Implications For Education Research Articles

The effect of parents' social and educational level and parental encouragement on environmental motivation among university students

Parental factors, such as educational and social levels, significantly influence children's personality development, creativity, and success. This study examines how parents' social and educational levels, along with parental encouragement, impact university students' motivation towards environmental protection. A random sample of 200 students from Al Ain University, Abu Dhabi campus, was surveyed. The results reveal no statistically significant differences in the responses regarding the role of parents in educating children about environmental preservation based on either parents' socioeconomic level (p = 0.174, p > 0.05) or educational level (p = 0.174, p > 0.05). The study found no statistically significant impact of parents' socioeconomic or educational levels on students' environmental motivation (p > 0.05). Implications for environmental education are discussed. The study underscores the importance of holistic environmental education efforts, advocating for raising awareness of pollution's impacts, fostering an environmental ethos, and encouraging responsible interaction with the environment, while recommending inclusive educational programs and enhanced community engagement to promote sustainable environmental stewardship.

The moderating role of emotional self-efficacy and gender in teacher empathy and inclusive education

The role of teacher empathy is recognized as a key factor in improving teacher–student interaction, motivation and academic performance. Despite the importance of teacher empathy, its role in promoting inclusive education is still largely unknown. High levels of empathy are not necessarily associated with greater ability to implement inclusive education, as they can lead to excessive emotional engagement and stress, which negatively affect teachers' abilities. Therefore, the present study explored whether the relationship between high empathy and perceived ability to implement inclusive education could be moderated by other variables, such as emotional self-efficacy and gender. A large sample of Italian support teachers (N = 739; Mage = 37.7; females = 86.9%) was recruited for this study. We found that higher levels of empathy were related to higher levels of self-efficacy in inclusive education, especially when levels of emotional self-efficacy were higher. This relationship was only found for female teachers. The results contribute to knowledge about the role of teachers' empathy for inclusion as well as the moderating role of the ability to regulate negative emotions. The study has implications for pre-service teacher education and in-service teacher training.

Enhancing Nursing Care through Cultural Competence: Focus on the Inupiat Community.

This article explores the historical and cultural background of the Inupiat community, highlighting health disparities and emphasizing culturally competent care's role in addressing them. Inupiat health beliefs, communication styles, family dynamics, and dietary habits are examined in relation to Western medical practices within tribal health systems. Strategies for cultural education include curriculum development, simulations, clinical assignments, and partnerships with Inupiat healthcare professionals. Challenges in providing culturally competent care to the Inupiat community are identified, including barriers in nursing education and legal implications for nursing practice. Strategies for enhancing nursing cultural competency are outlined. This paper advocates integrating cultural competency into nursing practices to improve care for the Inupiat community, focusing on training, education, and policy recommendations. It emphasizes the importance of respecting and integrating Inupiat cultural practices to enhance health outcomes and healthcare experiences.

Perceived teacher expectations and the academic engagement of junior high school students in rural China: The role of academic self-efficacy

The “Rosenthal effect” occurs when teachers’ expectations are positively correlated with students’ academic behaviors and performance. However, it is necessary to explore the specific relationship with academic engagement in terms of students’ perceived teacher expectations. This study involving 907 students from three junior high schools in rural China reveals the relationships among perceived teacher expectations, academic self-efficacy, and academic engagement using structural equation modeling. The results indicate that perceived teacher expectations are positively related to academic engagement. Academic self-efficacy plays an indirect role in the relationship between perceived teacher expectations and academic engagement. The findings have important educational implications: they advance the relevant research on teacher expectations, and they provide feasible and practical strategies to ensure that rural students obtain a more equitable and high-quality education.

Differences Between the Chinese and American Higher Education Systems and Implications

Despite receiving considerable global attention, the higher education systems of China and the United States exhibit disparities and complementarities that highlight ongoing deficiencies in educational reform and development. This paper holds a comparative analysis of the strengths, weaknesses, and developmental trends within the higher education frameworks of both nations. It reveals that China's system is defined by its uniform policies and stringent teaching methodologies, characterized by fixed curricula and rigorous mechanisms for teacher training and student selection. In contrast, the US system is celebrated for its diversity, flexible policies, innovative teaching approaches, and diverse curricula. It places a strong emphasis on teacher autonomy and the individualization of student assessments. Based on these findings, this study offers a series of recommendations designed to advance the development of higher education in both countries. These include optimizing the admissions and examination systems, reforming educational philosophies, broadening international perspectives, and enhancing the allocation and fairness of educational resources.

