Dimensions Of Education Research Articles

The impact of primary schools’ inclusiveness on the inclusion of students with autism spectrum disorder

The inclusion of students with autism spectrum disorder (ASD) is a complex issue for schools. This study investigates the impact of the inclusivity of Slovenian primary schools on the inclusion of their students with ASD. We postulated that each pedagogical dimension of inclusion (i.e., academic, social, and emotional inclusion) of students with ASD would demonstrate a positive correlation with each dimension of inclusiveness of primary schools (i.e., inclusive culture, policy, and practice). Forty regular Slovenian elementary schools participated in the research. The Perceptions of Inclusion Questionnaire was completed by 200 respondents (40 students with ASD, 40 parents, 120 teachers), and the Index for inclusion by 240 respondents (40 parents, 200 school professionals). The analysis revealed one significant correlation, a weak positive correlation between inclusive practice and academic inclusion. Multiple regression analyses also identified one conditionally substantial pair. When we excluded the inclusive culture and policy and only considered the control of demographic variables, the results showed that the increase in inclusive practices corresponds to the increase in academic inclusion. The absence of correlations between the dimensions of school inclusivity and the pedagogical dimensions of including students with ASD can be attributed to the lack of systemic solutions for accommodating a diverse student population and the failure to conduct a thorough analysis of the inclusion and implementation of whole-school approaches. However, the Slovenian adaptation of the Index for Inclusion, a promising tool, offers hope in addressing these challenges.

Exploring the impact of artificial intelligence on higher education: The dynamics of ethical, social, and educational implications

The increasing prevalence of Artificial Intelligence (AI) in higher education underscores the necessity to explore its implications on ethical, social, and educational dynamics within the sector. This study aims to comprehensively investigate the impact of AI on higher education in Saudi Arabia, delving into stakeholders’ attitudes, perceptions, and expectations regarding its implementation. The research hones in on key facets of AI in higher education, encompassing its influence on teaching and learning, ethical and social implications, and the anticipated role of AI in the future. Employing a quantitative approach through an online survey questionnaire (N = 1113), this study reveals positive attitudes toward AI in higher education. Stakeholders recognize its potential to enhance teaching and learning, streamline administration, and foster innovation. Emphasis is placed on ethical considerations and guidelines for AI implementation, highlighting the imperative need to address issues such as privacy, security, and bias. Participants envision a future characterized by personalized learning experiences, ethically integrated AI, collaboration, and ongoing support for lifelong learning. Furthermore, the results illuminate the intricate interplay between AI usage, purposes, difficulties, and their impact on attitudes, perceptions, and future implications. Accordingly, the research underscores the necessity for a comprehensive understanding of AI integration, considering not only its technical aspects but also the ethical, social, and educational dimensions. By acknowledging the role of AI uses, AI usage purposes, and addressing associated difficulties, educational stakeholders can work towards harnessing the benefits of AI while ensuring responsible and effective implementation in teaching and learning contexts.

Lifeworld dimensions in language education and the integration of refugee students in Germany: Results from a study with Ukrainian refugees

This paper examines the educational challenges and language acquisition processes of newly immigrated students in Germany, with a focus on children and adolescents who have fled Ukraine. Utilizing qualitative interviews with Ukrainian refugees, the study explores the impact of migration, particularly due to the Russian war against Ukraine, on the language education of these individuals in German as a Second Language settings. The interviews, which were conducted with women who have fled Ukraine, and include their perspectives on familial language practices and educational orientations, reveal the complexities faced by this population in their host country. The paper discusses the implications of experiences of flight, language use within the family, structural changes in educational approaches, and the Ukrainian online schooling in sustaining educational continuity. The findings underscore the need for trauma sensitive, culture informed, and language specific pedagogy, alongside the importance of considering the emotional and psychological wellbeing of refugee students. The paper calls for more nuanced research, and didactic considerations that align with the diverse linguistic and educational backgrounds of refugee students.

