Educational Paradigm Research Articles

Critical design futures thinking and GenerativeAI: a Foresight 3.0 approach in higher education to design preferred futures for the industry

Purpose The purpose of this study is to examine how integrating Foresight 3.0 (FS3.0) and the Critical Design Futures (CDF) framework into higher education can enhance students’ capacity to design preferred futures for the hospitality industry. Specifically, this study hypothesises that (H1) participation in a Digital Media Production module, underpinned by the CDF framework, bolsters students’ capabilities in designing innovative solutions for future‐oriented challenges in a Future of Hospitality-themed project. Additionally, (H2) the strategic integration of Generative AI (GenAI) tools with critical, design, and futures thinking skills within the CDF framework enhances students’ intellectual agility through iterative and dialogic interactions with GenAI tools. The methodology includes online surveys, multimodal and thematic qualitative analyses of students’ digital prototypes and reflections to study the effectiveness of FS3.0 and the CDF framework in cultivating future-ready graduates. Design/methodology/approach This study aims to explore the adoption of innovative tools and methodologies that anticipate future challenges while promoting proactive, solution‐oriented learning within higher education. The research investigates the integration of FS3.0 with the newly developed CDF framework within a Digital Media Production module tailored for the hospitality industry. FS3.0, by merging foresight with collective intelligence, fosters a collaborative, forward‐thinking educational paradigm that enhances students’ capacity to address complex, systemic, real‐world challenges. In this context, students engage in hands‐on activities, participating in intellectual sparring with GenAI tools–prompting, critiquing, and refining AI‐generated outputs–guided by the CDF framework. This approach aims to develop students’ creative confidence, critical competence, and futures flexibility (Patel et al., 2024). Findings Preliminary findings suggest that integrating FS3.0 and the CDF framework elevates students’ abilities to ideate and innovate effectively, particularly in developing solutions for industry‐specific challenges in the hospitality sector. The iterative, collaborative interaction with GenAI tools appears to enhance students’ intellectual agility, enabling them to flex their problem‐solving and creative thinking skills. Consequently, the study recommends establishing a collaborative learning space involving students, instructors, and industry stakeholders to continuously redesign innovation‐related modules based on the principles of collective intelligence and interdisciplinarity. Additionally, this study proposes a broader implementation of the FS3.0 and CDF approach across various educational disciplines to nurture innovative, forward‐thinking graduates who can navigate and innovate in complex environments. Originality/value This study contributes to higher education by demonstrating the value of integrating Foresight 3.0 and the Critical Design Futures (CDF) framework to equip students for an increasingly uncertain and complex world. The adoption of such innovative tools and methodologies enables students to anticipate and navigate future challenges effectively. Incorporating FS3.0 into educational curricula fosters a holistic perspective among students, encouraging them to think beyond present conditions and consider broader social, economic, and environmental contexts. This approach not only enhances students’ problem‐solving skills but also strengthens their resilience in facing multifaceted, real‐world challenges.

Enacting Fairly or Fearfully? Unpacking the Enactment of Critical Thinking Policies in Chinese Senior High Schools

This study explores the enactment of critical thinking policies in Chinese senior high schools through the lens of Ball et al.’s policy enactment theory and within the broader context of Chinese education reform aimed at enhancing students’ thinking abilities. Employing a case study methodology with diverse data types, the research assessed current school-level practices and the effectiveness of Ball et al.’s framework in capturing interactions among objective contexts, policy actors, and cultural artefacts. Findings indicate that the framework captures these complexities when the policy is actively enacted. In one school, a systematic enactment mechanism facilitated diverse policy roles and external connections, thereby promoting schoolwide critical thinking development; however, another school exhibited fragmented practices due to the lack of key policy roles, despite students’ interest in deeper engagement. Challenges were also identified, including deficiencies in the mid-level education bureau and conflicts between a collective-oriented educational paradigm and the promotion of independent thinking. The study unravelled the nuances of the enactment of critical thinking policies in Chinese senior high schools. Future research could test the framework’s applicability for guiding the construction of policy mechanisms across different settings.

