hinders its ability to support human involvement in compulsory education fully.

Principal’s pro-social drive: bridging social responsibility and entrepreneurship in school-community leadership dynamics

PurposeWithin the professional paradigm of education, school principals have an important role and responsibility in shaping the organizational climate, culture and practices in schools as well as occupying an important place in the school-community discourse. To this end, this research aimed to reveal the mediating role of pro-social motivations in the relationship between school principals’ social responsibility and involvement in social entrepreneurship.Design/methodology/approachA descriptive-correlational structural equation model was deployed to test a novel theory bearing upon existing research. To this end, data from 424 Turkish school principals, collected via a survey, were analyzed using descriptive, correlational and predictive algorithms in SPSS and AMOS.FindingsThe findings revealed a strong positive relationship between social responsibility and pro-social motivation and an even stronger link between social responsibility and social entrepreneurship. Additionally, pro-social motivation significantly mediated the relationship between the constructs of interest.Practical implicationsThese results hold valuable implications for designing effective schools–community relations and school principal training aligned with 21st century educational professional trends.Originality/valueAn original empirical study that combines all these said concepts and perspectives has not been conducted with school principals before. This research contributes to the tremendous potential of school principals to shape a brighter future by finding proactive solutions to persistent inequalities in society through educational responsibility and entrepreneurial leadership in the Turkish context.

Retraction Note: Nurturing Entrepreneurial Mindsets and Talent Training for English Majors: An Outcome-Based Education Paradigm

Retraction Note: Nurturing Entrepreneurial Mindsets and Talent Training for English Majors: An Outcome-Based Education Paradigm

Vermont's Universal School Meals Program: Challenging the Neoliberal Education Paradigm.

This article examines the recent implementation of Universal School Meals (USM) programs in several US states in the context of the increasing influence of neoliberalism in the public schooling system. By subverting a neoliberal paradigm, USM programs disrupt prevailing narratives of poverty and work to reclaim education's central place in the public sphere. A systems-thinking analysis of this issue reveals USM programs to be a powerful leverage point for change. Examining Vermont as a case study, this analysis explores how USM programs present an opportunity to reimagine the purpose of public schooling beyond the boundaries of a neoliberal paradigm.

Identifying and Applying a Strength-Based Research Approach in Indigenous Health

Strength-based approaches are regarded as being effective in research with communities but there are minimal examples of application as a research approach, particularly in health, with Indigenous populations, and with youth. Systemic racism manifested through colonization, including in academic institutions, has contributed to historical and ongoing traumas by supporting the overuse of deficit-based approaches with Indigenous populations in many disciplines, including health. We present our creation and application of a strength-based methodological approach to research in health alongside Dene First Nation youth. It was developed on principles consistent with the strength-based paradigms in social work, psychology, and education. We share four main components of strength-based research approach: 1) identifying strengths, 2) prioritizing and creating descriptions of strengths, 3) refining strengths by gathering contextual examples, and 4) depicting strengths to plan future research. Each component included qualitative methods (such as asset-mapping, nominal group technique, storytelling interviews, and participatory 360-degree video) that reflected aspects of strength-based approaches and emphasized active participation, multiple knowledge sources, and empowerment. Utilizing this approach promoted connectivity to the larger environment, inclusivity of multi-knowledge sources, agency and voice, increased empowerment, and practicality in action. We share challenges and lessons learned from exploring a strength-based approach in health research and provide insights for researchers interested in applying a strength-based approach to research, particularly in Indigenous health.