Empirical Study of Data-Driven Learning and Generative AI in Enhancing Meta-Cognitive Resource Utilization: A Comprehensive Analysis

This study investigates integrating data-driven learning and Generative AI within the Meta-Cognitive Resource Utilization Framework (MCRUF) and its potential to enhance educational outcomes. It highlights how AI-driven tools can personalize learning experiences, foster meta-cognitive skill development, and offer real-time feedback to improve learner autonomy and engagement. However, the study identifies key challenges, such as over-reliance on technology, digital literacy gaps, data privacy concerns, and unequal access to AI resources. The findings suggest important implications for educators and policymakers, emphasizing the need for ethical guidelines, equitable access, and a balanced approach combining AI assistance with active learner participation. Future research should focus on long-term impacts and strategies to ensure responsible implementation of these technologies.

Modelling Generative AI Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era

ABSTRACTAs artificial intelligence (AI) has been integrated into foreign language (FL) education, learners' well‐being is influenced by various factors, including technological, personal and contextual elements. However, few studies explored how external and internal factors jointly shape FL learners' well‐being in the era of generative AI. To fill this gap, this study explores the effects of generative AI acceptance, perceived teachers' enthusiasm and self‐efficacy on FL learners' well‐being by investigating 613 university learners of English as a foreign language (EFL). The structural equation modelling results reveal that (1) generative AI acceptance positively predicts EFL learners' well‐being and self‐efficacy; (2) perceived teachers' enthusiasm does not predict learners' well‐being and positively predicts EFL learners' self‐efficacy; and (3) the self‐efficacy for receptive skills mediates the relationship between generative AI acceptance/perceived teachers' enthusiasm and EFL learners' well‐being, whereas self‐efficacy for productive skills does not play the mediation role. This research broadens the understanding of the antecedents of EFL learners' well‐being and extends the application of self‐efficacy theory in the AI‐driven educational environment, providing significant pedagogical implications.

Understanding Stance of English Language Teachers’ Cooperation with Parents and School Administrators in Classroom Management

Classroom Management (CM) possesses a key role in teaching in L2 classroom settings. So, it is fair to suggest that there is an increasing volume of research in addition to the research conducted in the mainstream CM studies. However, to our knowledge, the lack of research about cooperation among the insider and outsider stakeholders of L2 CM is still felt. Within this respect, the objective of this study is to explore how pre-service (PSTs) and in-service English language teachers (ISTs) view parent- and school administration-support in CM. Therefore, a semi-structured interview is utilised to delve into PSTs’ and ISTs’ stance towards cooperation with parents and school administration. Then, data yielded from the interview are analysed through content analysis. Thus, the outcomes have revealed some convergences and divergences between PSTs’ and ISTs’ views. Overall, some pedagogical implications are suggested to improve ISTs’ and PSTs’ classroom practices in tandem with L2 teaching pedagogy.

How personal values influence earnings management ethics: the mediation role of moral disengagement

ABSTRACT Earnings management (EM) is a critical ethical issue for the accounting profession. However, it remains unclear why accountants differ in their ethical judgements of EM, with some evaluating it as ethically acceptable while others do not. From the perspective of personal values, we explore how personal values influence accountants’ ethical judgement of EM through the mediation role of moral disengagement. A survey of 554 Chinese practicing accountants found that accountants with higher resultant conservation values were less likely to morally disengage, thus less tolerant of accounting manipulation, while accountants with higher resultant self-enhancement values were more likely to morally disengage, leading to greater tolerance for accounting manipulation. The results showed that moral disengagement fully mediated the relationship between personal values and ethics in accounting manipulation. Moreover, moral disengagement had no significant effect on ethics in operating manipulation. Our study has practical implications for educators, regulators, and companies combating EM.

