Participatory Education Research Articles

The Efficacy of Inclusive Education Practices in Zimbabwean Rural Schools: Challenges and Opportunities

Purpose. The purpose of this research is to assess the extent of implementation and the efficiency of inclusive education practices at a selected secondary school in Zimbabwe. Methodology. The study employed a qualitative research design; data was gathered through interviews, and observed responses, from 15 purposive-selected participating teachers, holding different teaching positions. Consequently, the study relied on social learning theory (SLT) to determine how the process of implementing and participatory education for all is in its local context. Results. The results show that although Zimbabwe has robust national legislation that protects the rights of students with disabilities to access inclusive education, the process is plagued by poor physical facilities, lack of appropriate training for teachers, and social prejudice towards people with disabilities. Some of the implementation differences that stood out included the areas of students with disabilities, policy, resources, and teachers. Accordingly, the study concludes that unless teachers in Zimbabwean secondary schools begin to practice inclusive education in a more focused manner, it is unlikely that many of the disabled students will be empowered to participate fully. Conclusions. Among the suggestions are improving physical and communication access to school buildings, and providing on-going staff training on integration, promoting cooperation among the various actors, and the development of sound assessment mechanisms. This study adds to the existing literature on the predictors of effective inclusive education in Zimbabwean secondary schools. It offers implications on how to foster the educational experiences of students with learning disabilities.

Technological Innovation in International Training and Advancing Health Services: Two Cases During the COVID-19 Pandemic

ABSTRACT Beginning in 2020, the COVID-19 pandemic limited onsite international activities and challenged us to plan and implement new ways of collaboration. We reviewed our online trials during a three-year period to better understand how to use digital technologies to continue knowledge and skills transfer. In this cross-national case study, we compare two illustrative cases: Japanese experts training Indonesian health professionals for participatory school health education, and Swiss experts training Malagasy health providers for respectful obstetric and newborn emergencies. We first describe our cases, referring to Vargo’s framework for summarizing reports on digital technology usage. Second, we draw commonalities between the two cases. Third, gleaned from these experiences during the pandemic, we offer a practical framework for efficient and effective international collaboration using new technologies. For both cases, basic digital technologies, such as online meetings and e-mailing, were used and training sessions were successfully conducted. Trusting relationships between the training and participant groups were in place before the pandemic. This led to enthusiasm for continuing learning even after the pandemic started. Our case comparison presents the usefulness of digital technologies for continuing international collaboration and highlights the importance of human factors, such as trusting relationships and enthusiasm to pursue a shared goal, as the basic condition for success.

Pendampingan Dan Pembinaan Pembelajaran Dengan Strategi “LESSUGAR” (Lingkungan Sebagai Sumber Belajar) Di TK Restu Ibu Kota Depok

Mentoring and coaching of learning at Restu Ibu Kindergarten is carried out by implementing the “Lessugar” strategy, which utilizes the environment as a source of learning. This strategy aims to realize the concept of Independent play and Independent learning, where children are free to explore and learn according to their interests and potential. Through direct interaction with the surrounding environment, children can develop curiosity, critical reasoning skills, and social skills. This contextual learning provides a more meaningful learning experience, so that children are able to connect the knowledge gained with their daily lives. The results of the mentoring show that this strategy is able to create a pleasant learning atmosphere and support the holistic development of early childhood. The lessugar strategy is expected to continue to be developed as an innovative learning model that supports inclusive and participatory early childhood education.

Development of strategic participatory moral education management model in private vocational colleges

Addressing society’s current ethical dilemmas necessitates urgent reinforcement of moral standards. Transforming student behavior necessitates integrating legal and social measures through proactive youth cultivation within educational institutions. This study focuses on a participatory, strategic approach to managing ethics in private vocational colleges in Thailand. The researchers gathered data through structured, in-depth interviews and opinion surveys from a sample group of 400 individuals, which included directors and department heads of these colleges. The research identified two main dimensions and eleven factors essential for moral education management in private vocational colleges. The first dimension encompasses six critical factors: resource management, structural policies, educational services, personnel, financial management, and materials and equipment management. The second dimension includes five key factors: school strategies, administrative policies, teacher roles, student engagement, and community stakeholder involvement. Statistical analysis supports the causal relationship model, revealing a Chi-Square value of 33.492 and a P-value of 0.055. This comprehensive approach aims to foster sustainable moral development and cultivate desirable societal behaviors among students. It contributes to national stability and aligns with educational and vocational development plans, effectively addressing broader socio-economic challenges. The findings underscore the importance of strategic, ethical management in private vocational education institutions as a cornerstone for nurturing a morally responsible student body and supporting national development goals.