La perspectiva hacker para la educación en derechos humanos en la cultura digital

This article presents a participatory and activist action-research project conducted in Brazil by the Federal Universities of Santa Catarina and Bahia, in collaboration with public schools. The systematized and researched experience offers a thoughtful reflection on the integration of Information and Communication Technologies (ICT) in human rights education, presenting it as both a challenge and an opportunity for new possibilities. The proposal merges hacker education with human rights education. The hacker education paradigm emphasizes the value of autonomy, agency, empowerment, authorship, and collective, collaborative production in an openness of sources and know ledges with, for, and through ICT. This paradigm intersects with the human rights education paradigm, particularly in its promotion of the acceptance of otherness and its commitment to democratic coexistence, plurality, and intercultural education. Based on a project carried out between 2018 and 2022 with basic education teachers, this research aimed to analyze the challenges and opportunities presented by the hacker perspective in human rights education in the digital age. The university-school action is analyzed through the collective understanding of the project's participants and presents principles to guide public policies, teacher education, and educational research, including the importance of research on the margins, the role of public intellectuals, the dismantling of the subject-object distinction, the promotion of non-hierarchical relationships between universities and schools, and the recognition of teachers as researchers.

Philosophical Aspects of Critical Pedagogy of Paulo Freire in the Context of Students’ Academic Integrity

The topic of academic integrity and ethics and culture of behavior is recognized as relevant in various communities and the scientific community. Homo digital, possessing a high level of critical thinking, should become the model of personality in the new paradigm of education. In the article, the authors analyze the philosophical aspects of Paulo Freire's critical pedagogy through the prism of academic integrity in the context of the modern development of the philosophy of education. They conclude that education is a means of liberating a person, and academic integrity is a way to achieve the same goal. Academic integrity is indirectly supported by the correct choice of communication methods, as well as procedures for creating new knowledge and the image of the world, which is personalized by a specific student. Various practices involved in the processes of perception allow a multidimensional understanding of the realities of the world. The authors emphasize that the concept of education, developed by the Brazilian pedagogue and philosopher F. Freire, involves a highly personal perception of the real world and educational content through a critical approach, which is supported by comparing the new knowledge acquired by the student with personal life experience.

The Phenomena of Curriculum Development and Shifting in Modern Era

This research discusses the development and shifting of curriculum in the modern era, highlighting the changing paradigm of education to address global needs and local challenges. The study traces the evolution of the curriculum, from traditional concepts to modern innovations such as the Merdeka Curriculum. Particular attention is paid to the integration of project-based approaches, learning flexibility and strengthening student character through the values of the Pancasila Student Profile. It also reviews the drivers and inhibitors of curriculum development, including teacher readiness, educational infrastructure, and social and cultural dynamics. Policy implications show the importance of collaboration between government, educators and communities to ensure the successful implementation of a relevant, inclusive and adaptive curriculum. This research offers strategic recommendations to build an education system that is able to respond to the demands of the digital era and the diversity of society.

SEL and Technology: The Role of Digital Tools in Promoting Emotional and Social Skills

Social and Emotional Learning (SEL) has emerged as a crucial component of education, equipping students with essential skills for personal and interpersonal success. This synthesis explores the interplay between digital tools and learning, with a focus on interactivity, emotional literacy, and the evolving nature of education. The integration of technology reshapes traditional educational paradigms by emphasizing performative and collaborative dimensions of learning. Theoretical frameworks such as social constructivism highlight the role of digital tools in fostering collective meaning-making and situated learning. Meanwhile, the transformative potential of technology in early childhood education underscores its dual role as both a challenge and a resource. Digital tools offer significant advantages in promoting SEL by providing interactive, accessible, and personalized learning experiences. The integration of AI and other advanced technologies further enhances the efficacy of these tools. Despite concerns about diminishing face-to-face interactions, intentional applications of digital tools can bolster socialemotional skills, from empathy to collaboration. Examples include interactive platforms fostering peer review, storytelling techniques, and role-play activities tailored for both graduate students and preschoolers. These innovations align with future workplace needs, emphasizing emotional intelligence, teamwork, and adaptability. This discussion advocates for a balanced integration of technology, ensuring that the human elements of education-collaboration, creativity, and social connectionremain central amidst technological advancements. This paper also explores the intersection of SEL and technology, examining how digital platforms, applications, and resources contribute to the development of emotional and social competencies.

