Educational Settings Research Articles

PROPOSAL TO DEVELOP AND VALIDATE A MOODLE-BASED FLIPPED LEARNING PLATFORM FOR ENHANCING ARABIC COMMUNICATION SKILLS

This research proposes the development and validation of a Moodle-based flipped learning strategy for enhancing basic communication in Arabic among undergraduates in Nigeria, using Al-Hikmah University as a case study. Flipped learning is a model that redefines traditional classroom activities, enhances engagement, and deepens understanding. Integration with Moodle, a widely used Learning Management System (MLS), creates a structured environment for content delivery. The study involves creating Arabic language modules on Moodle, including instructional videos, multimedia, and interactive exercises. These modules support self-paced learning, enabling students to review materials before class, with in-class time dedicated to collaborative activities. Effectiveness will be assessed through quantitative and qualitative measures, including pre- and post-assessment tests, surveys, and focus group discussions. Anticipated outcomes include improved language proficiency, increased participation, and enhanced communication skills. Validating the flipped learning platform using Moodle at Al-Hikmah University will provide valuable insights into language education, particularly for enhancing Arabic communication skills. The study's novelty lies in its innovative use of flipped learning, customized application of Moodle, focus on a unique demographic, and practical approach to language acquisition. This research offers a blueprint for future implementations in diverse educational settings, promoting the broader adoption of technology-enhanced learning methods.

Curriculum in conflict: influences of Australian teacher’s decision-making for students with complex disabilities

ABSTRACT This paper is an exploratory study of the personal and systematic influences over the curriculum decision-making process of teachers of students with severe or profound and multiple learning difficulties in Australia. The way in which these influences impact teacher perceptions of the mandated curriculum and its day-to-day operationalization are discussed. The paper draws from both a national survey (n = 46) and in-depth case studies (n = 5) of teachers who work in government-funded specialist educational settings. Findings show that teachers have prominent levels of emotionality, a drive for creativity and dedication to inclusive practice, but ultimately work within a context perceived through conflict and dilemma. Previous related decision-making models are used to compare results, with some distinct differences emerging. Findings indicate that rather than enabling inclusion, standardized curriculums create an environment of professional (self)exclusion and reduce access to professional support. Increases in responsibility burden and negative emotional effects are explored. Although teachers view access to standardized curriculum programs as vital to educational inclusion and the enhancement of their professional expertise, the utilization of the current offering in Australia is makeshift at best and fraught with internal conflict. The implications of these findings are discussed, and future recommendations for research are prioritized.

Acceptance of Educational Artificial Intelligence by Teachers and Its Relationship with Some Variables and Pedagogical Beliefs

This study explores teachers’ acceptance of artificial intelligence in education (AIEd) and its relationship with various variables and pedagogical beliefs. Conducted at the Universidad Técnica Particular de Loja (UTPL, Ecuador), the research surveyed 425 teachers across different disciplines and teaching modalities. The UTAUT2 model analyzed dimensions like performance expectations, effort expectations, social influence, facilitating conditions, hedonic motivation, usage behavior, and intention to use AIEd. Results showed a high level of acceptance among teachers, influenced by factors like age, gender, and teaching modality. Additionally, it was found that constructivist pedagogical beliefs correlated positively with AIEd adoption. These insights are valuable for understanding AIEd integration in educational settings.

Acceptance of Educational Artificial Intelligence by Teachers and Its Relationship with Some Variables and Pedagogical Beliefs

This study explores teachers’ acceptance of artificial intelligence in education (AIEd) and its relationship with various variables and pedagogical beliefs. Conducted at the Universidad Técnica Particular de Loja (UTPL, Ecuador), the research surveyed 425 teachers across different disciplines and teaching modalities. The UTAUT2 model analyzed dimensions like performance expectations, effort expectations, social influence, facilitating conditions, hedonic motivation, usage behavior, and intention to use AIEd. Results showed a high level of acceptance among teachers, influenced by factors like age, gender, and teaching modality. Additionally, it was found that constructivist pedagogical beliefs correlated positively with AIEd adoption. These insights are valuable for understanding AIEd integration in educational settings.

