Pedagogical Principles Research Articles

School Health Education and Teachers’ Preservice Training: The Case of Greece

Background: School health education (SHE) serves as a primary pedagogical aspect of public health. This study aims to explore the curricula of preservice schoolteachers, examining whether graduate courses in Greek universities include SHE, how it is structured, and whether critical pedagogy principles are integrated. Methods: A corpus of n = 21 documents was compiled, encompassing all educational departments in Greek higher education, including Departments of Early Childhood Education and Care (n = 3), Departments of Preschool Education (n = 9), and Departments of Primary Education (n = 9). Results: Content analysis revealed the presence of SHE in 11 out of 21 educational departments. Thematic analysis uncovered significant variability in the curricula, with greater emphasis placed on health-related topics rather than the methodologies and values of SHE. Critical pedagogy principles were not explicitly evident in the curricula, while a persistent biomedical orientation left little room for the development of concepts related to social justice. Conclusions: This study represents the first of its kind in Greece and among the few internationally to examine preservice training for schoolteachers in SHE. The findings underscore the need for revisions to align with the key lessons learned from the major public health crisis of the COVID-19 pandemic. It is imperative to acknowledge that vulnerabilities have been exacerbated, and inequalities widened, necessitating a reassessment of current approaches to health education within teacher training programs.

Pedagogical principles ensuring increasing cognitive activity in technology lessons in primary school

Pedagogical principles ensuring increasing cognitive activity in technology lessons in primary school

Informing research on generative artificial intelligence from a language and literacy perspective: A meta‐synthesis of studies in science education

AbstractResearch in languages and literacies in science education (LLSE) has developed substantial theoretical and pedagogical insights into how students learn science through language, discourse, and multimodal representations. At the same time, language is central to the functioning of generative artificial intelligence (GenAI). On this common basis concerning the role of language, this paper explores how foundational ideas from LLSE studies can inform the use of GenAI in science education. A bibliometric analysis of 412 journal articles from Web of Science provided the initial step to identify major themes and relationships in the LLSE literature. The analysis revealed four clusters of research in LLSE: reading and writing scientific text, science discourse and interaction, multilingual science classroom, and multimodality and representations. Each cluster was further analyzed through close reading of selected articles to identify and connect key constructs to the potential use of GenAI. These constructs include the interactive‐constructive reading model, text genre, reading‐writing integration, dialogic interaction, critical questioning, argumentation, translanguaging, hybridity, thematic pattern, modal affordance, and transduction. From these ideas and connections, the paper recommends several pedagogical principles for science educators to guide the use of GenAI. It concludes that LLSE research offers valuable insights for researchers and teachers to investigate and design the use of GenAI in science education. In turn, the impending use of GenAI also calls for a rethinking of literacy that will shape future research in LLSE.

Granting access: Development of a formal course to demystify and promote predoctoral fellowship applications for graduate students.

Strong scientific writing skills are the foundation of a successful research career and require training and practice. Although these skills are critical for completing a PhD, most students receive little formal writing instruction prior to joining a graduate program. In 2015, the University of Iowa Medical Scientist Training Program (MSTP) addressed this issue by developing the scientific writing course Grant Writing Basics (GWB). Here we describe the structure of this course and its effectiveness. GWB is an interactive, workshop-based course that uses a National Institutes of Health (NIH) F30 predoctoral fellowship proposal as a platform for building writing expertise. GWB incorporates established pedagogical principles of adult learning, including flipped classrooms, peer teaching, and reiterative evaluation. Time spent in class centers on active student analysis of previously submitted fellowship applications, discussion of writing resources, active writing, facilitated small group discussion of critiques of student writing samples, revision, and a discussion with a panel of experienced study section members and a student who completed a fellowship submission. Outcomes of GWB include a substantial increase in the number of applications submitted and fellowships awarded. Rigorous evaluation provides evidence that learning objectives were met and that students gained confidence in both their scientific writing skills and their ability to give constructive feedback. Our findings show that investment in formal training in written scientific communication provides a foundation for good writing habits, and the knowledge and skills needed to succeed in this vital aspect of a scientific research career. Furthermore, they highlight that evaluation is valuable in guiding course evolution. Strategies embedded in GWB can be adapted for use in any graduate program to advance scientific writing skills among its trainees.