Investing in Education and Scientific Research for Growth of Iraq: Exploring the Main Dimensions, Success Factors, and Government Policies

The research aims to explore the dynamics of investment in education and scientific research and their influence on Iraq's economic growth. Utilizing a descriptive-analytical approach, the study focuses on various dimensions of education and research investment, including quality education, vocational training, funding, infrastructure, collaboration, and government policies. The data was collected through a comprehensive survey, designed based on international standards and tailored to the specific context of Iraq. The survey garnered 191 valid responses from a diverse range of stakeholders in Iraq's education and research sectors, including educators, policymakers, academic researchers, and institutional representatives. The statistical analysis was carried out using specialized software (Amos.V24 and SPSS.V26), incorporating methods such as arithmetic averages, standard deviation, coefficient of difference, and relative importance. The study also includes visual representations such as bar charts and heat maps to elucidate the findings. The most prominent result emphasizes the strong positive correlation between investment in education, research, and economic development in Iraq. It underscores the necessity for a concerted effort to improve education quality, fostering scientific research, and aligning it with the country's economic development goals. The findings affirm that strategic investment in education and research can catalyze Iraq's growth and progress.

ONLINE MATHEMATICS LEARNING STRATEGY APPROACH: TEACHING METHODS AND LEARNING ASSESSMENT

The primary focus of this research is to develop strategies aimed at identifying effective methods applicable to online mathematics instruction and assessment. Teaching through distance education has many challenges, requiring educators' adeptness in utilizing e-learning platforms for both instructional delivery and assessment purposes. This study adopts a literature review methodology, drawing upon various previous studies relevant to this subject matter. The research findings reveal several online mathematical strategies and assessment techniques envisioned to adequately measures students' capacity to discern complex issues and employ critical thinking to resolve mathematical problems. The important role of the educator as a facilitator is underscored in crafting learning materials synchronized to the needs of students navigating the online platform. In this context, online mathematics instructional strategies are intricately intertwined with pedagogical dimensions and the appropriateness of utilized media and assessment modalities. Emphasizing interactive, creative, and innovative learning emerges as a critically important characteristic, particularly within the realm of online mathematics instruction

Publication trends on sports sociology: Global perspectives and emerging themes

This study examined the depiction of publication trends and the transformation of scholarly discourse within sports sociology publications. The investigation utilised the Scopus and WoS databases to compile a comprehensive list of sports sociology publications. Employing ScientoPy and VOSviewer, the study dynamically constructed science maps and visualisation networks. In the Scopus database, there were 516 publications, and in the WoS, 216, resulting in 732 publications, constituting 79.13% of the overall count between 1990 and 2022. Sports Sciences emerged as the predominant field with 119 publications, and the most prolific source title over the three decades was the International Review for the Sociology of Sport. The United States and Germany stood out as the top two countries, each contributing over 100 publications. The keyword “sports sociology” demonstrated close associations with “development,” “athlete,” and “physical education,” particularly evident since 2015. This study is poised to lay the groundwork for future endeavours to enrich and invigorate sports sociology research. It underscores the need for sports sociologists to delve into novel insights, including the interplay between sports sociology and mental health, gender disparities, sports injury management, and artificial intelligence. The intriguing social dimensions of physical education and sports training are underscored for their significance in shaping daily human activities, behaviours, and emotions.

Continuing Education and Curriculum: Complementary Dimensions of Education

Objective: This study aimed to carry out an investigative review, under the State of Knowledge model, which addresses the curriculum in continuing education in order to look for evidence that continuing education improves/reframes/refutes the conception of curriculum. Theoretical Framework: The incessant search for quality education seems to be the keynote of the ongoing training available to teachers with the most varied themes and formats. Continuing professional improvement and critical reflection on pedagogical practice, as well as the need to review the simplistic view of teaching activity, are arguments in favor of training. Method: Data collection was carried out on the Journal Portal of the Coordination for the Improvement of Higher Education Personnel with the descriptors: “continuing education for teachers”, “curriculum”, “National Common Core Curriculum” and “basic education”. The research is of qualitative nature and follows the arguments of Discursive Textual Analysis. Results and Discussion: The results suggest that continuing education improves, reframes and/or reaffirms the conception of curriculum. Research Implications: The study found evidence showing that curriculum and continuing education are intrinsically linked; as such, thinking about either one individually may undermine discussions. Originality/Value: This study contributes to the literature as the reality caused by the Covid-19 pandemic has called into question the training provided by education networks and brought to light aspects of the curriculum that need to be reviewed.