Never the twain shall meet? Considering an inclusive meritocracy in Singapore

ABSTRACT The concept of meritocracy stands as a fundamental ethos within the governance and educational paradigms in Singapore. This principle, notwithstanding its intrinsic paradoxes – most notably, the juxtaposition of egalitarian ideals against elitist practices – remains steadfastly upheld, with no indications of waning in the foreseeable future. A pertinent issue arising from this meritocratic orientation is the integration of students with special educational needs (SEN) into a system deeply ingrained with meritocratic values, especially considering the obstacles they face regarding accessibility, resource allocation, and prevailing societal attitudes towards disability. This study does not propose dismantling meritocratic frameworks; instead, it proposes the adoption of an inclusive meritocratic model. By exploring how meritocracy and inclusive education have manifested in Singapore, this paper delves into three critical barriers – namely, academic tracking, elitism, and the influence of parentocracy – that concurrently undermine the principles of meritocracy and the ethos of inclusive education. Utilizing Bronfenbrenner’s ecological systems theory as a methodological lens, this paper elucidates the complex interplay among these barriers and their compounded effects across different systemic levels. With a nuanced understanding of the challenges, the paper offers several recommendations for cultivating an inclusive meritocratic system.

State Forests’ “Spend the Night in the Forest” Program in the Context of Education for Responsible Tourism in Poland

The aim of the article is to present the key elements of the State Forests’ “Spend the Night in the Forest” program as well as the selected results of its evaluation in the view of education for responsible tourism. The article is divided into two parts. The first, theoretical part, presents the assumptions of the idea of Leave No Trace outdoor ethics, which tally with the paradigm of education for responsible tourism. Its task is to develop the skills, knowledge and competences in the field of rational and responsible use of natural resources. At the same time, it lays the grounds for the “Spend the Night in the Forest” program. In the second, empirical part, the author presents selected results of the evaluation of the “Spend the Night in the Forest” program including demographic characteristics of its participants, their motivations, preferences regarding the choice of area, the way of organizing the camping, types of activities undertaken as well as assessment of the principles corresponding to the Leave No Trace idea. In addition, the article presents suggestions regarding the division of respondents into user groups. The cited results indicate that the respondents declared their willingness to take care of the forest as a common good and tried to educate and influence other tourists camping in a way inconsistent with the Leave No Trace principles. It can be concluded that the “Spend the Night in the Forest” program supports education for responsible tourism. By enabling the participants to experience nature in its natural state, it helps rebuild human relationship with nature. Moreover, the program serves the purpose of shaping public awareness that we all influence the environment and that we all are responsible for its current and future state.

Research on English Online Teaching Model Based on Association Rules Driven by Big Data

In today’s information age, big data has become an indispensable and important resource in various fields, and the education sector is no exception. With the explosive growth of educational data, how to effectively mine and utilize this data to optimize the education and teaching process has become a focus of attention for educators and researchers. Among them, association rule mining, as an important data mining technique, is increasingly widely used in the field of education. This investigation delves into the deployment of association rule mining within the framework of English online teaching models, capitalizing on the burgeoning domain of big data. In the era of exponentially advancing information technology, big data has crystallized as an integral component for educational enhancement in both pedagogical quality and methodologies. Initially, this paper dissects a spectrum of extant teaching paradigms propelled by big data analytics. The discourse then pivots to scrutinize the contemporary landscape and the evolution of English online pedagogy. Employing association rule analysis, the study excavates a trove of significant patterns and linkages from voluminous datasets of online educational activities. The insights gleaned serve as a compass for refining instructional strategies and judiciously distributing educational resources. The empirical evidence underscores the proposition that granular examination of student engagement metrics and scholastic achievement empowers educators to tailor bespoke educational trajectories, thereby amplifying pedagogical efficacy and enriching the academic voyage. Beyond furnishing an avant-garde outlook on English online instruction, the findings proffer a substantive benchmark for e-pedagogy across diverse academic disciplines.

Philosophical and Methodological Analysis of the Transformation of Paradigms of Science and Education

The article provides a philosophical analysis of nonlinear thinking, shows the relationship of paradigmatic changes in the “science – education” system. The essence of the concepts of instability and nonlinearity in the framework of the theory of synergetics is revealed. The transformation of the paradigm of science and its influence on the model of education is shown. The paradigm of education in a digital society is considered. The position is substantiated that the theoretical and methodological basis of the dynamics of socio-cultural reality is synergetics and nonlinear analysis.