Harnessing AI for Education 4.0: Drivers of Personalized Learning

Personalized learning, a pedagogical approach tailored to individual needs and capacities, has garnered considerable attention in the era of artificial intelligence (AI) and the fourth industrial revolution. This systematic literature review aims to identify key drivers of personalized learning and critically assess the role of AI in reinforcing these drivers. Following PRISMA guidelines, a thorough search was conducted across major peer-reviewed journal databases, resulting in the inclusion of 102 relevant studies published between 2013 and 2022. A combination of qualitative and quantitative analyses, employing categorization and frequency analysis techniques, was performed to discern patterns and insights from the literature. The findings of this review highlight several critical drivers that contribute to the effectiveness of personalized learning, both from a broad view of education and in the specific context of e-learning. Firstly, recognizing and accounting for individual student characteristics is foundational to tailoring educational experiences. Secondly, personalizing content delivery and instructional methods ensures that learning materials resonate with learners' preferences and aptitudes. Thirdly, customizing assessment and feedback mechanisms enables educators to provide timely and relevant guidance to learners. Additionally, tailoring user interfaces and learning environments fosters engagement and accessibility, catering to diverse learning styles and needs. Moreover, the integration of AI presents significant opportunities to enhance personalized learning. AI-driven solutions offer capabilities such as automated learner profiling, adaptive content recommendation, real-time assessment, and the development of intelligent user interfaces, thereby augmenting the personalization of learning experiences. However, the successful adoption of AI in personalized learning requires addressing various challenges, including the need to develop educators' competencies, refine theoretical frameworks, and navigate ethical considerations surrounding data privacy and bias. By providing a comprehensive understanding of the drivers and implications of AI-driven personalized learning, this review offers valuable insights for educators, researchers, and policymakers in the Education 4.0 era. Leveraging the transformative potential of AI while upholding robust pedagogical principles, personalized learning holds the promise of unlocking tailored educational experiences that maximize individual potential and relevance in the digital economy.

Thinking like an economist while reading the land: using reading quizzes to show environmental studies and sciences intersecting with economics in Aldo Leopold’s A Sand County Almanac

AbstractReading quizzes for Aldo Leopold’s classic, A Sand County Almanac, that I give students in my upper-level environmental economics class provide an excellent opportunity to explore the intersection of what some consider signature pedagogies of environmental studies and sciences and economics. This paper gives a pedagogical rationale for this strategy while providing details on one of these reading quizzes. Because Leopold links his push for a land ethic and his passion for the outdoors with beautiful writing while incorporating lots of economics at the same time, reading the land and thinking like an economist—two signature pedagogies—can uniquely blend together. Reading quizzes can be useful for faculty teaching any class in the environmental studies and sciences arena and provide students with an incentive to read and think critically while also sparking excellent classroom discussion. In getting students to think about economic concepts as they are brought up by Leopold, they learn the process of thinking like an economist while reading the land. Seeing topics such as valuation, externalities, and more in Leopold’s writing gives students a perspective on economics that is likely to generate deeper interdisciplinary thinking on environmental matters. And with deeper thinking comes better understanding as our students prepare to design policies to solve our toughest future environmental problems. Faculty with an eye toward introducing economic concepts into an environmental class and a willingness to use Leopold’s A Sand County Almanac to accomplish this will find the net profit to be significant.