Pendampingan Revitalisasi Bumdes Amanah Mandiri Desa Jatimukti, Kabupaten Sumedang, Provinsi Jawa Barat

This article discusses the revitalization of the Village-Owned Enterprises (BUMDes) Amanah Mandiri in Jatimukti Village, Jatinangor Subdistrict, Sumedang Regency. The aim of this community service was to reactivate the previously inactive BUMDes through a series of activities held from June 3 to 6, 2024, including participatory FGDs, education on BUMDes and village potential mapping, and simulation and assistance in organic fertilizer production. Methods employed included FGDs, training sessions, simulations, and participatory dialogues with various stakeholders. This community service was collaboratively conducted by involving agricultural advisors from Sumedang Regency. The main findings indicate that integrated participatory approaches and education effectively stimulate interest and economic activities within BUMDes, particularly through innovative organic fertilizer products. The conclusion drawn from this study is that with the right approach, BUMDes can serve as the backbone of village economies, enhance community welfare, and reduce farmers' dependency on chemical fertilizers.

Changing Nepali children's attitudes toward conservation through a participatory education program.

People's attitude toward wildlife is known to affect the success of conservation programs. Public education can increase support for conservation measures by providing the knowledge necessary to make informed decisions, improve pro-environmental behaviour and potentially enlist participation. To that end, we developed a participatory conservation education program in Nepal with a target audience of secondary school students. Our lessons emphasized ecological balance by highlighting the roles of individual species, including the rhesus macaque (Macaca mulatta). This species presents a challenge for educating the public about maintaining balance in nature, because although an important seed disperser and species of religious significance, macaques are frequently involved in human-wildlife conflict and considered a pest species. We evaluated the impact of our program by surveying students from six socioeconomically similar schools, four that participated in our program and two that had not. Our questionnaire was comprised of knowledge questions about local wildlife and conservation issues, an open-ended listing exercise to determine species preferences, and statements that elicited students' opinions regarding empathy toward animals. Knowledge about and attitude toward wildlife, including M. mulatta, were greater in students that participated in the program. More importantly, these students were more likely to understand the role individual species play in a balanced ecosystem, how human behaviour can negatively impact wildlife, and how they could participate in conservation efforts. Gender was not a factor in any response. We discuss the merits of using a participatory learning platform in a standalone education program that has long-term purpose, funding, and buy-in.

Edukasi Penggunaan Media Pembelajaran Pendidikan Jasmani Berbasis Augmented Reality

More facilities and infrastructure are needed to improve Physical Education learning in schools. This community service activity aims to overcome this problem at SMAN 1 Dulupi, Boalemo Regency, through education of Penjas learning media based on augmented reality. This activity is designed to provide basic understanding and training in using augmented reality learning media so that the learning process can run effectively despite limited facilities. The methods used in this activity include participatory education and direct assistance. Evaluation is carried out by measuring students' understanding of augmented reality technology and their practical skills. The activity results showed that 96% of participants understood augmented reality technology, and 100% knew how to use augmented reality-based learning media. This activity is expected to encourage the government to develop programs that support integrating technology into learning to facilitate students' understanding.

Social studies curriculum in an era of state restricted civic participation: Responding to Texas Senate Bill 3 with the Rights of the Learner

ABSTRACT How can teachers engage students in participatory civic education in a state like Texas where education policy is interfering with the Rights of the Learner by refusing to allow educators to support students in becoming active participants in vital democratic processes? Texas Senate Bill 3, passed in 2021, prohibits teachers from directly supporting students in communicating with their elected officials and advocating for legislation as a part of their classroom experiences. This article draws on a framework of Black Critical Patriotism and action civics in response to the challenges posed by S.B. 3 imposed upon educators introducing authentic civic experiences to students. We argue that simulations rooted in the foundations of these frameworks and centering the Rights of the Learner provide for authentic experiences in classrooms where students can develop their civic identities to encourage lifelong civic participation.