Effect of Information and Communication Technology on Curriculum Delivery in Tertiary Institutions in Nigeria

The impact of information and communication technology (ICT) on the delivery of curricula in Nigerian tertiary institutions is thoroughly examined in this article. Technology’s fast evolution has made it more common for educational settings to use ICT technologies, which presents both many opportunities and difficulties for developing and delivering curricula. This study used a systematic Literature review as part of its research approach, which also included pertinent reports, academic publications, research papers, and a structured questionnaire. According to the findings, ICT has had a substantial impact on how the curriculum is delivered at tertiary institutions in Nigeria, leading to noticeable changes in teaching strategies, student learning environments, and educational outcomes as a whole, but has certain challenges like poor infrastructural development, low level of literacy among others, however, the study recommended that Tertiary institutions in Nigeria should embrace ICT in curriculum delivery, the government should fund ICT education facilities in Nigerian Tertiary institutions.

Nurse academics’ self-reported insights into the teaching of undergraduate nursing numeracy: A national cross-sectional study

AimsThe aim of this research was to explore the teaching of undergraduate nursing numeracy in tertiary education settings in Australia. Specifically, it explored and identified: (1) the most common basic numeracy concepts taught, (2) additional training and resources to support numeracy teaching, (3) who is best placed to teach numeracy and (4) the preferred methods of teaching medication calculations. BackgroundNurse academics are required to teach nursing numeracy to undergraduate nursing students who enter university unprepared to accurately calculate medication dosages. It is important that students understand numeracy concepts as this is then applied to contextualised clinical applications. Nurse academics teach basic numeracy; however, the literature reveals that nurse academics do not consider themselves mathematics teachers and that experts in this area are better suited to teaching this skill. There are a dearth of studies about the nurse academics who conduct the teaching and this study seeks to fill that gap by exploring firsthand the nurse academics’ self-reported insights into the teaching of undergraduate nursing numeracy. DesignCross-sectional survey. The setting was Australian universities that deliver an accredited undergraduate nursing degree. MethodsPurposive sampling was used to recruit Australian nurse academics (n = 170), sessional or permanent who currently teach all aspects of nursing numeracy and medication calculations to undergraduate nursing students. Data were collected between Nov 2023 - Feb 2024 using an online survey platform and analysed using a descriptive content analysis. ResultsNurse academics taught basic arithmetic most commonly (92 %), yet most (90 %) had not received professional development or additional training in how to teach these concepts. To assist with numeracy teaching, resources were requested (47 %) as were the need for mathematics learning support staff (82 %). The formula method was most commonly taught (91 %), however, most participants (94 %) were willing to learn and to teach other methods of calculating medications. ConclusionsThis research suggests an evidenced-based education framework be created to support and guide nurse academics when teaching all aspects of nursing numeracy and medication calculations. Building the teaching capacity of nurse academics in this vital area will enhance student competence and contribute to patient safety.

How Do They See Themselves? The Self-Concept of Students with Intellectual or Behavioural Disabilities in Special Education

ABSTRACT Research into the self-concept of students with an intellectual disability (ID) or social, emotional and behavioural difficulties (SEBD) educated in special education is relatively scarce. This, whilst many students with ID or students with SEBD still reside in special rather than inclusive school settings. This study aimed to gain insight into the self-concept of students with either ID or SEBD in special education and examined variables that might relate to the self-concept of these students. A total of 171 students educated in special schools filled out the Self-Perception Profile for Children (SPPC). T-tests utilising bootstrapping and variance analyses were used to analyse the data. The results indicate that girls with ID and boys with SEBD assess their self-concept more negatively than typically developing students. Gender, age and formally assessed classifications of ASD or ADHD yielded different self-concept scores in both groups of students on different dimensions of self-concept. The expected positive illusory bias was not found in this study. The results of the study are discussed in light of the educational setting of the students with ID or students with SEBD. This study demonstrates that interventions are needed to improve the self-concept of students with ID or students with SEBD in special education.