Analysis of the effectiveness of the training system of future computer profile specialists for the application of digital technologies

The purpose of the article is to verify and justify the effectiveness of implementing an authorial system for preparing future computer professionals to apply digital technologies. The methodological basis of the publication is methods of scientific analysis, pedagogical positions on the issues of preparing future computer professionals, implementation of an authorial system for preparing future computer professionals for the application of digital technologies. The scientific novelty lies in highlighting the main results of the pedagogical experiment, which aimed to verify the effectiveness of the system for preparing future computer professionals for the application of digital technologies. The pedagogical experiment was conducted in accordance with the main stages (diagnostic, formative, control), during each of which a series of tasks and research were carried out. The research hypothesis assumes that the quality of preparation of future computer professionals for the application of ICT in professional activities will improve by implementing organizational and pedagogical conditions, principles, approaches, content, forms, and methods laid down in the authorial system for preparing future computer professionals for the application of ICT. To substantiate the conclusions regarding the effectiveness of the content and methodology of the pedagogical experiment, statistical processing of the obtained data will be conducted. It was found that EG students demonstrated significantly higher knowledge and skills in mastering and using modern ICT tools and instruments: 3D modeling technologies, including for graphic reconstruction; additive technologies; development of adaptive web resources; development and application of virtual and augmented reality applications; use of Smart technologies in education, and so on. Conclusions. Summarizing the research results, we believe that the authorial system for preparing future computer professionals for the application of ICT in professional activities is effective and positively influences the formation of their readiness for professional activities in general.

Exploring the Feasibility and Efficacy of ChatGPT3 for Personalized Feedback in Teaching

This study explores the feasibility of using AI technology, specifically ChatGPT-3, to provide reliable, meaningful, and personalized feedback. Specifically, the study explores the benefits and limitations of using AI-based feedback in language learning; the pedagogical frameworks that underpin the effective use of AI-based feedback; the reliability of ChatGPT-3’s feedback; and the potential implications of AI integration in language instruction. A review of existing literature identifies key themes and findings related to AI-based teaching practices. The study found that social cognitive theory (SCT) supports the potential use of AI chatbots in the learning process as AI can provide students with instant guidance and support that fosters personalized, independent learning experiences. Similarly, Krashen’s second language acquisition theory (SLA) was found to support the hypothesis that AI use can enhance student learning by creating meaningful interaction in the target language wherein learners engage in genuine communication rather than focusing solely on linguistic form. To determine the reliability of AI-generated feedback, an analysis was performed on student writing. First, two rubrics were created by ChatGPT-3; AI then graded the papers, and the results were compared with human graded results using the same rubrics. The study concludes that e-Learning arning certainly has great potential; besides providing timely, personalized learning support, AI feedback can increase student motivation and foster learning independence. Not surprisingly, though, several caveats exist. It was found that ChatGPT-3 is prone to error and hallucination in providing student feedback, especially when presented with longer texts. To avoid this, rubrics must be carefully constructed, and teacher oversight is still very much required. This study will help educators transition to the new era of AI-assisted e-Learning by helping them make informed decisions about how to provide useful AI feedback that is underpinned by sound pedagogical principles.

Soviet Library Policy on the Organization of Interaction between Science and Society in the 1920s–1930s

The purpose of the article is a critical analysis of the historical experience of forming the educational Soviet state library policy in the 1920s and 1930s and determination of the possibilities of its modern use. It is shown that the basis of this policy were the views of the domestic revolutionary democrats on science and its popularization, as well as V. I. Lenin’s ideas about the political education of the working class and the development of its political consciousness. It is noted that the library educational policy began to be formed within the framework of the educational concept of librarianship as a form of extracurricular education and political propaganda in the late XIX – early XX century, however, the political and organizational conditions for its implementation developed only in Soviet times. The main motive for the formation of the Soviet educational policy was the need to prepare workers and peasants for participation in public administration throughout the power vertical, the fight against the church, as well as improving workers and peasants’ technical and agricultural literacy. Propaganda became the main form of interaction as the most concentrated expression of political, scientific and technical education. These political and pedagogical principles are disclosed and conclusions are drawn about the prospects of using the experience of those years when forming modern library policy on the organization of interaction between science and society. The main achievements and shortcomings are analyzed. The experience of the 1920s and 1930s shows that such policy will become successful if keeping to the following conditions: 1) the library policy in this direction being an integral part of the national educational and scientific policy; 2) the organized management of educational and scientific reading; 3) library impact should have an active character; 4) principles of modern educational library policy are modernized taking into account the achievements of pedagogical science in the field of enlightenment, sociology of reading, information culture and popularization of science.