Enhancing Cybersecurity Awareness through Gamification: Design an Interactive Cybersecurity Learning Platform for Multimedia University Students

Cybersecurity has emerged as a critical imperative in contemporary digital landscapes, necessitating heightened awareness and proficiency across all demographic segments. Accordingly, this research has been meticulously crafted to delve into the complexities of cybersecurity awareness, with a specific focus on university students. The study embarks on an exhaustive analysis encompassing the evaluation of cybersecurity awareness levels within the targeted groups, the identification of prevailing issues and practices, and an exploration of novel methodologies, notably gamification, to fortify cybersecurity knowledge and skills among diverse user cohorts. Central to this investigation is the efficacy of gamified learning environments tailored expressly for augmenting cybersecurity awareness among university students. Through a comprehensive examination of existing platforms, methodological frameworks, and user interactions, this research outlines critical trends, challenges, and latent opportunities within the cybersecurity awareness domain, with a specific emphasis on gamification's transformative potential. The study not only identifies key areas for improvement but also proposes innovative solutions rooted in gamified learning paradigms, with the overarching goal of fostering engaging, effective, and sustainable cybersecurity awareness initiatives among students. Drawing upon a synthesis of theoretical constructs, empirical insights, and pragmatic recommendations, this research significantly contributes to the evolving discourse on cybersecurity education. By underscoring the transformative efficacy of gamification as a pivotal tool in cybersecurity awareness initiatives, this study overlays the way for substantial advancements in cybersecurity education paradigms, offering a roadmap for enhancing cybersecurity awareness levels among university students and beyond.

INOVAÇÕES TECNOLÓGICAS NA FORMAÇÃO DE PROFESSORES: DESAFIOS E OPORTUNIDADES

Teacher training to work with innovative practices is essential for educational inclusion to be successful. Technological advances bring a new methodological perspective, requiring teachers to reflect on their practice, methodology and the competent use of computer resources. It is a challenge for teachers to base their practice on the new educational paradigms proposed for the 21st century, understanding that continuing education must be part of their study routine. Continuing education is an urgent need in the daily lives of teachers who are aware of the need to be active and participatory in this new era. Technology is already part of students' daily lives, whether at school, at home or in the job market. Therefore, through bibliographic research, it was discovered that courses that contribute to streamlining teachers' practice in the teaching process will make significant differences, bringing contributions to all disciplines. Among the main results, it is noted that teachers must change their attitude, but there is a need to create public policies for continuing education in pedagogical coordination. The state has the duty to provide the conditions for teachers to improve their pedagogical practices.

Teaching and Learning in an AI-powered world

In a world where artificial intelligence (AI) is increasingly used, education is undergoing profound transformations, as AI inevitably changes the paradigm of teaching and learning. Teachers have already begun to use AI for student-centred learning, data analysis, or improving assessment through standardized systems provided by AI. Although these new technologies promise efficiency and personalized education, AI is not yet developed enough to truly understand the mechanisms underlying learning. Excessive dependence on technology can reduce the teacher’s role and the importance of human interaction, while certain ethical issues may arise regarding data confidentiality and security. To address these challenges, teachers and decision-makers must carefully integrate AI, emphasizing transparency and ethics, to ensure that technology will indeed have a positive impact on society. This article explores the issues and concerns related to the use of AI in education, also examining the potential disadvantages and fears associated with it and providing an overview of the challenges that teachers face when integrating AI into education.

Project Technologies in the Practical Course of the Russian Language in the Formation of Research Qualities of University Students

Nowadays, the role of science in the learning process of students is becoming more and more important. This is due to the fact that in recent years there has been an increase in the volume of research work, and there has been a change in the educational paradigm, in which the basic academic knowledge is no longer the only necessary capital, which leads to an increase in self-development in professional activities. Research work of students is one of the most important means of improvement of quality of education and training of specialists with higher education, capable of creative application in practice of the latest achievements of scientific, technical and cultural progress in modern conditions. Project technologies develop cognitive skills of students, their ability to independently construct their knowledge, ability to navigate in the information space, critical and creative thinking. In the article the authors define the importance of the use of the project method for the development of research activity of students. The stages and steps of implementation of this method are also given.