“Why is the bear sad?”: preparing preservice educators to support children’s inferencing during storybook reading

ABSTRACT The study investigated the effects of an instructional unit for preservice educators aimed at developing their knowledge about children’s inferencing skills and strategies to support these skills during storybook reading. Participants were randomly assigned to either an experimental group that received instruction on supporting inferencing (n = 13) or a comparison group (n = 12) that received instruction on print referencing, another means of supporting emergent literacy. For both groups, instruction involved a videorecorded presentation; independent reading, observation, and reflection; and discussion and practice of the targeted strategies with peers in a virtual environment. Participants’ knowledge about emergent literacy and inferencing was evaluated via a questionnaire and a role-play. While both groups increased their knowledge about emergent literacy from pretest to posttest, only the experimental group improved significantly on knowledge about inferencing and asked a greater number and proportion of inferential questions during the role-play, as well as more diverse questions. The implications for education and professional development for preservice educators are discussed.

Emergency contraception access in Fijian community pharmacies: A descriptive study

ObjectiveTo assess pharmacists’ knowledge regarding emergency contraceptive pills (ECPs), their attitudes towards women obtaining ECPs, and ECP counselling and dispensing practices. MethodsAn online cross-sectional survey using Qualtrics was distributed via pharmacy emails and networks to recruit registered pharmacists working in community-based pharmacies. ResultsThere were 22 valid respondents, predominantly female pharmacists (68%), with an average of 7.5 years of registration. All pharmacists knew the correct time frame after unprotected sex for ECPs to be effective, and 73% knew how ECPs worked, but only 50% knew that there were no contraindications. Most pharmacists (86%) knew that ECPs should be available to all women and girls, but only 59% thought that a married woman should not have to get permission from her husband to buy ECPs. Information or education for clients on the correct use of ECPs was mainly provided by pharmacists (59%), mostly through verbal communication (96%). Only 5% of pharmacists had used the emergency contraception methods wheels. ConclusionsThere were gaps in pharmacists’ knowledge regarding ECPs. Biases, judgemental attitudes, and suboptimal practices existed. Implications for public healthTargeted education and training for pharmacists is needed to improve access to ECPs in Fiji.

The limits to sustainability: views and tensions expressed by future leaders for change

Future leaders will have the challenging task of transitioning current societal practices and organizations towards sustainability, but we lack in-depth characterizations of young sustainability leadership students within specialized higher education programs. Understanding their aspirations, doubts and fears may help educators to provide tailored and innovative teaching. In this study, we engage 24 students of a Finnish sustainability leadership Master’s degree program through a workshop, a survey, and interviews with the aim of understanding how they conceptualize and operationalize sustainability. A thematic analysis indicates that their understanding is contested—they feel responsibility, but they channel it primarily through individual action and often value moderation (i.e. not taking action to perceived extremes); engaging the public is seen as important, but some suspect that human selfishness cannot be changed; and post-capitalist views exist alongside advocacy for business-as-usual consumption-based happiness. Based on these insights, we outline implications for research and education.

From classroom to operating room: What attracts medical students to neurosurgery

BackgroundThe specialties chosen by medical students after graduation are critical to their professional trajectories. This study investigates the perceptions of medical students at Jazan University in southwestern Saudi Arabia toward neurosurgery, focusing on the factors that influence their inclination to pursue this specialty. MethodsAn observational cross-sectional study was conducted among 342 medical students from the Faculty of Medicine at Jazan University during the 2022–2023 academic year. The participants included students ranging from second- to sixth-year levels. ResultsAmong the 342 students, 207 (60.5 %) were males, and 135 (39.5 %) were females, with 169 (49.4 %) expressing interest in neurosurgery. Over time, there was a trend of decreasing interest in neurosurgery. The primary reasons for choosing this specialty were market demand for neurosurgeons and potential for substantial income, while stress was the main deterrent. Multivariate analysis revealed that third-, fourth-, and fifth-year students were significantly less likely to pursue neurosurgery, with reductions of 89 % [OR=0.11, 95 % CI: (0.04–0.29), p < 0.001], 83 % [OR=0.17, 95 % CI: (0.07–0.43), p < 0.001], and 74 % [OR=0.26, 95 % CI: (0.11–0.61), p = 0.002], respectively. The strongest motivating factors for choosing neurosurgery were research opportunities [OR=2.37, p < 0.001] and the prestige associated with the specialty [OR=2.35, p < 0.001]. ConclusionsThe study provides valuable insights into medical students’ perceptions and career aspirations related to neurosurgery in southern Saudi Arabia. It highlights key factors such as research opportunities, prestige, and competitiveness that motivate students to consider neurosurgery as a specialty. The study also addresses common misconceptions and stereotypes about neurosurgery, promoting a more accurate understanding of the field among students. These findings have significant implications for medical education, career guidance, and healthcare policy, helping to shape initiatives that enhance patient care and support the development of neurosurgery

