Educational Settings Research Articles

Preservice Physical Education Teachers’ Perceptions of Health-Related Fitness Self-Testing in a Teaching Methods Course

Purpose: This study explored how preservice physical education teachers (PPETs) perceive health-related fitness testing (HRFT) administered in a self-testing format with the aim to enhance their HRFT learning and better prepare them for future HRFT implementation. Methods: The study utilized a constructive phenomenological research design. A total of 11 PPETs participated in the study. Data were collected through a focus group interview, individual interviews, observation and field notes, and written assignments. Two researchers analyzed the data in NVivo 12. Results: Three findings were concluded from the data. First, the administration of self-testing engaged PPETs in active learning of HRFT. Second, PPETs reported positive attitudes toward self-testing when their needs for competence, autonomy, and relatedness were satisfied. Lastly, PPETs identified challenges and proposed suggestions for completing and administrating HRFT. Conclusions: Self-testing may be used as an alternative approach to preparing PPETs for HRFT. More research is needed to examine the effectiveness and reliability of self-testing in educational settings.

A classroom experience for teaching and learning of high school geometry through virtual reality

This study explores the integration of virtual reality (VR) in geometry education and examines the immersive platform’s potential to enhance student engagement and understanding through a case report. While students appreciated the interactive and collaborative aspects of VR, they also faced challenges such as VR sickness and technical issues. Recommendations for future sessions include incorporating breaks and providing additional technological guidance. Future research will focus on addressing these challenges, evaluating long-term educational outcomes, and exploring the integration of other immersive technologies like augmented reality. The study contributes to the wide discussion regarding the importance of balancing technological innovation with pedagogical effectiveness for successful VR integration in educational settings.

Vocational education, skill training and self-employment: evidence from India’s non-farm sector

ABSTRACT Does vocational education and skill training induce self-employment remains a significant open policy question in India. A connected question is how workers from different socioeconomic, demographic and educational settings relate their vocational education and skill training with employment type. In this paper, using nationally representative household survey data, we investigate how vocational education and skill training are associated with the uptake of self-employment activities (vis-à-vis wage employment opportunities) in the non-farm sector in India. This paper shows that individuals with vocational training are more likely to engage in self-employment activities than those with wage employment in the non-farm sector in India, with stark socioeconomic and demographic differences. Our results suggest significant gender and caste inequalities in self-employment based on their vocational education and skill training status. We also find some evidence suggesting that youth with vocational training opt for wage employment vis-à-vis self-employment than their older counterparts. Examining socioeconomic and demographic complexities in connecting vocational education and skill training with self-employment in this study aligns with the recent education and labour market policy of the Indian government.

Change in Nutrition and Physical Activity Practices in Early Childcare and Education Settings in Illinois During the COVID-19 Pandemic.

For many young children, early childcare and education (ECE) programs are the only source of nutritious meals and physical activity (PA); however, the COVID-19 pandemic led to program closures, restrictions, and changed practices. To examine changes in nutrition and PA-related best practices in ECE settings in Illinois from 2019, just prior to the pandemic, as compared to 2022. We also examined how changes over time varied by program type (ie, centers vs homes), Child and Adult Care Food Program (CACFP) status, and/or Head Start/Early Head Start status. The study design is a repeated cross-sectional survey administered in December 2019 and October 2022. State of Illinois. A total of 888 and 1162 ECE providers completed initial and follow-up surveys, respectively. NA. Provider report of meeting 14 nutrition and 9 PA-related best practices. Overall, 9 nutrition-related best practices were maintained and 5 declined over time. Centers, CACFP, and Head Start providers reported significant declines in meeting nutrition-related practices over time. A total of 8 PA-related best practices were maintained and 1 declined over time. Centers reported a significant decline in 5 of the PA-related best practices over time, and these declines were significantly different than in homes over time. Similarly, Head Start programs reported a decline in 4 PA-related best practices over time, and the change was significantly different from non-Head Start programs in 3 of the 4 practices. The findings of this study should be considered a new baseline for ECE nutrition and PA-related best practices in Illinois and should serve as a wake-up call for advocates nationwide with regard to the provision of nutrition and PA-related best practices in centers and by CACFP and Head Start providers postpandemic.

