Education Classrooms Research Articles

Effective Physical Education in Inclusive Classes from the Point of View of Physical Culture Teachers

Topicality. Today, the New Ukrainian School was introduced, and with it, inclusive education. The importance of providing high-quality educational services for schoolchildren is growing. Scientific research devoted to the fundamental aspects of inclusive physical education appears to be insufficient. The Purpose of the work is to establish a rating of factors that prevent the effective organization of the physical education process in inclusive classes of general secondary education institutions; to find out which approaches are important for physical education in inclusive classrooms to be effective. Methods. A survey of physical education teachers (n=73) was conducted. Consistency of respondents’ answers was determined using Kendall’s concordance coefficient. The Results. Among the main problems are the imperfection of the legislative framework, the lack of proper content of the program material, limited access to methodical support for inclusive physical education lessons. It is also necessary to solve the problems associated with ignoring the motivation of students and the low level of children’s physical condition. Problems also arise as a result of the mismatch of human resources with modern needs. The lack of objective information about the health and physical development of schoolchildren, an imperfect system of medical and pedagogical control, in particular, incorrect criteria for dividing students of inclusive classes into groups make it difficult to form homogeneous groups in an inclusive class. Teachers need support from specialists in the field of medicine and rehabilitation. Conclusions. The survey of teachers confirms the presence of numerous obstacles in the physical education of students in inclusive classes. The introduction of the position of a rehabilitation teacher can significantly increase the effectiveness of physical education lessons in inclusive classes. In order for the physical education lesson in inclusive classes to be effective, it is important to divide the class into homogeneous groups that are small in number of participants depending on the level of children’s abilities and for each of them to adapt the means and differentiate the volume and intensity of the load. Modification of equipment for students with special educational needs is rational.

Time Spent on Soil Science Topics and Its Influence on Students' Environmental Knowledge, Attitude, and Practice

The purpose of this research was to determine whether classroom time spent on soil science-related topics was correlated with students' environmental knowledge, environmental attitude, and environmental behaviour. Few studies have documented the lack of time for teachers to incorporate soil science-related topics into their curricula, and the limited extent to which these topics are really being implemented. Three hundred and sixty students from three different secondary institutions in the Kuala Terengganu district were questioned using structured and validated questionnaires in this study. The data was analysed using the mean, standard deviation, t-test, analysis of variance and Pearson correlation. In this study, we found that high school students in the sampling area had a moderate degree of environmental knowledge, environmental behaviour, and environmental attitude. It was shown that there were statistically significant differences in environmental knowledge between men and women, and that environmental attitudes varied significantly amongst educational institutions. Environmental attitudes and practice did not differ significantly across sexes, between science and non-science majors, or between schools. According to the results of this research, classroom educators devote an average of only 5.24 hours annually to teaching about soil science. Significant relationships were discovered between environmental knowledge and teachers' time devoted to soil science-related topics in formal education and students' gender; environmental attitude and students' stream; students' gender; and environmental practise; and environmental attitude, students' stream; students' gender; and environmental practise.