A global communications standpoint: What might that mean?

What does it mean, then, when we adopt and advocate a standpoint that is not tied to a single locus or body of experience, that in fact attempts to expand possibility rather than narrow it, that simultaneously values context while recognizing disconnection from it? What are the implications for thinking, teaching and doing, when the standpoint urges us to look outward and inward at the same time, demanding that we be rooted in the local even as we trace its threads to and from the global? In this essay, I respond to the provocation offered by Girginova et al. as they argue for a global standpoint in media and communication research, asking for a nuanced approach to positionality that allows for openness in both research and teaching.

Learning Outcomes of Psychomotor Domains in Welding Technology: VR Welding Kit Assessment: A Systematic Literature Review

Aim. This systematic literature review aims to analyse existing studies that have investigated the impact of VR welding kits on the development of psychomotor skills, knowledge acquisition, and overall learning experience. By synthesising findings from a variety of sources, this review seeks to provide insight into the strengths, limitations, and potential areas for further research in this domain. Method. This systematic literature review involved an extensive search of electronic databases such as PubMed, Google Scholar, and IEEE Xplore to identify relevant studies that focused on the impact of VR welding kits on psychomotor skills development and knowledge acquisition. Result. Findings from a systematic literature review reveal a range of results related to the impact of VR welding kits on psychomotor skills development and knowledge acquisition. Most of the research highlights the positive effects of utilising VR technology in welding education. VR welding kits were invented to improve learners’ psychomotor skills by providing a realistic and interactive simulation environment. Conclusion. Ongoing research in this domain will be critical to refining and integrating VR welding technology into welding education and practice, ultimately positioning the industry for a future that improves productivity, safety, and competitiveness. Cognitive Value. Allowing students to practice and refine welding techniques in a safe and controlled setting, ultimately leading to increased proficiency and confidence in practical applications. The insights gained from this review have significant implications for educators, training programs, and the welding industry.

Efficacy of Mixed Model Instruction to Improve English Language Skills of Business Management Students: An Experimental Study

Aim. The current study explored and compared the efficacy of technology-based instructions, specifically web-mediated, blended, and online instructions, on the enhancement of English language skills among students pursuing Business management (BM) in Prince Sattam Bin Abdulaziz University, Saudi Arabia. Method. A total of two hundred and four participants were chosen randomly and divided into four groups. The control group, comprising 51 individuals, received general English instruction utilizing the communicative language teaching (CLT) approach, and engaged in exercises that focused on developing their general English skills. On the other hand, the web-mediated learning experimental group, also consisting of 51 participants, received general English instruction through the Duolingo educational model. Similarly, the blended experimental group, comprised of 51 individuals, received general English instruction through the Enriched Virtual Blended Learning Model. Lastly, the online learning group, consisting of 51 participants, received general English instruction through the LMS instructional model. Results. Prior to the intervention, all students underwent a pretest, and subsequently, a posttest and a delayed posttest were administered to evaluate their proficiency in standard general English, as measured by the TOEFL exam. The study's results indicated that all groups displayed progress in their English language skills. However, the Duolingo and Enriched Virtual learning models demonstrated superior performance in enhancing English language skills compared to the other groups. Conclusion. These findings hold significant pedagogical implications for curriculum designers, the development of training programs for future HR professionals, material producers, and all stakeholders involved in the field of BM education.