Grammar teaching in inclusive learning groups. A reconstructive analysis of subject-specific teaching

Abstract This article argues that the relationship between subject-related and social participation is of paramount importance for inclusion-oriented subject teaching research. Firstly, subject teaching is understood as a social practice that is characterised by a specific complexity of the temporal, social and subject-related dimensions of teaching. Secondly, it is assumed that enabling and hindering subject-related and social participation in the practice of teaching is one of the most central analytical attitudes of inclusion-oriented subject teaching research. This is exemplified by empirical analyses of grammar lessons using the methodology of the documentary method.

Successful collaboration between Ifsi trainers and field professionals in the field of TVE

The educational dimension plays an important role in patient care, given the reduction in hospitalisation time, the complexity of the information to be given to patients and the increase in chronic diseases. It is therefore important to train not only healthcare professionals, but also nursing students. To provide Patient Therapeutic Education (PTE), students must be able to adopt an educational posture rather than that of experts and graduates must be able to carry out educational diagnoses or shared educational assessments and run therapeutic workshops. A cross-disciplinary PTE project has been developed at the Ifsi in Périgueux, in collaboration with health professionals and expert patients.

Students’ perceived classroom goal structure and its relations with their achievement goals in Chinese reading classrooms

ABSTRACT Previous studies on achievement goals have rarely comprehensively discussed specific instructional dimensions of classroom goal structure. This study examined the relationships between different instructional dimensions of classroom goal structure and achievement goals among 833 eighth-grade students in a Chinese reading classroom context. The descriptive statistics indicated that students adopted high levels of trichotomous achievement goals and simultaneously perceived a high mastery-oriented goal structure and high task and autonomy/time dimensions of a performance-oriented goal structure. The results of structural equation modelling and the multiple-indicator and multiple-cause model showed that after controlling for school background variables, the task and recognition/evaluation dimensions of the mastery-oriented goal structure had significantly positive relationships with students’ mastery goals, and the recognition/evaluation dimension of the performance-oriented goal structure had significant and positive relationships with students’ performance goals. The findings indicate the necessity of examining the instructional dimensions of classroom goal structures in specific subjects and cultural backgrounds.

Understanding Left-Behind Places in a Contrastive Approach

Abstract How are left-behind places in a country compared to other types of places in an Eastern European country? A typology of local human development is designed and tested for the case of the Romanian society. The United Nations model of human development (structured by the three dimensions of education, economic development and health) is adapted to the local level and two contrasting measures are designed – an index and a typology of local human development. The typology resulted from a cluster analysis. It is validated by bi-variate and multivariate analysis (multinomial regression). High emigration rates, irrespective of the destination, do not bring lower development to the local origin in Romania: the destination of migration counts. There is a higher probability, in 2018, of left-behindness in localities with a higher number of emigrants to Italy in the years preceding 2011. Human development is highly differentiated by destination countries of emigration and by historical subregions. It is especially for such contexts that the quantitative approach could be misleading. Public policy targets could be better identified if qualitative and quantitative approaches are simultaneously used. The proposed approach could be adopted by keeping the same dimensions and measuring them by available and appropriate indicators.

Researching creativity in second language acquisition. Ashleigh Pipes, (2023). Routledge, New York and Oxon, 164 pages. ISBN: 9781003049951. (e-book)

In the field of Second Language Acquisition (SLA), studies on individual differences, such as anxiety, motivation, and aptitude, have come to the core of saturation. However, research on creativity, a fundamental dimension of effective language teaching (Derahkshan, Greenier，& Fathi，2022), is relatively deficient and deserves more attention as a result of the increasing demand for communicative and task-based approaches in modern language teaching. (p.63) Considering such a lacuna, Researching Creativity in Second Language Acquisition is especially timely monograph to fill the gap.