PRADINIŲ KLASIŲ MOKYTOJŲ TYRINĖJIMU GRĮSTO UGDYMO PATIRTYS GAMTAMOKSLINĖSE PAMOKOSE

Modern society emphasises the importance of engaging and involving children in the teaching/learning process and aims to make students active participants in the educational process. Both scientific and methodological literature suggests that one of the most useful methods of learning is experiential learning. The new Science Framework Programme (2022) is designed to enable primary school pupils to learn as much as possible about the world, to ask questions, to search for answers, to develop responsibility and to develop exploratory skills. The curriculum highlights the importance of inquiry in science learning, allowing pupils to experience the joy of exploring, to solve problems, to argue their choices, to find evidence and to support their conclusions. In Lithuania, more research and articles are focusing on the benefits and importance of inquiry-based education for students. In general, most articles are about the educational process, activities and student achievement, while teachers are often left out. The aim of this study is to reveal the experiences of primary school teachers in inquiry-based education in science classrooms. The survey was carried out among 62 teachers, 93.5% of the respondents work as primary school teachers in public schools. The research revealed that primary school teachers understand the importance and multiple benefits of inquiry-based education. Although teachers understand the importance of using exploratory activities in the classroom, the use of this method is relatively rare. It was observed that teachers who have recently started working as primary school teachers are the least likely to explore with their pupils. The data also revealed that the content of the "Taip" textbook is the most conducive for teachers to organise exploration activities in the classroom, while the content of the "Gilė" textbook is the least so. Teachers felt that inquiry-based education was most constrained by a lack of time, inadequate classrooms, and a lack of methodological materials and tools. A number of teachers identified one of the problems as the fact that they have to buy the tools needed for exploration out of their own finances. The experience of primary school teachers shows that there is a lack of seminars on how to organise exploration in the classroom, and that there is a need for more dissemination and funding for seminars. Keywords: inquiry-based education, primary school teachers, science lessons, research activities

“Va a Cambiar” - Identifying and Rejecting Border Patrol Pedagogies in a Dual Language Classroom

ABSTRACT In this paper we identify, name, and operationalize six borders typically found in school settings that include dual language classrooms: bordered languages, knowledge, content areas, bodies, selves, and teachers. We identify these borders as a point of departure to show an example of how a two-way dual language classroom operated through a form of border-crossing pedagogy that respects children and reveals authentic multilingual learning. We use this example to propose that, if dual language classrooms are to truly respect racially and linguistically marginalized students, educators must engage in a practice of protest and refusal toward curricular and social violence.

Teaching root cause analysis in healthcare management with Grey's Anatomy

AbstractOver the past 20 years, root cause analysis (RCA) has become one of the most widely used retrospective methods for detecting safety hazards in medicine and healthcare. Despite its wide use in management practice and growing popularity in academic research, there is currently a dearth of coverage of RCA in popular healthcare management textbooks and pedagogical publications. This paper addresses this gap by presenting innovative instructional materials and recommendations for teaching RCA in healthcare management. Using an episode of Grey's Anatomy TV show, this experiential learning exercise takes students through the steps of RCA and makes use of a range of RCA tools, including high‐level flowchart, fishbone diagram, “five whys”, corrective action plan, and others. The exercise, which was classroom tested and received positive student feedback, can be adapted to a range of healthcare management classes. Because RCA can have widespread, lifesaving consequences, healthcare management courses can significantly benefit from integrating this exercise into classroom pedagogies.

Digital Musical Instruments in Special Educational Needs Schools: Requirements from the Music Teachers’ Perspective and the Status Quo in Germany

Digital musical instruments (DMIs) offer the possibility to create barrier-free access to active music-making and to unique sound aesthetics for a broad group of people, including those who experience disabling barriers to access when using traditional acoustic musical instruments. However, current music education research focuses primarily on app-based DMIs. Although these devices have numerous advantages, such as ubiquitous availability and flexibility, they may be experienced as disabling by people with severe cognitive or complex disabilities. Thus, they only partially exploit the potential of DMIs for special educational needs (SEN) music practices, which we outline in this article. However, given that no comprehensive studies have yet been conducted on the use of DMIs in SEN schools, the actual motives and barriers for SEN school teachers to employ different types of DMIs in class are largely unknown. To address this research gap, we present the results of a quantitative survey covering all SEN schools in 12 of Germany's 16 federal states. We surveyed the status quo of DMI use in SEN schools and the perceived potential of DMIs and DMI-related information needs from the music teachers’ perspective. Our findings demonstrate that DMIs are only rarely used in Germany, with the exception of established standard DMIs such as keyboards and music apps. Unfortunately, accessible DMIs (ADMIs) are hardly used. Related to the rare use of DMIs in SEN schools, we also identified a lack of domain-specific knowledge among music teachers and concluded that there was a need to develop DMIs specifically designed for use in classroom education. Finally, we discuss the potential of using open-source DMI technology as well as the importance of identifying music teachers’ attitudes during DMI development.