PROFESSIONAL TRANSLATOR IDENTITY DEVELOPMENT IN THE LIGHT OF THE CONCEPT OF TRANSLATION PEDAGOGY

The article's relevance is conditioned by the expansion of the methodological basis of translator training within the framework of an independent area of research - translation pedagogy. The research aims to substantiate the leading principles of translation pedagogy based on a combination of discursive, cognitive, semiotic, and pedagogical approaches. The methodological foundation of the research was the provisions of translation pedagogy, in particular, the methodological component of the concept, including three blocks of analysis: content-target, organizational-processual, and result-evaluation. The material for the analysis was the practice of teaching the discipline "Topical Problems of Translation" to master's students, in particular, the work on the research project "Portrait of the Russian Translator".

A Comprehensive Study to Build Immersive Virtual Reality-Powered Language Learning

In the rapidly evolving landscape of education technology, this project explores the integration of Immersive Virtual Reality (IVR) to revolutionize language learning experiences. Leveraging the power of virtual reality, this innovative approach aims to provide a dynamic and immersive language acquisition platform that transcends traditional methods. The project focuses on creating a virtual environment where language learners can engage with authentic scenarios, fostering practical language application and cultural understanding. Users will navigate through lifelike settings, interact with virtual native speakers, and participate in real-world conversations, thus enhancing their linguistic proficiency in a contextualized manner. Key features include personalized learning paths, adaptive challenges, and gamified elements to sustain user motivation and accommodate diverse learning styles. The incorporation of artificial intelligence ensures tailored feedback, tracking individual progress, and dynamically adjusting the learning curriculum to suit each user's proficiency level. The virtual reality language learning experience is designed to be accessible and user-friendly, catering to a broad demographic. Emphasis is placed on creating a sense of presence and cultural immersion, allowing learners to develop language skills in an environment that mirrors real-life scenarios. Through a combination of cutting-edge virtual reality technology, linguistic expertise, and pedagogical principles, this project aspires to redefine language education. The research and development aim to assess the efficacy of this immersive approach, comparing learning outcomes with traditional methods, with a vision to contribute to the ongoing discourse on the future of education technology and language acquisition.

A scaffolded speaking and writing ELP course for commercial lawyers: An action research case study from an undergraduate law school in Istanbul

The author used action research to implement significant changes to an English for Specific Legal Purposes (ELP) course at a private university in Istanbul to meet the professional discourse needs of Turkish law students. The previous syllabus was focused on American Supreme Court case reports; however most of the students would mainly use English to advise on contracts in commercial law practice. Content and language integrated learning (CLIL) and genre analytical methodologies were used to develop pedagogy for the new syllabus, which was scaffolded so that students began learning the functional organization and lexico-grammatical properties of a contract before participating in an oral advice role play activity and writing a letter of advice about it to a hypothetical client. In conjunction with discussion of the pedagogical rationales for syllabus design and instructional activities, observations of student participation in the oral advice activity and feedback on a student example of the letter assessment are presented to critically reflect on the utility of this ELP course designed to help undergraduate law students to discursively function as lawyers, especially those learners from non-English speaking backgrounds, who need to communicate in English as the primary lingua franca for international legal practice.

Learner Experiences of Mobile Apps and Artificial Intelligence to Support Additional Language Learning in Education

This study examines learners’ experiences and the use of language learning applications (“apps”) as a primary source of second or additional language learning (“L2”) instruction and assessment in higher education. It purviews the integration of artificial intelligence (AI)-powered features that support technology-enhanced language learning experiences. Principles of pedagogy, heutagogy, and self-determination theory are used to inform the appropriate design and application of AI to support language learning. We examine the congruence between learner's goals with perceived outcomes following a 4-week language learning intervention using an app. A survey of n = 151 adult learners across two Canadian universities revealed: (a) apps are perceived as an engaging, convenient, and structured approach to early stages of L2 learning and (b) the integration of AI for conversation-based simulations or speech recognition would enable more adaptive, personalized L2 learning experiences. The authors discuss implications for future developments and AI uptake for language learning apps.