Analysing educational dialogue around shared artefacts in technology-mediated contexts: a new coding framework

ABSTRACT Multimodal interactions that incorporate technology use can support rich new forms of educational dialogue that highlight differences between participants’ perspectives and make reasoning processes more explicit. Learning with technology is mediated by digitally represented knowledge artefacts that participants construct together and manipulate through dialogue. However, there is a need for research into the methods by which researchers and practitioners can understand the learning taking place in such complex environments where verbal and nonverbal interactions with technology are inter-connected and entangled with activities and material learning resources. This paper addresses that need. It offers a critical discussion of the underlying theory and presents a new 13-category coding scheme, ‘Tech-SEDA’. This is the first public version of a systematic, research-informed and practical tool for analysing verbal and nonverbal dialogic communication at the micro- or meso- level across diverse educational settings. Application is illustrated with examples of dialogic interaction across diverse technology contexts by learners located in classrooms or remotely – including online discussions, 3-dimensional modelling in augmented reality, software apps on tablets, Knowledge Forum, Scratch programming, interactive whiteboards, and more. The paper considers the methodological issues arising in capturing dynamic multimodal dialogue and in identifying the learning taking place.

Implementation of Tech Tools in ESP Training from Learners’ Perspectives in Vietnam

The use of technology in ESP training has become increasingly prevalent, offering potential benefits such as enhanced engagement, interactivity, and personalized learning experiences. However, despite the growing availability and advancements in tech tools, there is a need to investigate the specific implementation of these tools in ESP training from the learners' perspectives and with more empirical evidence. Hence, this study aims to (1) explore the learners' experiences by using tech tools in ESP training at Ho Chi Minh University of Banking (HUB), and (2) examine students’ attitudes towards these innovations. 40 non-English-majors participated in the study during the second semester of the 2023-2024 academic school year. Final test analysis (ANOVA) and questionnaire survey were exploited for data collection and data analysis. The results showed that tech tools not only were beneficial to enhance students’ performance in ESP training but also enhanced learners’ engagement and confidence towards the learning process. This means that in order to suit varied learning needs and improve various aspects of different skills in English language learning, a wide range of tech tools should be combined rather than using only one kind of technology over the whole course so that we can ensure positive learning outcomes in the ESP educational settings.

Analysing educational dialogue around shared artefacts in technology-mediated contexts: a new coding framework

ABSTRACT Multimodal interactions that incorporate technology use can support rich new forms of educational dialogue that highlight differences between participants’ perspectives and make reasoning processes more explicit. Learning with technology is mediated by digitally represented knowledge artefacts that participants construct together and manipulate through dialogue. However, there is a need for research into the methods by which researchers and practitioners can understand the learning taking place in such complex environments where verbal and nonverbal interactions with technology are inter-connected and entangled with activities and material learning resources. This paper addresses that need. It offers a critical discussion of the underlying theory and presents a new 13-category coding scheme, ‘Tech-SEDA’. This is the first public version of a systematic, research-informed and practical tool for analysing verbal and nonverbal dialogic communication at the micro- or meso- level across diverse educational settings. Application is illustrated with examples of dialogic interaction across diverse technology contexts by learners located in classrooms or remotely – including online discussions, 3-dimensional modelling in augmented reality, software apps on tablets, Knowledge Forum, Scratch programming, interactive whiteboards, and more. The paper considers the methodological issues arising in capturing dynamic multimodal dialogue and in identifying the learning taking place.