USE OF LEARNING APPS IN TEACHING ENGLISH AT UNIVERSITIES

This paper demonstrates the results of the study on using mobile learning apps for teaching English at Kazakhstan universities. Use of learning apps is considered to be an important factor in keeping young people interested in learning. Moreover, learners take this opportunity to use the mobile apps to learn the language skills and focus more on learning them both inside and outside the classroom. Use of learning apps has added new dimensions in teaching and learning English. They opened new potential for students and increased their level of language preparation and formation of language skills. Through learning apps, a personality-oriented approach to learning is implemented, individualization and differentiation of learning is provided taking into account the abilities of students.

Radial blended-collaboration in doctoral education: Insights from an Indonesian higher education institute

This study explored how doctoral educators apply a radial blended collaborative (RBC) strategy to teach EFL speaking. This study used a narrative case study design and a qualitative approach. In doing so, teachers employed eight RBCs' strategies: raising collaboration awareness, forming groups based on 21st-century skills, using controlled-chosen topics and theme-based prior knowledge, employing snowball questioning techniques, engaging in role-play in different contexts, conducting peer evaluations, and providing oral and written feedback. This study found that technology integration, such as WhatsApp, Zoom Meeting, Google Classroom, and electronic mail, enhanced the learning experience, whereas pooling WhatsApp messages was used to direct the chosen discussion topics. The results demonstrated that RBC significantly improved students' speaking performance across four instructional dimensions: collaborative awareness, active learning, classroom interaction, and technological integration. Future research should aim to enhance spoken communication by integrating technology in assessments and fostering collaborative learning environments.

A Systematic Review of Paradigm Approaches to Research and Modelling of Educational Ecosystems

This paper presents the results of a qualitative study based on a systematic scoping review that aimed to identify and analyse approaches to explore and model ecosystem dimensions of education. Seventy-six publications indexed in the Scopus database from the period 1999-2024 were selected and analysed. The results demonstrate that the study of educational ecosystems is based on mixed paradigm approaches combining constructivist and connectivist principles and constructs, and their modelling integrates two sets of characteristics - structural and value-functional - in a leading way. Structurally, the underlying ecosystem centres on school and higher education, lifelong learning and business-oriented learning. In value-functional terms, the guiding priorities are digitalisation, inclusion, good governance, innovation and sustainability.

Implementation of Ethnopedagogy Through Tabak Educative Traditional Games for Multicultural Value Reinforcement

This study explores the use of traditional Tabak games to reinforce multicultural values in Public Elementary School 14, Pontianak City. Utilizing a survey method, the research involved the Pontianak community, teachers, and students from the school. Data collection methods included participant observation, comprehensive interviews, and documentation, with data analysis conducted through an interactive approach. The findings reveal that students favor thematic lessons, particularly history education, when taught using traditional Tabak games. This is evidenced by 90.71 percent of students responding positively to questions about this learning method. The traditional Tabak games embody values such as democracy, education, social skills, personality, courage, unity, and morals. Additionally, the implementation of learning based on local wisdom through traditional educational Tabak games showed an 86.79 percent effectiveness in strengthening multicultural values. This approach provides teachers with an alternative method for creating imaginative and enjoyable educational activities suitable for elementary students. It introduces multicultural values through five dimensions of multicultural education: content integration, knowledge construction, prejudice reduction, and the empowerment of school culture and social structures.