Global International Relations and Worlding Beyond the West: A Pedagogical Critique

Abstract This paper addresses the pedagogical implications of the “Global International Relations (GIR)” and “Worlding Beyond the West” agendas. These two programs have criticized IR’s Western-centrism and offered systematic ways to expand beyond IR’s Euro-Atlantic roots. Their development coincides with other high-profile theoretical and historiographic developments, not to mention societal imperatives, to expand the substantive remit of the discipline. However, the diversification agenda has been mostly concerned with the research output of IR and has treated the pedagogical side of IR’s intellectual life as a secondary consideration. Proponents of the GIR and Worlding agendas have yet to convert these programs into a classroom pedagogy. This paper fills that gap. It critiques the practical and intellectual limits of GIR and Worlding pedagogies. More importantly, it provides theoretically informed ways to transpose their diversification projects into the undergraduate classroom. In doing so, this paper bridges disciplinary analysis, IR theory, and IR pedagogy in an integrated analysis of IR’s much-needed attempts at diversification.

A Review on Teachers and Students Engagement in Mathematics Learning: A Critical Reflection on Nepalese Context

This article focuses on the engagement of students and teachers in mathematics learning within Nepalese classroom. Mathematical interaction is considered a significant concern in Nepal, particularly due to the multicultural and multilingual nature of the classrooms. Nepalese students come from diverse cultural and linguistic background, posing challenges in implementing constructive approaches to teaching mathematics. The teacher-student interaction is regarded from a cognitive perspective, recognizing both parties as mutually authoritative subjects actively interpreting and anticipating within the classroom. The primary objective of this article is to investigate the dynamics and effective use of constructivist principles in mathematics classrooms in Nepal. Through qualitative research methods, the study has the potential to offer valuable insights into the challenges and interactions between teachers and students, especially in multicultural and multilingual settings. By exploring these dynamics and analyzing the successful application of constructivist principles, this research can have a positive impact on mathematics education and instructional strategies in Nepalese classrooms, ultimately leading to improved student engagement and learning outcomes.

Deep Learning-Based Education Decision Support System for Student E-learning Performance Prediction

Information Technology (IT) and its advancements change the education environment. Conventional classroom education has been transformed into a modernized form. Education field decision-makers are always searching for new technologies that provide fast solutions to support Education Decision Support Systems (EDSS). There is a significant need for an effective decision support system to utilize student data which helps the university in making the right decisions. The Electronic learning system (e-learning) provides a live forum for faculties and students to connect with learning portals and virtually execute educational activities. Even though these modern approaches support the education system, active student participation still needs to be improved. Moreover, accurately measuring student performance using collected attributes remains difficult for parents and teachers. Therefore, this paper seeks to understand and predict student performance using effective data processing and a deep learning-based decision model. The implementation of EDSS starts with data preprocessing, Extraction-Transformation-Load (ETL), a data mart area to store the extracted data with Online Analytical Processing (OLAP) processing, and decision-making using Deep Graph Convolutional Neural Network (DGCNN). The statistical evaluation is based on the student dataset from the Kaggle repository. The analyzed results depict that the proposed EDSS model on an independent data mart with efficient decision support and OLAP provides a better platform to make academic decisions and help educators to make necessary decisions notified to the students.

STUDENT PROFESSIONAL DEVELOPMENT: FOSTERING CRITICAL THINKING AMONG STUDENTS

Abstract— Student Professional Development is defined as the activities that enable to supplement and complement the curricular or main syllabi activities. These are the very important part and parcel of educational institutions to develop the students‟ personality as well as to strengthen the classroom learning directly or indirectly. Professional development (PD) can be defined in diverse ways and can take many forms. Formal education is classroom education, with nonformal considered as “any organized, systematic, educational activity, carried on outside the framework of the formal system, to provide selected types of learning to a particular subgroup in the population. A problem higher education faculty face is the lack of a framework for holistic student professional development and assessment. Such a framework can serve as a bridge between academic and professional identity development This article presents the framework planned in the institute for professional development of students where the students learn by Informal education by association and affiliation, specifically, “the life-long process by which every person acquires and accumulates knowledge, skills, attitudes, and insights from daily experiences and exposure to the environment. The idea is to facilitate an academic mixed with co-curricular and extra co-curricular culture so that they can participate as effectively . Our mixed-methods study examined the impact of many activities leadership, classroom experiences, and sociocultural levels; the findings inspire new directions for program design with key insights for student PD program evaluation. Keywords— Keywords: Educational change, impact evaluation, professional development,