Online English Teaching and Learning in Higher Education: Lessons from Chinese College Students

Aim. The current study aims to investigate Chinese students' perceptions and experiences with online English learning, as well as their recommendations for future online English courses. Methods. This study included 383 Chinese college students and was conducted using a mixed-methods, sequential explanatory research design. A survey questionnaire and semi-structured interviews were used to collect data from the students. The collected data was analyzed both statistically and thematically. Results. The findings provided useful insights into the strengths and areas for improvement in current online English learning practices. Despite widespread comfort and satisfaction with online learning platforms, concerns about the digital divide, engagement, interactivity, and assessment integrity call for a more nuanced approach to online course design and delivery. Conclusion. Students highlighted several recommendations for future online English learning, including a desire for more interactive sessions, better management of student needs, diversification of learning activities, emotional support and motivation, and enhancing online exam integrity. Cognitive value. This study offers some pedagogical implications for infrastructure, the learning environment, teaching methods, and approaches to online assessments. It also advocates for a rethinking of how online courses are designed and taught to meet the changing needs of students in the digital age.

Exploring ESL Learners’ Reading Strategies Based on the Theory of Reciprocal Determinism

The purpose of this study is to explore the relationship between reading strategies and Bandura’s (1986) theory of Reciprocal Determinism. Previous research acknowledged the concept of Reciprocal Determinism as an effective teaching approach, however, limited research has been done to consider how reading is influenced by learners’ personal factors, behavior and environment. Based on four Research Questions, the study explores the perceived use of reading strategies by 225 undergraduates who completed a critical reading course at a local university. These learners of English as a Second Language responded to an online questionnaire adapted from Mokhtari and Sheorey’s (2002) Survey of Reading Strategies. Based on the learners’ ratings of the reading strategies, namely Global Reading Strategies, Problem-Solving Strategies and Support Strategies, the findings revealed that there is a significant relationship between the learners’ perceived use of reading strategies and the three factors of Reciprocal Determinism, namely Personal Factors, Behaviour and Environment indicating a cyclical effect that infuences learners’ reading comprehension. This exploration of reading strategies through this theory has pedagogical implications on how reading is taught to scaffold and help learners increase metacognitive awareness and self-efficacy. Overall, this study contributes to a further understanding of the importance of taking into account the three factors in a reading environment and the relationship between reading strategies and RD. Future studies could be an extension of how the cyclical effects of Reciprocal Determinism and reading strategies could be strategically integrated into the teaching of skilled and unskilled readers and in other learning domains.

Youth civic engagement through digital advocacy on social media: practical implications for platforms, educators and policymakers

Youth civic engagement through digital advocacy on social media: practical implications for platforms, educators and policymakers

Does the work environment matter in shaping English as a foreign language teachers’ teaching for creativity: A mixed‐methods investigation into the roles of perceived climate, peer group interaction, and supervisory relationship

AbstractTeachers play a critical role in fostering students’ creativity, especially in English as a foreign language (EFL) classes, known as teaching for creativity (TfC). Despite this, no comprehensive study has explored how the work environment influences EFL teachers’ TfC. Therefore, this study investigates how various holistic work environment factors affect TfC among Chinese EFL teachers. Drawing on the dynamic componential model of creativity, the study employs a mixed‐methods approach, combining quantitative data from a survey of 406 EFL teachers analyzed using partial least squares structural equation modeling in Smart PLS 3, and qualitative insights from semi‐structured interviews with 20 EFL teachers analyzed in MAXQDA 2022. The quantitative results reveal that perceived climate and peer group interaction positively and significantly impact TfC, whereas supervisory relationship (SR) does not show significant effects. The qualitative findings validate these outcomes and offer deeper insights into how PC and PGI specifically facilitate or impede TfC, alongside explanations for the non‐significant role of SR. Additionally, the qualitative analysis identifies another influential factor on TfC: teacher–student interaction. These findings carry theoretical and practical implications for teacher educators and the professional development of EFL teachers.