Research on the Ideological and Political Design and Implementation Path of Physical Education Courses in Colleges and Universities under the Background of the Construction of "Four New" Majors

This article takes the design and implementation of college physical education courses under the background of the "four new" construction as the perspective, is oriented towards the talent needs of new technologies, new business forms, new models, and new industries, and takes the education paradigm of "learning-centered" as the concept to construct a new model of ideological and political design and implementation of physical education courses in colleges and universities, and systematically proposes the mechanism system for the ideological and political design and implementation of physical education courses in colleges and universities. By using methods such as literature review and dialectical reasoning, it conducts a systematic study on the key teaching problems existing in the construction process of ideological and political demonstration courses for physical education courses. The research holds that there are problems in the construction of ideological and political demonstration courses for physical education courses in aspects such as the evaluation of curriculum goal attainment, the support of ideological and political resources for courses, the embedded integration of teaching models, and the adaptation and innovation of teaching methods. Comprehensively promoting the construction of ideological and political courses is to guide values into knowledge imparting and ability cultivation, and help students shape correct worldviews, outlooks on life, and values. The implementation of ideological and political education in physical education courses helps students achieve comprehensive development in addition to improving physical skills, so as to better adapt to social development. When implementing ideological and political education in physical education courses, it is necessary to highlight the characteristics of the courses, integrate ideological and political elements, clarify the design of teaching elements, optimize the combination of teaching models, and make good use of the evaluation of teaching effects.

Архитектура создания самообучающегося колледжа

The competence approach has firmly gained its place in the world educational paradigm, distinguishing rigid (professional) and flexible (supra professional) skills. But the high speed of technological changes will significantly transform the landscape of the modern labor market, when within the next decades up to a quarter of traditional professions will disappear, and hard skills will be significantly transformed after them. The most important competitive advantage will be the speed of perception and translation of new knowledge, as well as competencies formed on their basis. The key competences for continuous development will be flexible competences (soft skills), some of which will be enriched with basic hard skills. The traditional conservatism of the educational system, the long period of formation of educational standards of training becomes a certain brake on the training of specialists of the future. If rigid skills can be formed based on the existing production base (jobs of the future, which do not exist yet), flexible skills can be formed now. This actualizes the idea of creating self-learning spaces in secondary vocational education institutions. Copying Chris Argyris' idea will not find a positive response, given our realities and the specifics of the Millennial generation, Z generation and later α generation, it will be a good idea to create self-learning spaces in secondary vocational education institutions. The author's developments on the implementation of approaches to the formation of the model of a self-learning college in the institution of secondary vocational education are presented. This approach can be useful for secondary vocational education organizations developing educational, managerial and financial strategies in order to unpack the expertise of the teaching community.

The Application of Flipped Classroom Teaching Model in Foreign Language Teaching

The application of the flipped classroom approach in foreign language instruction has drawn significant attention from recent educational studies. This essay provides a comprehensive examination of the advantages, disadvantages, and methods for implementing the flipped classroom concept in foreign language teaching. It analyzes how the flipped classroom model redefines the traditional teaching paradigm by reorganizing the learning environment to favor student-centered and active learning experiences. By synthesizing existing content, it highlights how teachers can maximize in-class time for group projects, conversational activities, and personalized feedback by moving instructional content delivery outside the classroom through pre-recorded lectures, multimedia materials, and interactive online activities. This approach encourages deeper learner engagement and language acquisition. Additionally, this article analyzes the potential advantages of the flipped classroom approach, including improved language proficiency, increased student autonomy in learning, and enhanced critical thinking skills. However, the author also identifies some disadvantages of the flipped classroom model in practical application. For instance, the implementation of the flipped classroom presents a significant challenge to teachers’ professional skills, and issues such as unequal access to resources and technological limitations pose substantial obstacles to the widespread use of the flipped classroom in foreign language instruction.

“Ahhh I See”: Educational Philosophy and Pedagogy from 1 Corinthians 13.12

Drawing from Jacques Maritain, Flannery O'Connor, and Esther Lightcap Meek, this article describes the proper aesthetic foundation of education. Rather than the modern reductionistic vision of education that starts in doubt and works its way to certainty, utilizing 1 Corinthians 13.12 as a paradigm for education, education, rightly ordered, starts in love and works its way to wonder. This aesthetic education requires the cultivation of vision through attention and a posture of humility.