Effects of AI understanding-training on AI literacy, usage, self-determined interactions, and anthropomorphization with voice assistants

Intelligent voice assistants (IVAs) such as Alexa or Siri are voice-based Artificial Intelligence systems that help users with various everyday tasks using simple voice commands. However, users often only have a superficial understanding of how the Artificial Intelligence (AI) integrated into IVAs works, which leads to misunderstandings and potential risks of use. To promote self-determined interaction with IVAs, the development of specific AI-related skills, such as a comprehensive understanding of AI, is crucial. Based on learning psychology and media pedagogy principles, two online training modules were developed to deepen the understanding of AI concerning IVAs and enable self-determined interaction. A total of 99 participants took part in the training. The results show that the training promotes both understanding of AI and AI literacy. It also increases the intention to use IVAs, promotes a positive attitude, and enhances the willingness for self-determined interaction. In addition, the training contributes to a more realistic assessment of the IVAs' capabilities and reduces anthropomorphic perceptions. Overall, the study emphasizes the relevance of specific AI skills and shows how targeted training can contribute to improving these skills. Thus, the present work contributes to improving the availability of digital education programs.

A Collaborative Approach to Antiracist Pedagogy

This cowritten Reflections essay describes an upper-division seminar for honours and master’s students that brought together established antiracist pedagogical principles (for example, decentering Britain) with a commitment to hands-on, in-class collaboration. This collaborative dimension buoyed the class’s capacity to encounter both the challenges and insights that the antiracist framework brought to the fore. In a course that sought to engage with Romantic poetry of “labour and longing” in the age of transatlantic slavery, working together became both an object of study and a learning practice. The coauthored nature of this essay therefore advances, beyond the end of term, the importance of listening and learning from one another in the pursuit of more inclusive, wide-ranging, and (very often) discomforting learning environments, even as such environments can only ever be imperfect.

Transformative Insights: Global Perspectives on Feedback Quality for Elevating undergraduate students’ Engagement and Motivation

This study explores the dynamics of feedback quality from the perspectives of professors and its profound impact on the motivation and engagement of undergraduate students. Drawing upon insights from a diverse group of professors representing 12 different countries, this study employs a meticulously designed qualitative methodology, facilitating a thorough exploration of the connections between feedback processes and student outcomes through an interpretive lens. Notably, our findings emphasize the transformative potential of constructive feedback when supported by contemporary pedagogical approaches. The study reveals the challenges educators face in delivering comprehensive feedback while also highlighting themes such as a commitment to continuous professional development, a preference for face-to-face interactions over technological advancements, and the transformative impact of the feedback process on personal growth. Additionally, the participants’ recommendations align with broader pedagogical principles, emphasizing relationship building, perceiving feedback as an opportunity for improvement, fostering accessibility, continuous professional development, and creating psychological safety within the classroom. These recommendations provide practical insights for educators, guiding them to enhance their practices and cultivate supportive learning environments.

Towards Islamic Pedagogy By Exploring The Applications Of Educational Technology

Islamic education has long been an integral part of the Muslim intellectual tradition. However, new challenges and opportunities emerge in strengthening Islamic pedagogy in the current digital era. This article aims to explore how integrating technology in the context of Islamic education can enrich learning experiences and develop pedagogy connected to Islamic values. Through a literature review, we explore various educational technology applications that can be used to improve Islamic-based learning. We highlight the implementation of technology, such as interactive learning applications, e-learning platforms, and social media, that can facilitate discussion and collaboration between students and educators. In addition, we analyze Islamic pedagogical principles that can be integrated into developing and using educational technology. Concepts such as active participation, collaborative learning, and student-centered learning experiences are considered in the context of Islamic values such as justice, compassion, and example. Through this approach, technology in Islamic education will increase the efficiency and effectiveness of learning and respect and strengthen the spiritual and moral values that underlie Islamic education. Future research can explore the practical implementation of Islamic pedagogy connected to technology in formal and non-formal educational contexts and evaluate its impact on achieving the goals of Islamic education.