“Global challenge program” projects themed on preventing zoonosis: developing One Health core competences in medical students at SJTU

Abstract Objectives To develop One Health (OH) core competencies in medical students, Shanghai Jiao Tong University has conducted an OH practice project named the “Global Challenge Program” (GCP) for three years. This study aims to understand the outcomes and challenges of the pilot projects, thereby providing evidences to support the expansion of One Health education program on a larger scale. Methods We conducted a questionnaire survey to a purposive sample of 48 participants who were involved in GCP projects. A questionnaire was designed to assess the effect of GCP projects on improving the core competencies of OH professionals. It consists of 32 questions divided into four categories: basic information, overall assessment, communication skills, and interdisciplinary collaboration. Statistical analysis was conducted and reported based on the data collected from the survey. Results A total of 42 students (87.5 % of 48 participants) completed the follow-up survey. Among them, 64.3 % perceived a significant improvement in their understanding of the OH concept and approach after participating in the GCP projects. Benefiting from the communication opportunities offered by the GCP projects, 24.0 % and 49.0 % of the students reported significant and moderate improvement in their international communication abilities, respectively. In addition, 74 .0% of the students noted that the GCP projects greatly enhanced their capabilities in interdisciplinary cooperation and systematic thinking in addressing complex health issues. Conclusions The GCP project has served as a pilot initiative for participatory OH education, contributing to the development of OH core competencies in medical students, particularly in systems thinking, international communication, and interdisciplinary collaboration. However, generalizing the experience of the pilot project to a large-scale education program for medical students requires careful revisit of the gaps of resources and talents in curriculum building and project operation.

The beautiful risk of participatory education: An empirical example of teaching strong sustainability

The grand challenges of our times are seriously interlinked: ecological crises cannot be tackled separately from social problems. In the strong sustainability approach, a good life for all must be achieved within ecological boundaries. To respect the planetary boundaries, it is required to provide critiques for the current economic, social and political order and suggest concrete actions that may lead to strong sustainability transformation. Business schools must address these challenges and provide solutions through educational content and innovative teaching methods. In this article, we argue that participatory education is the appropriate tool to teach strong sustainability in business schools. Building on Paulo Freire’s critical pedagogy and Gert Biesta’s participatory education theories, we developed a theoretical framework to understand how these theories can strengthen strong sustainability education. Using the analytical framework, we explore the risks of participatory education in our Degrowth course and bring empirical examples of its impacts on students by analysing the reflection articles of 37 students. According to our findings, this particular type of education creates both positive emotions, like enjoyment and enthusiasm, and negative ones, like anxiety and helplessness.

Teenagers' perceptions of Mexican primates: A participatory environmental education program for the conservation of mantled howler monkeys (Alouatta palliata) in Los Tuxtlas, Mexico.

This study explores the perceptions that high school students have about mantled howler monkeys in the Mexican community of Balzapote, Veracruz. We systematized the learning process derived from a Primate Conservation Education Program (PCEP) based on participatory action research (PAR) and arts-based education. Our results indicate a decrease in students' fear of monkeys, the recovery of myths and legends about this species, as well as a complex knowledge about monkeys and their habitat. The inclusion of local knowledge enriched the learning experience and reinforced primate conservation concepts. The PAR and arts-based approaches allowed students to internalize and apply acquired knowledge and fostered empathy. In addition to learning, the approach helped develop teamwork, critical thinking, and creative skills. Quantitative indicators showed shifts in emotions and knowledge post-program, and qualitative data revealed a deep articulation of learned content. We also identified migration and mining activities as socio-political factors impacting local people's livelihoods and wildlife conservation in this region.

IMPLEMENTASI NILAI-NILAI KARAKTER DALAM PEMBELAJARAN GEOGRAFI PADA KELAS X D MAN 1 PROBOLINGGO

This research aims to determine character values in geography subjects at MAN 1 Probolinggo. The research method used is a qualitative descriptive method with data collection techniques in the form of observation and documentation. The research sample using purposive sampling was class X D MAN 1 Probolinggo. Testing the validity of the data used in this research is the source triangulation technique. Analysis of the data obtained was carried out in several stages, namely data collection, data reduction, data presentation, and verification/drawing conclusions. The research results show that character values in geography subjects are integrated into the Teaching and Learning Activities (KBM) process with a learning method approach that supports the strengthening of interactive and participatory character education, or by directly observing the characters in the school environment. The application of character values to students seems to have experienced positive changes and significant improvements as a reflection of the results of the application of character values which are reflected in students who are moral, positive and responsible.