Effectiveness of Content-Based Instruction (CBI) Model Based on Multimedia Presentations for Improving the Japanese Language Learning Outcomes of STIKES Bethesda Tomohon Students

This research aims to examine students' learning outcomes using the Content-Based Instruction (CBI) model facilitated by Multimedia Presentations, and to assess the efficiency of this approach in enhancing students' proficiency in Japanese. This study's background indicates that numerous students struggle with learning Japanese due to pedagogical approaches that prioritize memory and are predominantly traditional in nature. This research employs a pre-experimental design utilizing an Intact-Group Comparison methodology. Data acquisition Observation and test administration (Pretest-Posttest). Statistical analysis: Descriptive and inferential statistics. Forty pupils from STIKES BETHESDA were sampled. This study demonstrates that the Content-Based Instruction (CBI) learning approach utilizing Multimedia Presentations enhances Japanese language proficiency among students. The result is that the Content-Based Instruction (CBI) paradigm utilizing Multimedia Presentations is demonstrably beneficial in enhancing students' Japanese language learning outcomes.

Exploring the Educational Landscape of ChatGPT: A Topic Modeling Approach on Twitter Data

In the rapidly evolving landscape of Artificial Intelligence (AI), platforms like ChatGPT are reshaping the educational domain, prompting deeper explorations into the nature and depth of this intersection. This study aimed to systematically uncover the prevailing sentiments, concerns and discussions on Twitter surrounding ChatGPT’s role in education. Through an extensive data collection process, over 3.8 million tweets were initially gathered, followed by rigorous refining processes that included expert-driven tweet labelling and subsequent classification using Machine Learning (ML) and deep learning models. The cleaned dataset underwent a series of preprocessing steps and feature extraction and was ultimately subjected to Latent Dirichlet Allocation (LDA) for topic modelling. Our findings unveiled 15 distinct topics that broadly spanned common discussions, AI implementation, and its potential impacts. The data’s visualisation using t-distributed stochastic neighbour embedding (t-SNE) showcased a dense central clustering of these topics. In conclusion, our research underscores the multi-faceted dialogues on AI, particularly ChatGPT, in education, emphasising the pressing need for continued discourse and research as AI tools further integrate into our educational paradigms.

谈判: Mega-games as Catalysts for Deep Experiential Learning in Higher Education

The study deepens into the transformative potential of mega-games as an innovative educational tool, offering profound and enriching learning experiences across diverse educational landscapes. Mega-games represent a fusion of various elements, including role-play, social interaction, simulations, rule-based systems, economic dynamics, political scenarios, and decision-making processes, all woven into an immersive narrative fabric. Through experiential learning, these games provide a unique platform for students to engage deeply with complex subject matter. This research centres on the application of mega-games within the context of sixth-semester students pursuing a degree in International Business at the Mexico State Campus of Tecnológico de Monterrey. Specifically, the study focuses on the simulation exercise titled 谈判 Tánpàn, which aims to immerse students in negotiation scenarios regarding the final price of a digital device manufactured in China. Drawing upon foundational principles outlined in Jesse Schell's book on game design, the exercise is meticulously designed to emulate real-world negotiation dynamics. The integration of game design principles, coupled with positive student feedback, underscores the efficacy of mega-games as potent educational instruments. Through rigorous analysis, the study unveils the profound impact of experiential learning on students' comprehension and application of negotiation techniques. By simulating authentic real-world scenarios, students are empowered to develop critical problem-solving acumen, hone their analytical thinking prowess, and refine their decision-making aptitude. Moreover, the immersive nature of mega-games fosters a dynamic learning environment that transcends traditional pedagogical approaches, fostering a holistic understanding of intricate subject matter. The success of the 谈判 Tánpàn simulation exercise serves as a testament to the potential of mega-games to revolutionize educational paradigms. It signals a burgeoning opportunity to expand the horizons of mega-games across various academic disciplines and participant cohorts. This study advocates for the widespread integration of mega-games as educational resources within Higher Education, championing their capacity to engender profound learning experiences and cultivate essential skills, heralding a new era of dynamic, immersive, and effective educational methodologies in diverse educational settings.