DAMPAK AJARAN TRI HITA KARANA TERHADAP KARAKTER SISWA DI SMP NEGERI 1 BANGLI

Humans need harmony in their lives; harmony relationship with God, humans, and the environment. This teaching in Hinduism is called Tri Hita Karana consisting of 1) Parahyangan,; a harmonious relationship between humans and the Almighty God (Sang Hyang Widhi Wasa), 2) Pawongan; a harmonious relationship between humans and fellow human beings and 3) Palemahan; a harmonious relationship between humans and natural environment. The teacher does not only provide knowledge to students, but in learning it is also interspersed with giving advice so that students have good character, such as being religious, socially concerned, environmentally concerned and disciplined when the teacher explains the material. Therefore, students are not only smart in terms of knowledge, but also have good character and attitude. Through Hindu Religious and Moral Education, students can find out various Hindu religious teachings which are very effectively implemented to be able to develop their character. The implementation of learning in the classroom is related to the concept of Tri Hita Karana teachings. Because of the Tri Hita Karana learning material, students have an understanding of Tri Hita Karana teachings before applying them in their daily life, especially at school. Whereas in an effort to develop student character outside the classroom, Hindu Religious and Moral Education teachers invite students to implement the Tri Hita Karana teachings that have been obtained in class in the form of the practice of making ceremonies at Padmasana schools as students' psychomotor values and implementation in the form of attitudes that show good character in himself related to the teachings of Parahyangan, Pawongan and Palemahan in the school environment. The impact of implementing the teachings of Tri Hita Karana on the character development of students at SMP Negeri 1 Bangli is as follows: developing student character, increasing student awareness to carry out their religious teachings, increasing awareness of students towards others, increasing student awareness to the environment, and creating harmony.

A New Direction for Radiology Residency Curricula: Blending the Training Paradigm

Medical education has been shifting with the advances in technology in recent years. While these technologies have completely changed the practice of radiology, the educational system in radiology residencies must similarly adapt. A blended curriculum combines technologically mediated learning in conjunction with live classroom education. Blended teaching has been trialed in medical schools and residencies across the country with excellent results. The COVID-19 pandemic forced the start of a shift within radiology residencies to explore methods of blended resident education. Flipped classrooms, integration of online modules and educational resources, resident run sessions, and blended readouts have all been trialed. A needs assessment is discussed for developing a new curriculum integrating more blended learning into the residency. Despite the time and cost, the effort for blending should be pursued, improving both the quality of education and the overall resident experience.

Multi-Access Techniques Comparison for Remote Lab System

Remote lab systems are one of the essential requirements for an increased academic productivity in the modern digital world. These systems support and facilitate effective migration from face-to-face classroom education to online education. Digital technology applications and processes are required to easily build a remote lab system. With the availability of multiple access techniques, users can comfortably share laboratory equipment among themselves. The sharing of resources using the remote lab system is highly required for a smooth deployment and implementation of online education. This paper therefore proposed and tested some techniques that combine Code Division Multiple Access (CDMA) and Orthogonal Frequency Division Multiplexing (OFDM) in remote lab systems. The tested techniques are Multi-Carrier Direct Sequence CDMA (MC-DS-CDMA), Multi-Tone CDMA (MT-CDMA), Multi-Carrier CDMA (MC-CDMA), and Spread Spectrum Multi-Carrier Multiple Access (SS-MC-MA). The first step proposed in this work had to do with the setting of the comparison criteria. At the second step, the solutions cited previously in the real equipment was tested and the best option that met the criteria was selected for the eLab system since the performance technique varies with the laboratory equipment characteristic. The four techniques that were tested demonstrated high performance in telecommunications and online laboratory systems. The implementation of these techniques will benefit universities in several ways, which include reduction of remote lab cost and optimization of sharing of online resources among users. This will further provide students with conducive learning environment by addressing the challenges of reservation and time slot limit. It is therefore recommended that MC-CDMA should be integrated into remote lab system.