Evaluating the impact of students' generative AI use in educational contexts

PurposeThe purpose of the study was to evaluate the impact of generative artificial intelligence (GenAI) on students' learning experiences and perceptions through a master’s-level course. The study specifically focused on student engagement, comfort with GenAI and ethical considerations.Design/methodology/approachThe study used an action research methodology employing qualitative data collection methods, including pre- and post-course surveys, reflective assignments, class discussions and a questionnaire. The AI-Ideas, Connections, Extensions (ICE) Framework, combining the ICE Model and AI paradigms, is used to assess students' cognitive engagement with GenAI.FindingsThe study revealed that incorporating GenAI in a master’s-level instructional design course increased students' comfort with GenAI and their understanding of its ethical implications. The AI-ICE Framework demonstrated most students were at the initial engagement level, with growing awareness of GenAI’s limitations and ethical issues. Course reflections highlighted themes of improved teaching strategies, personal growth and the practical challenges of integrating GenAI responsibly.Research limitations/implicationsThe small sample size poses challenges to the analytical power of the findings, potentially limiting the breadth and applicability of conclusions. This constraint may affect the generalizability of the results, as the participants may not fully represent the broader population of interest. The researchers are mindful of these limitations and suggest caution in interpreting the findings, acknowledging that they may offer more exploratory insights than definitive conclusions. Future research endeavors should aim to recruit a larger cohort to validate and expand upon the initial observations, ensuring a more robust understanding.Originality/valueThe study is original in its integration of GenAI into a master's-level instructional design course, assessing both the practical and ethical implications of its use in education. By utilizing the AI-ICE Framework to evaluate students' cognitive engagement and employing action research methodology, the study provides insights into how GenAI influences learning experiences and perceptions. This approach bridges the gap between theoretical understanding and the real-world application of GenAI, offering actionable strategies for its responsible use in educational settings.

Digital violence in schools: a unified theory and structural equation model to counteract cyberbullying

Purpose This study aims to investigate the dynamics of cyberbullying among minority youths, focusing on its increasing prevalence in the digital realm, which does not necessitate technical expertise from the offenders. It explores a shift from conventional bully characteristics to individuals assuming new digital personas, merging traditional criminology with flag theory to analyze violent behavior online, specifically in educational environments, and studying the correlation between low self-control, affiliations with delinquent peers and the likelihood of cyberbullying occurrences. Design/methodology/approach The research uses structural equation modeling to examine survey data from 237 eleventh-grade students in St. Louis public schools, focusing on the relationships between cyberbullying, low self-control and association with delinquent peers within a comprehensive theoretical framework that includes the flag theory and demographic factors, as well as using multigroup analysis to investigate racial dynamics and confirming indirect effects using bootstrapping techniques. Findings The research establishes strong connections between low self-control, delinquent peer involvement, and cyberbullying, supporting the flag theory in digital violence contexts, while also showing that low self-control and peer engagement play a mediating role in cyberbullying incidents among minority youth, with racial composition having no significant impact on these dynamics. Research limitations/implications The study is restricted by its focus on a particular geographical area, in conjunction with its reliance on self-reported information obtained exclusively from a specific age group. This specificity raises concerns about the applicability of the findings to diverse populations. Furthermore, the study’s dependence on a three-item assessment for cyberbullying, combined with the challenges encountered in achieving complete scalar invariance during multigroup analysis, emphasizes the need for more precise measurement tools and improved methodological frameworks. Practical implications This research discloses actionable insights fundamental to the advancement of cyberbullying prevention strategies. The finding that the connection between race and the effects of peer association and self-control on cyberbullying is minimal suggests that these interventions can be generally applied, transcending racial boundaries. Moreover, identifying self-control as a critical intermediary offers fresh avenues for cybercrime research, shifting the conventional focus from established predictors. By zeroing in on peer influence as a fundamental element, this study provides innovative angles to bolster the understanding of digital violence mitigation in educational settings. Social implications This research emphasizes the urgent concern of cyberbullying among minority youths, along with its psychological and academic impacts. By elucidating the interaction between personal traits and social networks, the findings can guide comprehensive strategies aimed at cultivating safer digital spaces and bolstering social wellness within educational frameworks. Originality/value This research presents an original and ground-breaking method that combines various theories in criminology specifically in the context of cyberbullying among minority youths. By proposing a new and redefined role for self-control, which is not seen as the common main predictor but rather as a crucial mediator, this study provides fresh insights into the dynamics of cyber aggression. Through the detailed examination of the flag theory framework, the study uncovers the complex reciprocal relationship between self-control and peer engagement, revealing previously overlooked mechanisms in a broader landscape of digital violence.