I Don’t Want to Sound Rude, but it’s None of their Business: Exploring Security and Privacy Concerns Around Assistive Technology Use in Educational Settings

Students with disabilities often use assistive technology to gain equal access to educational content. However, using this technology can lead to security and privacy concerns, including the possibility of disclosing a disability. In this work, we explore that and other privacy risks happening through the use of assistive technology in educational settings. We conducted interviews with eight students who use assistive technology, exploring the risks around in-person and online classes and how they changed as students moved to remote courses during the COVID-19 pandemic. We found that students were aware of in-person risks, but generally had not thought of the potential risks of online disclosure. Students were concerned about their disability being disclosed, especially without their explicit consent, but they considered trade-offs, including increased accessibility for themselves and others, that might make them more accepting of disclosure. Building on the interviews, we did an analysis of the privacy policies of the assistive technology that the students used, examining how potential privacy and security vulnerabilities were communicated. We found that, although there are identified vulnerabilities for many of the assistive technologies, the policies varied widely in whether or how much information they gave the user about the risks.

Doing reflexivity in educational research: identifying perspectives to inform positionality

ABSTRACT This paper presents an innovative approach to examine reflexivity in educational research. Adapting Brookfield’s autobiographical lenses to identify the four perspectives from a personal life history (as the mother of a child with multiple chronic illnesses who died aged 18) and professional perspectives (as a paediatric nurse, a teacher, and a researcher) provided a clear structure to identify and articulate reflexivity. The paper draws on my doctoral thesis, a case history which explored how practitioners in early childhood education and care settings created inclusive environments for young children with chronic health conditions. The participants included parents of children with chronic health conditions, thus presenting ethical dilemmas regarding reflexivity. The paper includes vignettes from my thesis which include deeply personal accounts to illustrate how the four perspectives influenced my research. This scholarly engagement set the foundations for my subsequent academic career and for my personal development. The paper concludes with the assertion that engaging with reflexivity is not only a vital ingredient of educational research but also has implications for improving practice, as well as being a tool for personal development.

“I’m not sure whether I will implement it”: exploring barriers and facilitators to implementing a digital “healthy eating” resource in early education and care settings - teachers’ perspectives

BackgroundScaling up effective interventions to promote healthy eating habits in children in real-world settings is a pressing need. The success of implementation hinges crucially on engaging end-users and tailoring interventions to meet their specific needs. Building on our prior evaluation of a digital “healthy eating” resource for early childhood education and care (ECEC) staff; this qualitative study aims to pinpoint the barriers and facilitators that influence the successful implementation of such interventions.MethodsWe conducted twelve semi-structured interviews with ECEC teachers in a Norwegian municipality. Interview participants were later invited to participate in focus groups where two discussions were conducted with five of the participants to reflect on the initial interview findings. Thematic analysis, facilitated by NVivo software, was employed to analyse the data, aiming to identify and summarize teachers’ subjective experiences and perspectives.ResultsTeachers’ perceptions of barriers to the implementation of an upcoming digital “healthy eating” resource included: (1) No established tradition of using digital resources at work; (2) Uncertainty regarding the achievable outcomes of implementation; (3) Perception of the new “healthy eating” resource as cooking-focused and unnecessary; and (4) Hectic everyday life serving as a barrier to the long-term use of a digital resource. Facilitators for implementation included: (1) A user-friendly format; (2) Newsletters featuring seasonal tips inspire and serve as effective reminders; (3) Emphasis on research and legislation; and (4) Structuring the resource as a series and an idea bank.ConclusionsThe findings underscore the essential need for tailored strategies and comprehensive support structures to successfully implement a culturally appropriate digital “healthy eating” resource for ECEC staff, ensuring effectiveness and feasibility.Trial registrationThis study was not registered in a trial registry as it is not a clinical trial or intervention study but serves as a pilot for the Nutrition Now study, trial identifier ISRCTN10694967 (https://doi.org/10.1186/ISRCTN10694967), registration date: 19/06/2022.

Assessing the Efficacy of Language Assessment Tools in Educational Settings

Language assessment plays a pivotal role in evaluating learners’ language proficiency and informing educational practices. This paper provides a comprehensive review of international standards guiding the assessment of language proficiency in educational settings. Drawing upon established frameworks such as the Common European Framework of Reference for Languages (CEFR) and the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines, this review examines the key principles, methodologies, and criteria for assessing the efficacy of language assessment tools. It explores the importance of validity, reliability, authenticity, and practicality in the design and implementation of language assessment instruments. Furthermore, it discusses the significance of considering socio-cultural and contextual factors in ensuring the fairness and equity of language assessment practices. The review also highlights emerging trends and challenges in language assessment, including the integration of technology and the need for continuous professional development for assessors. By synthesizing international standards and best practices, this paper offers valuable insights for educators, assessment specialists, and policymakers striving to enhance the quality and effectiveness of language assessment in educational contexts.