Impact of Video Games, Gamification, and Game-Based Learning on Sustainability Education in Higher Education

Today, the European Union and the governments of its constituent countries are focused on the development of the Sustainable Development Goals (SDGs) and the 2030 agenda—something that has been translated into education itself. Video games, gamification, and game-based learning have become different strategies and tools to enhance the learning process and some of the growing approaches used by teachers to develop sustainable education in classrooms. This research aims to analyze the characteristics to promote sustainability in education using games and technology, specifically in terms of learning benefits for higher education. A systematic review of the literature was conducted following the PRISMA methodology. At first, 2025 documents were found; after the filtering phases, the number of articles was reduced to 9, which were subsequently analyzed in depth. The results indicated that the benefits of the use of games mediated by technologies include the following: it favors education for sustainability, and it promotes the educational inclusion and the work of various social skills, such as collaborative and cooperative work. Also, there was an increase in the number of publications between 2019 and 2023, reflecting the growing interest in the topic. However, there are some research gaps in this field.

Using Video and Multimodal Classroom Interaction Analysis to Investigate How Information, Misinformation, and Disinformation Influence Pedagogy

Abstract Misinformation is accidentally wrong and disinformation is deliberately incorrect (i.e., deception). This article uses the Pedagogy Analysis Framework (paf) to investigate how information, misinformation, and disinformation influence classroom pedagogy. 95 people participated (i.e., one lesson with 7-year-olds, another with 10-year-olds, and three with a class of 13-year-olds). The authors used four video-based methods (lesson video analysis, teacher verbal protocols, pupil group verbal protocols, and teacher interviews). 35 hours of video data (recorded 2013–2020) were analysed using Grounded Theory Methods by the researchers, the class teachers, and groups of pupils (three girls and three boys). The methodology was Straussian Grounded Theory. The authors present how often participants used information, misinformation, and disinformation. They illustrate how the paf helps understand and explain information, misinformation, and disinformation in the classroom by analysing video data transcripts. In addition, the authors discuss participant perceptions of the status of information; overlapping information, misinformation, and disinformation; and information communication difficulties.

A Study on Innovative Teaching Strategies of English in Universities Based on VAR Model

Abstract English is one of the basic courses in college classroom education, but the current model of college English education gradually reveals some problems. For this reason, this paper researches and analyzes the strategies of English innovation education in colleges and universities based on the VAR model. Firstly, this paper constructs a VAR model, on which a TVP-VAR hybrid model is constructed, and four estimation methods of the TVP-VAR model are analyzed in detail. Secondly, we designed the English teaching method based on the TVP-VAR model and the “5C” model of innovative teaching. Based on these models and methods, this paper investigates English majors’ learning status and teachers’ teaching status in several universities in different regions. The analysis shows that the overall attitude of English majors toward learning English is very good, and those who like learning English account for 83.58% of the total number of students surveyed, but 93.6% of the students learn English to deal with exams go to higher education and going abroad, and only 6.4% really like English. Although multimedia in teachers’ teaching methods has exceeded 50% in all four grades, it is still far from matching the information age. Finally, based on the various problems analyzed in the survey, this paper proposes strategies for innovative teaching English in colleges and universities in China.