A bibliometric analysis of shadow education in Asia: Private supplementary tutoring and its implications

This study examines shadow education research in Asia using bibliometric indicators and Scopus data. It uncovers this field’s leading scholars, scientific origins, and progression through various analyses, including co-citation, bibliographic coupling, co-authorship, and co-occurrence. H-classics publications are also reviewed to highlight impactful contributions. Mark Bray was identified as a key figure, and China, Hong Kong, and South Korea emerged as leading contributors, forming collaborative networks. Network analysis reveals thematic clusters aligning with diverse dimensions of shadow education, including economic, sociological, political, linguistic, and psychological aspects. The main themes in the corpus include the tangible benefits of private supplementary tutoring (PT) in achieving high scores during critical educational transitions, the impact of PT on the dynamics of mainstream schooling as demonstrated by the behaviour of some tutees and teachers, and the role of PT in exacerbating educational and social inequalities in Asia. Concerns about corruption in tutoring practices are also noted. This study depicts the multifaceted nature of shadow education, emphasising the importance of considering the soft benefits of PT and enhancing the quality of teaching in mainstream schooling, as well as implementing effective PT regulatory measures.

Learning biodiversity care in everyday life: teacher education in contrasting biocultural contexts

Earth’s biodiversity decline poses critical biocultural challenges, including food sovereignty and climate change adaptation. Teacher education can play a pivotal role in addressing biodiversity care. This study explores how preservice teachers learn about biodiversity care in teacher education programs, focusing on local biocultural contexts to ensure inclusive and equitable quality education pertinent to local communities. Conducted across three diverse Education Faculties in Chile, qualitative methods such as questionnaires, syllabi analysis, and interviews were employed. Findings reveal that preservice teachers primarily acquire biodiversity knowledge through natural sciences courses, albeit with variations across Faculties. The study highlights the importance of situated perception in connecting biodiversity education to the everyday experiences of preservice teachers. It also underscores the ethical and political dimensions of biodiversity education, including participation, interdependence, social commitment, and integration into daily life. Recommendations include fostering collective responsibility, contextualizing teaching methods, incorporating hands-on projects, and modeling responsible biodiversity stewardship in teacher education.

Identifying the Factors Affecting e -learning by Synthesis of Research from Databases of (1389 to 1402 SH) and (2010 to 2023 AD)

Introduction: Given the importance of empathy in caring for patients, this study investigated the level of empathy and its associated factors among medical residents at Ahvaz Jundishapur University of Medical Sciences (AJUMS). Electronic education is a type of educational program that stems from the impact of technology, utilized to facilitate the learning process. Its purpose is to use this educational technology and its effects on the learning process, and the present research seeks the main factors affecting electronic education. Method: The method of this research is qualitative and synthesis research, the statistical population, numerous types of research that have been conducted in domestic and foreign articles in the period(1389-1402 SH) and (2010-2023 AD), and analyzed the 6-step model of Roberts' research synthesis was used and in the data reliability check from the provided framework, four criteria; believability, transferability, reliability, and confirmability were used. Results: The findings in this research showed that the effective dimensions in electronic education include technology-oriented, need-oriented, learning-oriented, communication-oriented, program-oriented, obstacle-oriented, motivation-oriented, and development-oriented dimensions, respectively. Conclusion: In this study, we found that given that e-education is used in all sciences, this research is a suitable model for learners.

Comparative didactics: Toward a generic model for analyzing content-specific dimensions of teaching quality

Since the 2000s, the Joint Action framework in Didactics (JAD) has been developed in the context of the expansion of the French-speaking research in Comparative didactics. Studies carried out with this framework typically investigate how knowledge content develop in teacher-student classroom interactions. From a quite different perspective, classroom research on teaching quality has also developed considerably in recent years. Despite the many efforts to better understand relations between generic versus subject-specific dimensions of teaching, this dichotomy remains strong in the debates on teaching quality. This contribution explores a comparative model for characterizing the quality of teaching practices from the conceptual categories of the Joint Action framework in Didactics (JAD-MTQ). Based on the comparison of teaching and learning practices in two school subjects—physics and contemporary dance—this paper pursues a twofold objective: (1) proposing a provisional set of generic criteria for capturing content-specific dimensions of teaching quality; and (2) highlighting certain methodological conditions for ensuring qualitative analyses of these dimensions of teaching quality.