For Da Brothas: a call for fat, black male and masculine folx literature

Purpose This study rigorously explores the intersectional challenges faced by black fat males, emphasizing the amalgamation of anti-fat bias, gender and sexuality and racial discrimination within educational contexts. The purpose of this study is to dissect the complex dynamics of this intersection, shedding light on the nuanced experiences of black men. Central to this exploration is the advocacy for creating inclusive educational sanctuaries, providing a safe space for these individuals to thrive, learn and engage in holistic personal development. Design/methodology/approach To accomplish our objectives, this paper reviewed existing literature on anti-fatness, intersecting with issues of race, gender and sexuality. Drawing upon qualitative data, this study incorporated personal narratives and experiences to offer a comprehensive perspective. Our research methodology also involved an analysis of metrics like body mass index (BMI) and its impact on health-care practices and policies, particularly concerning the black community. Findings The research discerns that black fat males encounter multifaceted challenges in educational settings, often rooted in societal prejudices and systemic biases. It highlights the inadequacy of conventional metrics like BMI in capturing the complexity of these experiences. The study identifies the urgent need for safe school spaces, emphasizing the importance of inclusive language, varied seating arrangements and tailored educational content. These findings underscore the imperative for proactive measures in dismantling anti-fatness within academic institutions. Originality/value This research contributes significantly to the academic discourse by pioneering an in-depth exploration of the intersectional challenges black fat males face in education. This study offers a novel perspective by focusing on the unique amalgamation of anti-fat bias and racial discrimination. The proposal for educational sanctuaries tailored to the needs of this demographic represents an innovative solution, bridging gaps in the existing literature. Through its nuanced approach and advocacy for inclusivity, this study stands as an original and pioneering contribution to the field, urging educators and policymakers to reevaluate their practices and create equitable learning environments.

How do students' attitudes and mathematics teachers' self-efficacy impact students' achievement in mathematics?

Background: Mathematics holds a critical position within educational systems worldwide due to its extensive applications. At Dadieso Senior High School in Ghana, students consistently demonstrate low performance in mathematics, necessitating an investigation into potential determinants of academic achievement.Aim: This study aims to examine the impact of students' attitudes towards mathematics and the self-efficacy of mathematics teachers on students' mathematical achievements.Method: A descriptive-correlational research design was adopted, employing quantitative methods to analyze the relationships between students' attitudes, teachers' self-efficacy, and students' academic performance. The study sampled 218 students and 7 teachers, utilizing the Attitude towards Mathematics Inventory (ATMI), the Teacher Self-Efficacy Scale (TSES), and a Mathematics Achievement Test (MAT) for data collection.Results: The analysis revealed a moderate positive correlation between students' attitudes towards mathematics and their academic performance, indicating that positive attitudes are linked to better outcomes. Furthermore, a significant, albeit smaller, positive correlation was identified between teachers' self-efficacy and student achievement, highlighting the impact of teacher confidence on student success.Conclusion: Fostering positive attitudes towards mathematics among students is essential for improving academic performance. Likewise, enhancing teachers' self-efficacy substantially influences student achievement. These factors should be the focus of interventions aimed at enhancing mathematical outcomes in educational settings.

Students attitudes on STACK content: A pilot study at the university of Trieste, Italy

Background: Online examinations are increasingly prevalent in educational settings, offering innovative assessment methods. Understanding student perceptions and experiences with such systems is essential for enhancing their effectiveness and acceptance in educational practice.Aims: This pilot study aimed to examine the impact of STACK-based online exams on various facets such as student comfort, perceived value for learning and exam preparation, preferences between pen-and-paper versus STACK formats, confidence in online math tests, readiness to adopt online assessment platforms, and overall perspectives on online evaluations.Method: An experimental within-subjects design and convenience sampling were used to involve 117 first-year biology students enrolled in a Probability and Statistics course, who were already familiar with the STACK system. Data were collected using pre- and post-exam online surveys featuring five-point Likert scale questions and an open-ended query.Results: The findings indicate that students felt more comfortable using the STACK system after the study and preferred it over traditional exams. Nevertheless, some students expressed uncertainty about using STACK content for final exams due to concerns about its effectiveness in evaluating critical thinking and potential technical difficulties. However, concerns regarding technical challenges decreased significantly post-exam, with no technical issues reported during the exam. Positive feedback highlighted STACK's benefits for formative assessment, easier learning, immediate feedback, and its practicality and innovation. Some students even suggested incorporating STACK into final exams for convenience and advocated for further investment in the STACK system, possibly with improved content. Conclusion: In summary, students preferred using STACK for exams, though concerns about technical glitches and the need to refine content for assessing critical thinking persist. Future efforts should focus on enhancing content quality, starting this summer.