Motives for and predictors of teachers’ adoption of pro-environmental behaviours

Teachers frequently happen to be the most influential role models and social change agents in the eyes and minds of young people as well as the whole society in many cultures. Since they are closely involved in promoting the ideas for the goodness of communities and the whole world either as individuals or educators, teachers’ behaviours across all aspects of their life are correspondingly valuable. Therefore, what teachers do in and out of school for the benefit of nature, society or humanity is a crucial phenomenon worth studying. With this study, we aimed to identify the motives for and the predictors of PEBs (pro-environmental behaviours) that teachers follow in their personal, professional, or social spheres and specify whether those behaviours are the characteristics of a particular teacher group or not. Designed as a survey, the research was mainly a correlational study exploring the existing relationships between teachers’ tendency to adopt PEBs and certain socio-demographics along with internal factors. In this inquiry, we surveyed 330 Turkish in-service teachers representing different educational settings across the country through a cross-sectional online questionnaire and performed descriptive statistics and multiple regression analyses with the help of the software STATA. Based on the findings of the study, we presented suggestions for policy and practice in teacher education as well as implications for future research on pro-environmental practices and environmental education.

Identifying popular, rejected and neglected children in Chinese preschool: An exploratory study on the educational application of spatial positioning data

Amidst the rapid advancement of Internet of Things (IoT) technology and the burgeoning field of Multimodal Learning Analytics (MMLA), this study employs spatial positioning technology as a case study to investigate the potential of multimodal data in assessing children's social development. This study combines the spatial positioning data of preschool children collected during free play sessions in natural educational settings and the spatial metrics constructed based on observational studies to establish and validate a sociometric status Decision Tree classification model. The findings suggest that the model can overall accurately identify children with three distinct sociometric statuses, albeit with some variability in efficacy across different sociometric groups and age groups. Notably, the model demonstrates a high hitting rate in identifying the potentially neglected children, providing valuable support for educators in understanding and fostering children's developmental needs. This study also highlights the advantages of emerging technology and multimodal data application in child development assessment.

Call for a Paradigm Shift Towards School-Based Curriculum in China’s Compulsory Education Setting

Call for a Paradigm Shift Towards School-Based Curriculum in China’s Compulsory Education Setting

A deep learning-driven fingerprint verification model for enhancing exam integrity in Moroccan higher education

ABSTRACT In Moroccan higher education, the integrity of examinations is paramount, yet it faces the persistent challenge of identity impersonation. This form of academic dishonesty not only undermines the credibility of educational institutions but also contributes to the graduation of incompetent students. In an era where artificial intelligence is revolutionizing various sectors, its application to upholding academic integrity is both timely and essential. This paper proposes an advanced deep learning-driven fingerprint verification model specifically designed to combat impersonation in university examinations. Unlike traditional methods, our model leverages the power of Siamese neural networks (SNN), renowned for their effectiveness in learning distinct features and similarities. The model, trained, validated, and tested using the SOCOFing dataset, demonstrated high accuracy and effectiveness in fingerprint identification, crucial for verifying identities in educational exam settings. It achieved an accuracy of 99.29%, and an F1 score of 99.27%, surpassing other systems and significantly contributing to examination integrity in Moroccan higher education.

Empowering educators: addressing drug abuse among students in Technical and Vocational Education and Training (TVET) colleges

ABSTRACT Addressing drug abuse is crucial in South Africa, especially in Technical and Vocational Education. This study examines educator training for managing student substance abuse. The study utilised a non-experimental quantitative exploratory design, surveying all 337 educators from selected Technical and Vocational Education and Training colleges in South Africa’s Limpopo Province. The study discovered that educators consistently linked certain behaviours with suspected student drug abuse, facilitating early identification. However, there was notable diversity in how educators proposed handling students with suspected drug abuse, with a significant portion lacking training in this area. The research highlighted varying perspectives on the significance of educator-student relationships. It points out the crucial need for comprehensive training for Technical and Vocational Education and Training college educators in addressing student drug abuse. The findings provide a foundation for future research and interventions in this domain, not only in South Africa but also in similar educational settings globally.

