Teaching In Education Research Articles

STUDENTS’ BASIC SKILLS AS MEASURED ALONG SIX DIMENSIONS: RELATIONSHIP TO PHYSICAL EDUCATION INSTRUCTORS’ ATTRIBUTES

Success in the instruction of Physical Education requires teacher’s identification of student’s basic skills. Students are expected to be equipped with the competence, facility and adeptness in becoming skilled at something as the subject involves multifarious activities that require student’s basic skills. The basic skills which students possess should be operational for successful learning. These include attentiveness, ability to recall, facility for communication, dexterity, resourcefulness, and favorable peer relationships.

Building Bridges

One of the major challenges faced in learning design is fostering effective collaboration between Subject Matter Experts (SMEs) and learning designers (LDs) in the implementation of new pedagogies and learning technologies (Gottler, 2023). This area of Technology Enhanced Learning (TEL) practice is still emerging in nature, with an acknowledged need for more examples of effective approaches (Pollard & Kumar, 2022; Tay et al., 2023). The importance of this collaboration is amplified by the fact that both SMEs and LDs share a key stakeholder—the learner. To ensure the learner benefits fully, both parties must work together seamlessly, drawing on their complementary skills to deliver a learning experience that is both meaningful and impactful (Pollard & Kumar, 2022). This presentation serves as a case study, showcasing the processes used by the Institution’s LD team to build positive collaboration with SMEs to integrate new pedagogies and learning technologies in the development of asynchronous mathematics modules. In particular, this project involved the integration of two learning design principles, Universal Design for Learning (UDL) and the Cognitive Theory of Multimedia Learning (CTML) (CAST, 2024; Mayer, 2024), that were foreign to the SMEs, and learning technology that had not been used previously at the Institution in the form of lightboard video recordings. In the initial stages of this project, the Institution’s LD team encountered many of the issues previously reported in literature regarding working with SMEs, such as ambiguity of roles and tasks, power struggles between SMEs and LDs, and SME resistance to the use of new education technology and pedagogies (Chen & Carliner, 2020; Tay et al., 2023). To overcome these issues and to ensure the success of the project, a new approach was developed that prioritised clarity, communication and the common goal of building an excellent learner experience. The new approach drew on research into the factors that facilitated or hindered the relationship between SMEs and LDs, and included the following core principles: Mutual respect: LDs worked to build an environment where the expertise and time commitments of both SMEs and LDs were acknowledged and valued (Tay et al., 2023). Shared commitment: Processes were introduced to ensure that project goals were well defined and that a shared vision for the learning modules was established to foster a strong investment in the project's success (Chen & Carliner, 2020). In particular, we placed the learner experience at the centre of decisions regarding module design, by setting the student as the core “stakeholder” in design workshops. Common language: Steps were taken to establish a common language between SMEs and LDs by defining terms and processes to facilitate clear communication (Gottler, 2023). Empowering expertise: Both SMEs and LDs were empowered to contribute their unique skills to the project and given autonomy to make decisions during the design and implementation process (Chen & Carliner, 2020). For example, we acknowledged the expertise of our SMEs in classroom teaching and chose to record teaching videos without a formal script, yet based on an agreed scope and examples. This presentation will expand on how these principles were enacted practically to foster a strong partnership between SMEs and LDs characterised by effective communication, positive relationships and a strong sense of ownership of the project. The presentation will conclude by illustrating how this collaborative approach ultimately led to the successful completion of the project within constraints such as competing priorities and firm deadlines.

Indigenizing pre-teacher education: reflections on utilizing traditional storytelling to gather language data from Sámi children

The aim of this study was to develop research-based pre-teacher education pedagogies in the context of Indigenous teacher education, focusing on Sámi (Indigenous people of Sápmi—northern Scandinavia and northwest Russia) communities and investigating the reflections of preservice teachers on their participation in research-based pre-teacher education as part of a Sámi teacher education development project in Norway. Utilizing the storytelling method, preservice teachers collected language data from Sámi children in kindergartens and schools. The study sought to understand the experiences of five participative preservice teachers during the data collection process, as recorded in their diaries. This study proposes a method to indigenize research courses within Indigenous teacher education programmes at tertiary education levels. Research in higher education practices within Indigenous institutions contributes to the advancement of Indigenous higher education and provides critical insights into diverse methods, goals, and contexts of conducting research in higher education settings.