TRANSFORMING EDUCATION IN UKRAINE: PARADIGM SHIFTS AND MODERN CHALLENGES

The article explores the transformative journey of Ukraine's education system, focusing on the paradigm shifts necessitated by socio-economic transformations and global challenges. The main goal of the article is to analyze the necessity and implications of educational paradigm shifts in Ukraine amidst socio-economic transformations and global challenges, while outlining strategies to modernize the educational system to meet future demands. The article emphasizes the critical role of educators in aligning educational processes with contemporary demands. A review of pedagogical paradigms highlights the evolution from traditional authoritarian approaches to learner-centered methodologies. The study analyzes the implications of these shifts, underscoring the influence of Ukraine's transition to a market economy and its integration into global frameworks such as the Bologna Process. The methodology combines a qualitative review of legislative frameworks, policy documents, and expert analyses to assess the impact of these changes on the education sector. Key results reveal the need for personalized learning trajectories, dual education models, and modernization initiatives to address systemic inefficiencies and equip learners with the skills necessary for the 21st century. The challenges posed by resistance to change and the ongoing war with Russia further emphasize the urgency of aligning reforms with national recovery and development goals. The article also inncludes by advocating for an adaptive, inclusive, and innovative education system as a cornerstone of Ukraine's future prosperity. Future research should focus on evaluating the effectiveness of implemented reforms and exploring innovative strategies for integrating digital technologies and fostering global competencies among learners.

Portraying my Research Journey from Positivist to Post-Modernist

This paper delves into the philosophical underpinnings of various educational research paradigms, spanning from Positivism to Post-Modernism. Through an exploration of the researcher's pedagogical journey, it aims to elucidate the interconnections between epistemology, ontology, axiology, and methodology within each paradigm. Beginning with Positivism, characterized by its emphasis on empirical observation and objective truths, the paper navigates through the evolution towards Post-Positivism, which acknowledges the role of subjectivity and context in knowledge production. Interpretivism is examined next, highlighting its focus on understanding the subjective meanings and interpretations individuals attach to their experiences. Criticalism emerges as a paradigm that critiques power structures and seeks to empower marginalized voices in research. Finally, the paper delves into Post-Modernism, which challenges grand narratives and embraces pluralistic perspectives. Each paradigm is illustrated with examples from the researcher's own experiences, demonstrating how research within each framework is justified and legitimized. Through this exploration, the paper contributes to a deeper understanding of the diverse philosophical perspectives that inform educational research methodologies.

Pedagogical innovations in preschool education – conditions for successful development of a child

The article presents an analysis of innovative technologies and the specifics of their implementation in the educational process in a preschool educational institution. It is stated that the updated educational paradigm today orients preschool educational institutions to search for ways of successful development of a preschool child. It is the most relevant for the formation of readiness of preschool teachers for innovative and creative professional activity, because of the modern educational process is impossible without the introduction of innovative technologies.It is undeniable that with the help of new scientific and technical developments it is possible to raise the level of education, including preschool education, to a qualitatively new level that meets the requirements of educational policy in the state.The essence of the concepts of «innovation», «innovative technologies» is revealed. It is interpreted as a system of methods, ways, techniques of teaching, educational means aimed at achieving a positive result due to dynamic changes in the personal development of a child in modern socio-cultural conditions.It is noted that pedagogical innovations can either change upbringing and training, or improve them. Innovative technologies combine progressive creative technologies and stereotypical elements of education that have proven their effectiveness in the process of pedagogical activity in preschool education institutions. It is determined that any innovation is the creation and further use of a fundamentally new component, as a result of which qualitative changes in the educational and developmental environment of the preschool education institution occur. Innovative technologies in preschool education institutions are aimed at creating modern components and techniques, the main purpose of which is the modernization of the educational process. Based on the analysis, the following innovative technologies used in the preschool education system were identified: gaming technologies, problem-based learning technologies, developmental learning technologies, alternative technologies, computer technologies. It is concluded that one of the conditions for the implementation of innovative technologies in the practice of a preschool education institution is the teacher's readiness for innovative and creative professional activity, which is carried out at the appropriatemethodological, theoretical and technological levels.