From Perspectival Myopia to Professional Transformation: An Autoethnographic Retrospection of a High School Principal from Nepal

ABSTRACT This paper presents a re-storied account of my (lead author) decade-long (2007–2017) professional journey as a high school principal in diverse educational settings in Nepal. Using an autoethnographic approach, I have theorized my leadership transformation approaches through professional storytelling, employing critical reflexivity to trace intimate leadership experiences where authoritarian approaches to leadership, disparities, and inequalities in schools run rampant. My perspectival myopia, professional vulnerabilities, and the discrepancies between my leadership ideals and behaviors resulted in issues such as perceptions of disengagement, underperformance, and dissatisfaction on the receiving end, prompting me to contemplate professional transformation. While outlining several significant steps and missteps in transforming my actional and cognitive behaviors, this paper explores my evolution toward a more reflective, democratic, ethical, equitable, and participative conceptualization of educational leadership and underscores the transformative potential of personal-professional development through adaptable perspectives and critical self-reflection, offering valuable insights for educational leaders globally.

Systematic review of culturally adapted SEL interventions for racially and ethnically minoritized preschool children

Social-emotional skills are a growing area of focus for early childhood educators due to their contributions to young children's school readiness and long-term positive outcomes. Current research also highlights the need to confront biases leading to the overestimation of challenging behaviors in racially and ethnically minoritized children. When enacted into policy and practices, biases and overestimation of challenging behaviors result in disproportional, exclusionary disciplinary practices towards children from racially minoritized and economically marginalized backgrounds in early childhood educational settings. Thus, it is necessary to select and implement social-emotional learning interventions that have been designed for or culturally adapted to meet specific needs of children from these backgrounds. In the present study, we uncovered the characteristics of social-emotional learning (SEL) interventions that have been designed or culturally adapted for racially and ethnically minoritized preschool-aged children (ages 3–5 years). Using Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines with no restrictions on study dates, we conducted a systematic review of the literature. Our results indicate the implementation of culturally adapted SEL programs among preschool-age children from racially and ethnically minoritized backgrounds is in the preliminary stages with only six studies meeting inclusionary criteria. Overall, children demonstrated improved outcomes after participation in SEL programs. There were significant variations in the SEL curricula used. Frequent types of adaptions included reviewing the program from the original intervention, ensuring that the intervention is delivered in children's home language, and selecting or training qualified implementers.

Beyond sight: Comparing traditional virtual reality and immersive multi-sensory environments in stress reduction of university students

IntroductionThis study aims to assess the efficacy of traditional virtual reality (VR) and Immersive Multi-sensory Environments (IME) in mitigating anxiety levels among university students. The study can address the following research questions: 1) What disparities exist in anxiety levels before and after exposure to traditional VR and IME? 2) How do anxiety levels compare between participants exposed to IME and those in a VR environment?MethodsThe research adopted a twophase approach involving participants exhibiting moderate to high-stress levels. In the second phase, participants were randomly assigned to either a VR group (solely visual stimulation) or an IME group (comprising visual, auditory, and olfactory stimuli). The State-Trait Anxiety Inventory (STAI) were utilized to assess stress and anxiety levels before and after each experiment.ResultsThe findings suggest that participants’ experiences in both VR and IME environments effectively contributed to reducing anxiety levels and fostering a tranquil atmosphere. Both experimental groups reported a significantly heightened sense of relaxation post-experiments. Although the disparity was not statistically significant, the IME group displayed a more pronounced reduction in stress levels compared to the VR group.DiscussionThe research underscores the significance of considering the built environment and sensory design in addressing mental health challenges among college students. Further exploration and integration of such approaches into educational settings could significantly contribute to establishing more supportive and conducive environments for student success.