Bringing PERT to Pediatrics: Initial Experience and Outcomes of a Pediatric Multidisciplinary Pulmonary Embolism Response Team (PERT)

IntroductionMultidisciplinary Pulmonary Embolism Response Teams (PERTs) streamline care of adults with life-threatening pulmonary embolism (PE). Given rarity of pediatric PE, developing a clinical, educational, and research PERT paradigm is a novel and underutilized concept in pediatrics. Research QuestionIs PERT feasible in pediatrics, and does it improve PE care? Study Design and MethodsA strategy-to-execution proposal to launch a pediatric PERT was developed for institutional buy-in. Key stakeholders collectively implemented PERT. Data were collected for the two-year pre- and post-PERT eras, and outcomes were compared. ResultsPERT implementation took 12 months. Our PERT, led by hematology, comprises of pediatric experts in emergency medicine, critical care, interventional cardiology, anesthesiology, and interventional radiology. Data on 30 patients pre-PERT and 31 post-PERT were analyzed. Pre-PERT, 10%(3/30), 13%(4/30), 20%(6/30), and 57%(17/30), and post-PERT, 3%(1/31), 10%(3/31), 16%(5/31), and 71%(22/31) were categorized as high-risk, intermediate-LOW risk, intermediate-HIGH risk, and low-risk PE, respectively. Post-PERT, there were 13 unique PERT activations. PERT was activated on all eligible PE patients and, additionally, on four low-risk PEs. Time-to-echocardiogram was shorter post-PERT (4.7 hrs vs 2 hrs, P=0.0147). Anticoagulation was ordered (90 min vs 54 min, P=0.003) and given sooner (154 min vs 113 min, P=0.049) post-PERT. There were no differences in time-to-reperfusion therapies (12 hrs pre-PERT vs 8.7 hrs post-PERT, P=0.1). Five (83.3%) of six eligible (intermediate-HIGH and high-risk) patients received reperfusion therapies in the post-PERT era compared to three (37.5%) of eight eligible patients in the pre-PERT era (P=0.0001). There were no differences in major bleeding, mortality, or length of stay in either era. InterpretationThe pediatric PERT paradigm was successfully created and adopted locally. Our PERT enhanced access to experts, facilitated timely advanced therapies, and held value for low-risk PE. The University of Texas Southwestern Medical Center (UTSW) and Children’s Health System of Texas pediatric PERT may serve as a best-practice model for streamlining care for pediatric PE.

Post-COVID pandemic: The new normal and aftermath

ABSTRACT Background: The COVID-19 pandemic has brought about unparalleled worldwide transformations, impacting all facets of human existence, including health systems, economies, societal norms, and individual behaviors. Aim: The goal is to comprehend the enduring alterations in public health strategies, economic recuperation processes, changes in work and education paradigms, and the psychological consequences for populations globally. Methods and Materials: This analysis uses a multidisciplinary approach by incorporating data from healthcare studies, economic reports, educational research, and psychological assessments. It aims to offer a comprehensive perspective on the world after the pandemic. Results: The findings suggest that the “New Normal” encompasses a wide range of changes, such as a greater dependence on digital technology, a transition toward remote work and learning, substantial modifications in global supply chains, and a revised outlook on health and wellness. The potential long-term consequences of these changes indicate that some may provide opportunities for innovation and expansion, whereas others present challenges that necessitate strategic planning and policy interventions. Conclusion: The aftermath of the COVID-19 pandemic presents a critical moment for global leaders, policymakers, and individuals to navigate the complexities of a transformed world, emphasizing the need for resilience, adaptability, and a renewed commitment to collective well-being.

Impact of school experiences on the beliefs and instructional practices of future mathematics teachers

This study examines the impact of cumulative experiences and beliefs during the school career on the pedagogical development of future mathematics teachers in Chile. A sample of 252 pedagogy students from 18 higher education institutions participated in the study, completing a questionnaire that focused on instructional paradigms, teaching experiences, and pedagogical practices. The research employed latent class analysis to identify distinct profiles based on the teaching paradigms experienced by the participants. A logistic regression model further corroborated these profiles. The findings indicate a prevalent inclination towards constructivist beliefs and practices among future teachers, which are significantly shaped by their secondary education experiences, often devoid of a constructivist approach. This study emphasizes the critical role of prior educational experiences in shaping professional competencies in teaching mathematics.