Analisis Daya Pikir Masyarakat Dalam Pengambilan Keputusan Guna Menangkal Berita Hoax Mengenai Pemilihan Umum 2024

Indonesia will hold general elections to elect the president in 2024. Hoax news regarding the election cannot be avoided. The spread of hoaxes is increasingly widespread due to laws that are not yet effective, the use of online media that is not balanced by the abilities of the users, and a lack of public literacy. This research aims to provide solutions in reviewing and developing people’s thinking in overcoming and responding to the challenges of hoax information related to elections and future political issues that are more complex. This research used qualitative methods and data collection techniques through literature studies. This paper uses Herbert Simon’s theory of rational decision making which shows three steps in decision making, namely identifying problems, finding and developing alternative solutions, selecting and choosing each alternative solution. The result of this research is that problem the spread of election hoax news aims to reduce public trust in election management institutions, election participants, and the government. The author provides several solutions that the public can use as a basis for making decisions regarding the circulation of hoax news, namely: (1) self-criticism; (2) increasing digital literacy; (3) involvement of community leaders; and (4) participatory political education. The author chose the second solution, namely increasing digital literacy, as a solution to minimizing the spread of hoaxes. Digital literacy is the basis for other solutions that can help people develop skills for selecting news on social media.

A RESEARCH ON BANK EMPLOYEES IN THE IMPLEMENTATION OF REMOTE WORKING MODEL

In this study, the effect of teleworking on bank employees is examined. In the study, a questionnaire was applied to private and public bank employees in Van using the teleworking policies scale. The data were analyzed by using SPSS 26 and Lisrel 8.80 software with t-test, One-Way Analysis of Variance, and Pearson Correlation tests. In the Independent t Test (t) analysis of the participants according to gender, marital status, and bank type; while there was no significant difference between the sub-dimensions of the teleworking policies scale according to gender, bank, and marital status, a significant difference was found in the sub-dimension of the teleworking policies scale according to marital status. In the ANOVA analysis according to the participant's education level, age, working time in the organization, and the type of position worked; there was no significant difference between the sub-dimensions of the teleworking policies scale according to the education level, age, working time, and the type of position worked; according to the type of position worked; a significant difference was found in the sub-dimension of the teleworking policies scale in job performance. The Pearson Correlation method was used to find the relationship between the variables and a significant positive relationship was found.

Participatory politics and education policy reform: publics and histories

ABSTRACT In this theoretical article, we respond to a common education policy discourse that represents community participation in educational policy-making as an essentially rational solution to policy problems and as inherently progressive and democratic. We propose that conceptualising participatory politics as ‘publics’ challenges this discourse and provides new openings for understanding community participation in education policy reform as modes of worldmaking. Historicising the participative turn within the key decades of the 1970s and 1980s, we argue that mobilisations of participatory politics in education reform are complicated by the existence of participatory reactionary or conservative politics and by participatory politics that are either fleeting and unsuccessful, or exceed or refuse the sovereignty of the liberal democratic state. We propose that working with the theories of the publics can enable a richer understanding of the history of neoliberal education policy reform and of present and future aspirations for participatory education policy practices.

Approaching the Subject of Substance use in a peer-to-peer Education Project

Substance use is on the political agenda in Romania now more than ever. A new national plan regarding the prevention of consumption among teenagers has been drawn up. Training them in prevention programs is not easy, especially for those teenagers who are difficult to educate, coming from environments where dialogue is not encouraged. There is evidence that participatory education, in the form of peer education, can be a very effective way of preventing substance use among young people (Perry, 1989; Jarvis, 1993). Purpose: The purpose of this study was to probe the perceptions of some teenagers participating in peer education prevention programs about the effectiveness of this education model.Methods: 20 peer educators and first-year students in Psychology and Social Work were trained by anti-drug specialists to prevent substance abuse. The activities carried out within the framework of a program called From Peer to Peer in the Prevention of Substance Use, took place in informal environments (headquarters of some associations, youth clubs, in nature). 4 focus groups of 10 teenage participants were held. After analyzing the answers, the results were integrated into a questionnaire applied to several 400 teenagers. The overwhelming majority of participants (98%) considered this type of intervention to be attractive, and interesting; the participants were relatively easy to coopt, although they initially expressed their reservations regarding the trainers' potential to surprise them with new information or approaches. Their assessments concern the naturalness of the meetings that took place in the form of discussions, the informal character, the lack of pressure exerted by the status, the freedom of expression, the fact of being understood and looked at with respect, and the psychological closeness. However, they highlighted some conditions, risks, and limitations related to the efficiency of the development of these programs known by peer educators.