Someone Like Me: A Trial of Context-Responsive Science as a Mechanism to Promote Inclusion

This paper provides evidence gathered from two suites of non-formal science activities that were intended to increase engagement in science by culturally diverse groups. Both studies involved the delivery of science activities that were designed, implemented and evaluated to show culturally contextualised science. The activities were run in two very different contexts (urban and very rural areas) and were designed to be of relevance to two distinctive cultural groups (those with links to South Asia, and those being educated through the medium of Gaelic, an indigenous minority language in Scotland), while also actively engaging with those beyond the target group. The link between language identity and culture was incorporated into the design of both sets of activities as well as the qualitative evaluation. The latter considers how the participants’ assessment of the interventions, implemented by writing or drawing on a blank postcard, was designed to provide unstructured responses and explores what the resulting data revealed about the impact of the interventions. The findings suggest that the set of activities that most strongly engaged participants on the value of diversity in the creation of scientific knowledge, as well as increasing their focus on the consequences of scientific activity, were those that facilitated a more exploratory approach to the subject matter. By contrast, activities that had to be done according to a standard scientific protocol produced growth in subject-specific knowledge. The present paper explores the principles of the inclusive pedagogies that informed the design of the activities and discusses how these were operationalised in two very contrasting cultural contexts. The key finding was that presenting science as social practice, rather than as being socially neutral, is key to promoting engagement, along with the benefits of explicitly demonstrating the relevance of science to participants’ daily lives.

ОПЫТНОСТЬ КАК ОДИН ИЗ БАЗОВЫХ ПРИЗНАКОВ КОНЦЕПТОСФЕРЫ (НА ПРИМЕРЕ АНГЛОЯЗЫЧНОГО НАУЧНО-ПОПУЛЯРНОГО ПЕДАГОГИЧЕСКОГО ДИСКУРСА)

The article is devoted to the cognitive discourse analysis of the conceptual sphere of the English popular science pedagogical communication. The purpose of the analysis is to study and describe the linguistic representation of expertise as one of the key features of the conceptual sphere. On the material of English popular science pedagogical magazines, it is revealed that in the conceptual sphere of the English popular science pedagogical discourse, the feature of expertise is responsible for providing the audience with empirically defined pedagogical principles and teaching methods. In addition, the feature of expertise shows the expert knowledge and experience as well as serves as a tool for forming a trusting relationship between the professional pedagogical community and its audience. The results of the study show that in the English popular science pedagogical discourse, the feature of expertise is verbalised with the help of such speech mechanisms as so-called formula statements which represent indisputable facts about the way students should be taught; names of official documents testifying to the knowledge of teachers about educational laws; lexemes showing empiricality of information; lexemes indicating the quality and frequency of an action; stylistic enumeration. Key words: discourse, pedagogical communication, conceptual sphere, popular science discourse, popular science pedagogical discourse, the features of a conceptual sphere

Pedagogical interventions to support student belonging and employability in large cohorts: four case studies.

Employability is not just about focusing on workplace experience but about developing social and cultural capital through students’ learning. Pedagogies are central to that development (Pegg, 2012). Pedagogies that encourage collective activity, networking and the building of a sense of belonging whilst preparing students for the reality of the workplace are valuable. This paper outlines four course case study examples of pedagogies that separately strengthen qualities and skills that enhance students’ employability. The curricular and pedagogic practices of each are examined, and significant themes from each are then synthesised. Together they demonstrate how thoughtful course design and inclusive pedagogic approaches support the development of students’ professional identity and the building of their employability skills. The common themes focused on self-directed, student-centred, authentic learning, encouraging students i) to work with industry and communities to build early professional networks, ii) engage in connected learning where the curriculum and its supporting activities and pedagogy facilitate collaborative learning, iii) develop confidence, sense of belonging and professional identities through using inclusive collaborative learning approaches. In addition, six practical pedagogic principles (i-vi) are identified for course teams to utilise. These include i) focus on inclusive practice, ii) building students’ professional identity, iii) developing students’ belonging, iv) deep critical thinking v) the demystification of the workplace through the activities selected vi) students leading their own learning. This paper concludes by suggesting a series of reflective questions (mapped to each principle) for educational developers to consider as they design future learning activities which foster employability skills.