Современное межкультурное иноязычное образование

The article is devoted to the current state of foreign language education at the present stage of development of foreign language teaching methods. At present, there is a departure from the absolutization of the communicative approach and purely communicative competence as the ultimate goal of education and a change in the philosophy of education: a transition from a knowledge-centric paradigm of education to a culturally consistent one. Particular attention is paid to the difference between communicativeness and communication, which is put forward as the main goal of foreign language education. Teaching a foreign language as a phenomenon of constant communication of a student with another culture in the course of linguistic communication is intercultural in nature. The transition from the knowledge-centric paradigm of education to the culturally appropriate one required a change in the entire education system: the content, methods, units and means of education, which are considered in detail in the article. The thesis is substantiated that only a conscious and theoretically substantiated intercultural orientation of the process of teaching a foreign language can form a personality free from prejudices and stereotypes in relation to a foreign culture.

Development and Validation of Learning Package in Precalculus

The development of instructional materials is seen as a vital educational goal for addressing the needs of all students and ensuring quality education. As educational paradigms evolve, there is a growing emphasis on creating resources that engage, empower, and cater to the individualized learning of students. The study endeavored to develop and evaluate Modules in Precalculus for Grade 11 STEM students. The study employed the research and development (R&D) design and descriptive research method, utilizing the evaluation rating sheet for print resources adopted from the Department of Education. The passed-not-passed method was used to determine the extent of validity of the developed modules. Five experts in the field of mathematics and language evaluated the learning material, and the data were analyzed using frequency count, mean, and summation. The newly developed learning material in Precalculus wraps up eleven (11) modules. The presentation of the topics embraces the 5E instructional model in achieving the targeted learning outcomes grounded on the Most Essential Learning Competencies (MELCs). As a result, the Modules in Precalculus for Grade 11 STEM students exhibited remarkable substance and met the standards and requirements of the evaluation process. The developed modules augment the existing learning resources used for teaching the subject in Senior High School.

ВИКОРИСТАННЯ ВІРТУАЛЬНОЇ РЕАЛЬНОСТІ У ПІДГОТОВЦІ МАЙБУТНІХ ФАХІВЦІВ

The article examines the conceptual foundations of virtual reality (VR) in the field of culture and art, addressing both socio-philosophical and practical aspects. The concept and activities of virtual museums in various countries are detailed, and the possibilities of applying technologies already tested in contemporary museums for the training of professionals in the fields of culture and art are analyzed. It is demonstrated that virtual reality has the potential to effectively implement the modern "subject-to-subject" educational paradigm in culture and art, fostering the development of cognitive skills and creativity among students. It is highlighted that VR is one of the leading digital technologies impacting all areas of human activity, particularly culture and art. VR creates the illusion of reality, allowing users to interact with digital objects and environments. In art, this technology opens new possibilities for the creation of innovative artistic practices and projects. The digital virtualization of art, actively evolving since 2017, promotes the integration of VR into the operations of leading museums worldwide, such as the Louvre, the National Museum of Singapore, and Tate Galleries. Under these conditions, VR not only facilitates the creation of interactive exhibitions but also ensures global access to cultural artifacts via the Internet. Projects like the Google Cultural Institute illustrate how VR bridges virtual and real experiences, offering innovative forms of studying and presenting art. In education, VR serves as a crucial tool for training professionals, particularly in the fields of culture and art. Virtual simulations allow for more effective acquisition of knowledge and the development of critical thinking, creativity, and professional motivation. Contemporary studies confirm that VR enables students to model processes that are otherwise impossible or difficult to replicate in real environments.