독일 학부모 교육활동 분석을 통한 우리나라 학부모 교육의 방향

Parental education in Korea is understood as a consultative process that provides parents with the knowledge they need to raise their children, and it is difficult to find participatory parental education activities that prevent or resolve various conflicts. The death of a Seo Yi elementary school teacher and the assault on Yang Cheon-gu elementary school teacher in 2023 prove that the relationship between teachers and parents needs to be redefined in Korean education. Given this need for research, the purpose of this study is to analyze German parent education activities and gain implications for the direction of parent education in Korea. The research questions to achieve the purpose are: First, what are the macro, meso, and micro systems of parent education activities in Germany, where cooperation between parents and teachers is well established? Second, what is the direction of parent education in Korea? The research method was a literature review of parent education activities in Germany and the collected data were analyzed based on Bronfenbrenner's ecological system theory. As the results, this study suggested for Korea that the legal basis for parental education should be improved in the higher law, parental education autonomy should be guaranteed, a win-win partnership between teachers and parents should be promoted, and parental empowerment should be supported in order to activate parental education participation by public-private cooperation to ensure children's well-being.

Technology mediated bilingual participatory culture framework for delivery of education for students: in disrupted or war zones

This paper aims to provides a perspective and framework for the utilization of technology mediated education as a tool for providing education to individuals whose education have been disrupted by civil war and unrest as a platform for participatory culture education through bilingualism. The study utilized an inductive content analysis through transformative paradigm to elicit critical points which would constitute as components of this conceptual article. The systematic review of literature was adopted through databases such as Google Scholar and ProQuest, this led to the development of categories and subcategories which were organized and identified through the utilization of thematic methods. The utilization of participatory culture through bilingualism will promote inclusive education and promote the acceptance of various forms of learning and various languages. A technology mediated bilingual participation culture policy will help students and learners in war affected zones.

Adult ESL Learners’ Perceptions of Participatory Teaching Methods: A Narrative Inquiry

<i>The main goal of adult English as a second language (ESL) education in the United States is to expand learners’ employment opportunities through traditional teaching methods with textbooks and fixed, pre-determined syllabi, which may or may not align with learners’ personal goals. Many studies compare different adult ESL teaching methods by language proficiency gains, but few focus exclusively on how learners feel about how they are learning English. This is particularly so for participatory education in ESL, in which learners explore relevant topics and take action to improve their lives and society at large while simultaneously learning English. This study is unique in that it examines the perspectives of advanced English learners in a participatory-based English for Professionals class in a southern U.S. city. Using narrative inquiry and action research, the study collects data from individual and focus group interviews, as well as the instructor/researcher’s field notes. The findings were grouped into four themes: the practical value of participatory classes, a comparison between traditional and participatory teaching, learners’ desired improvements to the participatory approach, and learners' perceptions of their English progress. The study shows that learners appreciate participatory learning but also have some concerns, such as the lack of traditional grammar instruction. The study discusses how the teacher-researcher addressed these concerns during a semester.</i>

A participatory and inclusive 2-year-old infant classroom

The objective is to analyse the progress of a 2-year-olds classroom in a school in Cantabria (Spain) towards an inclusive participation project. The research, carried out over three school years, has been based on the qualitative paradigm and ethnographic approach. A variety of research strategies have been employed: participant observation; discussion groups; informal conversations; ambulation and child conferencing using image elicitation. We have analysed the transformation of the educational approach in a classroom for 2-year-olds into a pedagogy of inclusive participation. These transformation process have deployed through three practitioner enquiry cycles with different focuses: materials and proposals; curriculum as progetazzione; decision-making opportunities and child participation. These transformation processes have also allowed educators to move towards a critical ecology of the profession perspective. Finally, the teachers who enquired into their educational reality by listening to children, embarded on a process of transformation towards more participatory education.