Development of Multimedia Teaching Content for Basketball in High School

Background and Aim: In the continuous development of information technology, the global education sector has been greatly impacted by the globalization of information, the application of modern information technology can be seen everywhere, which will profoundly change education. Modern information technology with network and multimedia technology as the core has been applied in physical education teaching in schools and universities. It is necessary to reform and upgrade the traditional education mode and develop multimedia teaching methods. Therefore, this research was to develop multimedia teaching content for basketball in high school, to promote the use of multimedia technology in physical education teaching. Materials and Methods: The survey included 516 students and 35 teachers from 10 high schools in Guangzhou, questionnaire was used to investigate the current situation of basketball teaching. Then, 7 teachers were interviewed to consult the problem solutions, and the indicator contents of multimedia teaching content for basketball in high school was constructed by literature review and content analysis. Through 19 Delphi experts’ consensus, multimedia teaching content for basketball in high school was established. Finally, 9 experts were invited to confirm the developed multimedia teaching content by the Connoisseurship method. In this research, mean, standard deviation and coefficient of variation were used to analyze the data. Results: After two rounds of Delphi method investigation, statistics, and modification, there are 92 indicators suitable for using multimedia in high school basketball teaching content. The content of high school multimedia basketball teaching is designed and includes the origin and development of basketball, sports injuries, and prevention, basic movement of a basketball player, dribble technique, one-handed marching shot, basic movement of a basketball player, basic basketball rules, shoot technique, pass technique, defend technique, breakthrough technique, advanced dribbling, steal technique, zone cooperation, pick and roll and defense, attacking match, fast break and defense, one-on-one check, offensive zone defense. Conclusion: The multimedia teaching content for basketball high school in Guangzhou was effective and appropriate, and can be integrated into the teaching plan.

Strategies of Effective Online Teaching and Learning in Vocational Computer Programming Education

Background and Aim: This research analyzes the existing issues with online teaching and learning in vocational computer programming education, devises strategies for online teaching and learning, and then implements and adjusts these strategies to confirm their effectiveness. The expected strategies for effective online teaching and learning proposed in this study include nine aspects: The study focuses on the following nine aspects: 1) the informatization teaching ability of teachers; 2) the autonomous learning ability of students; 3) the interaction between online teaching and learning; 4) the course content; 5) the teaching resource; 6) the teaching design; 7) the learning engagement; 8) school policy support; and 9) the online teaching and learning platform. Methodology: The sample consisted of 21 experts with qualified Delphi requirements from high vocational colleges in Guangxi, as well as 60 computer program students in their second year of study. Research instruments include an open-ended interview and Likert scale questionnaire, as well as data analysis using median, mode, interquartile range, percentage, and descriptive analysis. Results: The research results found that online teaching and learning in vocational computer programming education in aspects were at a medium-high level; after implementing and readjusting the strategies, the effectiveness of online classes was comparable to that of traditional classes. The research results summarized 80 strategies and suggestions for online teaching and learning in vocational computer programming education and put forward a discussion of the future development trend. Conclusion: The study's findings show that, with some strategic modifications, online instruction in vocational computer programming education achieved a medium-high effectiveness that was on par with traditional classroom settings. The study also offered eighty strategies and insights for the advancement of online education in this field in the future.

InnovatEd

The Melbourne InnovatEd program at the University of Melbourne supports innovation in educational technology, addressing the crucial need for innovative solutions in teaching and learning in higher education. By fostering a holistic approach, InnovatEd empowers educators and students to identify problems and devise impactful solutions. Established in 2019, the program offers a Bootcamp and an Incubation Funding Program, providing space, tools, support, and funding pathways. The Bootcamp engages participants in developing innovation skills, while the Incubation Program offers tailored support to bring ideas to fruition. Over five years, InnovatEd has supported 23 teams, enhancing teaching and learning through EdTech. The program has successfully cultivated connections within the University and industry, facilitating real-world project development and fostering an entrepreneurial mindset. Innovation programs in large organisations, such as InnovatEd, face challenges such as ensuring technology sustainability, providing post-program support, and addressing cultural barriers. InnovatEd aims to establish robust support structures and promote continuous innovation, essential for improving education in the age of AI.

Learning designers

The contemporary post-digital university is ever more dependent on the expertise and labour of ‘third space’ professionals such as learning designers. Reporting on the initial findings of a recent survey, this paper presents a snapshot of the people who do the work of learning design, their perspectives on their work and their contributions to teaching and learning in higher education. Four defining characteristics emerged through thematic analysis of 90 survey responses: 1) learning designers come from varied academic and professional backgrounds; 2) our job functions, working conditions and organisational settings can vary significantly; 3) our work practices—and so the knowledge and skills required for the role—can be highly diverse; 4) despite the variety, a shared motivation and sense of purpose is shaping emergent professional identities. Adopting a socio-material lens, this paper presents a rich picture of an expanding profession, providing vital insights into the practices, identities, and impact of learning designers.