Humanoid Robots as Learning Assistants? Useability Perspectives of Grade 6 Students

AbstractDespite the increasing number of robots in educational settings, they are relatively new, with ambiguous research findings regarding a robot’s influence on students’ learning, psychosocial aspects, and gender differences. In this study, 17 Grade 6 students in a Norwegian school participated in a human–robot interaction (HRI) session with mathematics and programming tasks followed by focus group interviews to explore their experiences. Thematic analysis resulted in four main themes: (1) Technical aspects, (2) Robots as educational assistants, (3) Robot features, and (4) Attitudes regarding robots. Overall, the students found the robot entertaining, providing mastery experiences in mathematics and programming. Some technical difficulties were experienced, and the robot’s lack of facial expressions, emotions, and tailored feedback created interaction challenges. Gender differences regarding interest in people versus things were found. The implementation of robots in education shows potential, however, more research is needed, especially longitudinal exploring the impact of HRI in education.

The Role of Artificial Intelligence in Education: Opportunities and Challenges

Artificial Intelligence (AI) has emerged as a transformative technology with the potential to revolutionize various industries, including education. This research paper delves into the role of AI in education, exploring the numerous opportunities it presents and the significant challenges it poses. By analyzing recent developments and studies, the paper aims to provide a comprehensive understanding of AI's impact on teaching, learning, and administrative processes in educational settings. The findings reveal how AI can enhance personalized learning, support educators, improve administrative efficiency, and foster inclusive education. However, it also highlights concerns related to data privacy, algorithmic bias, ethical considerations, and the need for effective implementation strategies. The paper concludes by emphasizing the importance of striking a balance between harnessing AI's potential and addressing its challenges to create an AI-powered educational landscape that benefits all stakeholders. Keywords: Artificial Intelligence, Education, Personalized Learning, Teacher Support, Educational Outcomes, Data Privacy, Ethical Considerations, Teacher Training

Perlindungan Perempuan: Implementasi UU No.12 Tahun 2022 Dalam Pencegahan dan Penanganan Kekerasan Seksual di Perguruan Tinggi

Sexual violence poses a significant danger to the safety and well-being of individuals in higher education settings. Within this framework, educational institutions have an obligation to provide protection, assistance, and appropriate procedures for victims and perpetrators of sexual violence. This article discusses the implementation of Law No. 12 of 2022 on the Protection of Women in the Prevention and Handling of Sexual Violence in higher education using the literature study method. The main objective of this article is to examine the methodology used by higher education institutions in implementing the law to prevent and handle cases of sexual violence. By reviewing various literature sources such as academic literature, research reports, and government policies, this article provides an overview of the steps taken by higher education institutions to comply with the law. The conclusions of this literature review are expected to provide valuable perspectives for stakeholders, including universities, government agencies, and advocacy groups, to strengthen women's protection and promote a safe and inclusive academic environment.

The technology of "Debate" in history lessons: the conditions of occurrence, the technique of conducting, educational opportunities.

The integration of debate as a pedagogical technology in educational settings has gained significant attention for its potential to enhance critical thinking, communication skills, and student engagement. This paper examines the historical development of the "Debate" methodology in classroom settings, focusing on the conditions that facilitated its emergence and the management techniques required for its successful implementation. It explores the educational opportunities provided by debate, including fostering a deeper understanding of subject matter, promoting active learning, and encouraging diverse perspectives. Through a comprehensive analysis of case studies and existing literature, this study identifies best practices for managing debate technology in lessons and highlights the impact of debate on student learning outcomes. The findings underscore the importance of structured debate formats, teacher facilitation, and supportive classroom environments in maximizing the educational benefits of this interactive teaching approach.

EComplexity: validation of a complex thinking instrument from a structural equation model

The eComplexity instrument aims to measure the perception of achievement in the complex thinking competency and its sub-competencies. To ensure the reliability of this instrument, validation processes like the one presented in this article are necessary. Methodologically, this study evaluates data from 1,037 university students in Mexico, confirming the statistical validity and reliability of the instrument. As a result, the demonstrated reliability of the eComplexity instrument as a tool for measuring perceived achievements in complex thinking provides a valuable resource for assessing the effectiveness of educational interventions. Consequently, this research contributes to a more informed approach to fostering critical thinking skills, benefiting both theoretical exploration and practical application in educational settings. The study employs the Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate students’ self-perceptions of their performance in complex thinking and its sub-competencies, thus advancing the field of educational measurement. Academically, it enriches the discourse on the design and validation of instruments, offering a rigorous model for future efforts in measuring cognitive competencies. Practically, the study’s results inform educational practice by identifying systemic and scientific thinking as key to developing complex thinking skills. This knowledge enables educators to more effectively adapt teaching strategies and curricular designs, aiming to enhance students’ ability to navigate the complexities of the modern world.