Reimagining antiracist possibilities of single-visit art museum field trips after the COVID-19 pause

Although the single-visit field trip has long been the most common program museums offer to K-12 students and can provide opportunities for the meaningful development of critical thinking skills, findings from a participatory action research (PAR) study on Whiteness in museum education indicate that single visit field trips may not be conducive to – and may even actively undermine – teaching antiracism. This tension has only become exacerbated in the wake of the COVID-19 pandemic, which laid bare systemic racial inequities, including national and global health infrastructures. These disruptions to the museum teaching status quo call for a renewed commitment to and effective implementation of antiracist museum education. Antiracist pedagogy relies on the development of trust and relationships among educators and participants, whereas the single visit field trip, by contrast, is usually a singular moment within a child’s overall education. If museums truly seek to contribute to antiracist (un)learning among their visitors, they should reconsider priorities for single-visit field trips. Museums must align these findings with what is logistically possible and/or necessary, and implement more sustained engagement strategies to support antiracist learning objectives, such as strengthening partnerships with classroom educators, maintaining small group sizes, and/or restructuring to a multi-visit field trip approach.

‘I can easily switch to the Kazakh language, also to the Russian language’: reimagining Kazakhstani CLIL implementation as a third space

ABSTRACT There is extensive CLIL research on stakeholders’ practices, integration of content and language, and pedagogies. However, limited studies report on teachers’ pre-existing knowledge before CLIL implementation and how it influences their classroom pedagogy. Using a third space frame, this study examined CLIL implementation in Kazakhstan. It included 15 science teachers who teach science through the English medium of instruction (EMI). A hybrid coding strategy was followed to analyze questionnaires, teachers’ science lessons, multimodal teaching-based scenarios, and semi-structured interviews. Our findings revealed that teachers’ CLIL implementation was guided by their (1) hybrid beliefs about scientific knowledge and learning, (2) humanising pedagogy, (3) shift to constructivist science pedagogy, and (4) hybrid linguistic stance. We conclude that a third-space perspective diverts the gaze from CLIL teachers’ challenges to illuminate the entanglement of teachers’ epistemic stance, pedagogical content knowledge (PCK), and linguistic stance as emergent discursive practices when policy borrowings connect global and local epistemologies.

The Role of Experiential Learning in Teachers’ Professional Development for Enhanced Classroom Practices

The main objective of this article was to explore how experiential learning theory can be adopted into teachers' professional development, as an effective approach to engaging teachers in classroom-enhanced activities. The inclusion or design of various experiential learning activities will promote pedagogical content knowledge and teaching skills that can enhance classroom practices. The theoretical framework of experiential learning enables effective classroom instructional delivery for all learning experiences in different contexts. The study purposefully selected 10 teachers, teaching Economics, from 10 high schools in Lagos, Nigeria. These teachers were observed in different classroom settings/teaching of selected topics from Economics, before and after a 3-day experiential learning-based professional development workshop. The teachers were further engaged in a focus group interview after the final observation. Findings revealed that experiential learning theory is critical to teacher professional development, as it enables teachers to learn better when engaged in experientially designed professional development, which can impact their classroom teaching thereafter. The study, therefore, encourages teacher educators or government bodies responsible for content design for teachers' professional development to integrate or structure the contents of teachers' professional development with experiential learning initiatives, to improve teachers' classroom pedagogies and teaching competencies for quality education.

Preferred Learning Techniques among Bachelor’s Level Students

Learning styles describe how individuals acquire, interpret, and assimilate knowledge differently. The effective use of learning styles is essential for effective classroom education. The three most popular learning styles are kinaesthetic, auditory, and visual. This study pursued to learn more about the preferred learning modes of college students. There were 152 respondents from Baneshwor Multiple Campus, Kathmandu Nepal. The data were collected from first year students of BBS, B.Ed. and BA. The researchers used a scale of learning styles (VAK) with 28 items to accomplish the study's goal, and after confirming its validity and reliability, it was applied to the sample. The results show that there are no statistically significant differences in the types of learning patterns preferred by students. Based on these findings, the study recommends that teachers are encouraged to diversify college teaching strategies and methods to suit the preferred learning styles of their students, particularly new students, in order to motivate them to learn in the college environment and to provide the training needs and requirements necessary to enable them to take individual differences among their students into account when identifying educational goals.