From concerns to benefits: a comprehensive study of ChatGPT usage in education

Artificial Intelligence (AI) chatbots are increasingly becoming integral components of the digital learning ecosystem. As AI technologies continue to evolve, it is crucial to understand the factors influencing their adoption and use among students in higher education. This study is undertaken against this backdrop to explore the behavioral determinants associated with the use of the AI Chatbot, ChatGPT, among university students. The investigation delves into the role of ChatGPT’s self-learning capabilities and their influence on students’ knowledge acquisition and application, subsequently affecting the individual impact. It further elucidates the correlation of chatbot personalization with novelty value and benefits, underscoring their importance in shaping students’ behavioral intentions. Notably, individual impact is revealed to have a positive association with perceived benefits and behavioral intention. The study also brings to light potential barriers to AI chatbot adoption, identifying privacy concerns, technophobia, and guilt feelings as significant detractors from behavioral intention. However, despite these impediments, innovativeness emerges as a positive influencer, enhancing behavioral intention and actual behavior. This comprehensive exploration of the multifaceted influences on student behavior in the context of AI chatbot utilization provides a robust foundation for future research. It also offers invaluable insights for AI chatbot developers and educators, aiding them in crafting more effective strategies for AI integration in educational settings.

Exploring collaborative practices between teachers and speech and language therapists in inclusive education in Chile and the conditions that influence their development

AbstractThis study examined the collaborative practices between teachers and speech and language therapists (SLTs) within an inclusive setting, interviewing 17 professionals’ couples. Three distinct phases of collaboration were identified: planning (e.g. reviewing student performance), co‐teaching in the classroom, and evaluation (reflecting upon joint activities). Conditions fostering collaboration were categorized into individual (interpersonal relationships), school‐based (directive management) and policy (current regulations) dimensions. Findings suggest that the extent of collaboration varies and is influenced by interconnected conditions. This research enriches the literature by offering a classification of collaborative work between teachers and SLTs and underscores the conditions impacting it, and is invaluable for stakeholders aiming to advance inclusive educational settings.

Enhancing Resource Utilization Efficiency in Serverless Education: A Stateful Approach with Rofuse

Traditional container orchestration platforms often suffer from resource wastage in educational settings, and stateless serverless services face challenges in maintaining container state persistence during the teaching process. To address these issues, we propose a stateful serverless mechanism based on Containerd and Kubernetes, focusing on optimizing the startup process for container groups. We first implement a checkpoint/restore framework for container states, providing fundamental support for managing stateful containers. Building on this foundation, we propose the concept of “container groups” to address the challenges in educational practice scenarios characterized by a large number of similar containers on the same node. We then propose the Rofuse optimization mechanism, which employs delayed loading and block-level deduplication techniques. This enables containers within the same group to reuse locally cached file system data at the block level, thus reducing container restart latency. Experimental results demonstrate that our stateful serverless mechanism can run smoothly in typical educational practice scenarios, and Rofuse reduces the container restart time by approximately 50% compared to existing solutions. This research provides valuable exploration for serverless practices in the education domain, contributing new perspectives and methods to improve resource utilization efficiency and flexibility in teaching environments.

Conceptual Review: Cultivating Learner Autonomy Through Self-Directed Learning & Self-Regulated Learning: A Socio-Constructivist Exploration

This paper proposes a comprehensive framework for fostering learner autonomy (LA) in educational settings by integrating socio-constructivist principles with self-directed learning (SDL) and self-regulated learning (SRL). Emphasizing LA as both a learning process and a personal capacity, the framework draws on Vygotskian socio-cultural principles and Piagetian cognitive development. It underscores the importance of fostering LA in the contemporary "post-truth" classroom, where critical thinking and information literacy are paramount. Through analysis, three key insights emerge: socio-constructivism highlights the interplay between social interactions and individual cognitive development, SDL serves as the pathway to LA by empowering learners to control their learning, and SRL integrates metacognition for the metaliterate learner. Looking ahead, future research could explore effective pedagogical strategies, ensure learner agency and empowerment, and develop robust methods to assess LA and metaliteracy skills. By addressing these areas, educators can create environments conducive to cultivating self-directed, critical thinkers prepared for the challenges of the information age.