Diverse paths, stable differences – role of prior knowledge in learning biology over undergraduate years

ABSTRACT Undergraduate students enrol at university with diverse levels of prior knowledge and intuitive conceptions about essential biological topics. This longitudinal study explored the development of a conceptual understanding about three topics and how domain-specific prior knowledge affects this development. Undergraduate students (N = 50) of biological and environmental sciences participated in three measurement points – baseline (2019), follow-up 1 (2020), and follow-up 2 (2021) – where the same questionnaire with open-ended tasks was given. A mixed-methods approach was used for quantitative scoring of the answers and qualitative thematic analysis to describe the development of individual students’ conceptual understanding. The effect of prior knowledge was studied by dividing the students into two groups based on the baseline performance. The topic of evolution showed the most significant differences in prior knowledge and in knowledge gains. Students with lower prior knowledge experienced desirable shifts in their explanatory models about evolutionary processes, but an equal amount exhibited fragmented learning trajectories. Students with a more robust prior understanding of such an emergent phenomenon can more likely integrate scientific concepts in their knowledge framework. Implications for teaching in higher education are discussed.

Research on the Infiltration of Scientific Spirit in High School Biology Teaching Under the Background of Curriculum Ideology and Politics

Curriculum thinking and politics is an exploration of moral education reform and a strategic measure to carry out the fundamental task of cultivating people. High school is a key period for students to form correct values. In addition to ideological and political courses, other courses also need to play the function of educating people, and take courses as the carrier to provide value guidance to students in the process of knowledge imparting and ability training. High school biology is a fundamental course in natural sciences and an important carrier for cultivating students’ scientific literacy. However, through questionnaire surveys and interviews at internship schools, it was found that the infiltration of scientific spirit into high school biology teaching is not ideal. Teachers have insufficient understanding of ideological and political education in the curriculum, and they cannot fully tap into educational materials in textbooks. The methods for infiltrating scientific spirit are relatively single, making it difficult to balance ideological and political infiltration with knowledge teaching. This article selects the scientific spirit as an ideological and political element based on the needs of national development and the characteristics of the discipline, and permeates it into biology teaching. Finally, the teaching effectiveness is evaluated through various methods. The aim is to enrich the theoretical research of thinking and politics in senior biology curriculum, and to provide teaching reference for teachers to cultivate students’ scientific spirit in biology teaching. After conducting questionnaire surveys and interviews with students and teachers, the following conclusions were drawn: firstly, although the teachers and students of the school have a limited understanding of ideological and political education in the curriculum, most of them support the integration of ideological and political education into biology teaching. Secondly, some teachers still place more emphasis on imparting knowledge in their teaching and have not fully utilized the educational value of biology. The implementation of ideological and political education in biology teaching is not ideal. Thirdly, overall, the penetration of scientific spirit in biology teaching is not satisfactory and needs further strengthening. In summary, teachers need to strengthen their exploration of textbooks and deepen their understanding of teaching design in their daily teaching process, in order to continuously improve their ideological and political education for students and fully leverage the educational value of biology. Integrating scientific spirit into biology teaching is not only in line with the ideological and political concepts of the curriculum, but also in line with the core competencies of the discipline, which can better leverage the educational value of biology.

Variations of Australian university teachers’ conceptions of teaching with GenAI

The recent emergence of GenAI (GenAI) has generated significant interest and intense debate in higher education learning and teaching. Under this scenario, researchers and policy makers have begun to gain an understanding of what factors may influence university teachers’ acceptance and use of GenAI in teaching. Research has shown that how teachers conceptualise teaching shape their pedagogical approach to some degree. Using a phenomenographic qualitative research design, the study examined variations of Australian university teachers’ conceptions of teaching with GenAI via semi-structured interviews. Thematic analysis of the interview transcripts was conducted to identify themes prior to a second pass inductive analysis, enabling the researchers to compare and contrast perspectives. Three qualitatively different conceptions were identified: 1) GenAI is used in teaching to develop students’ understanding, critical thinking, and reflection; 2) GenAI is used in teaching to reproduce learning and teaching artefacts; and 3) GenAI are just tools, only having limited applications in teaching. Of the three categories of conceptions, only the first category was student-centred/learning-focused conceptions, which aimed to use GenAI in teaching to support students’ learning and understanding. This work will provide educators with a framework to utilising GenAI in the classroom to support student-centred learning.

The Development of Basketball Learning Activities and Basketball Abilities Using Gamification Teaching Model for Advanced Vocational Student

Background and Aims The gamification teaching mode is a teaching method that integrates game elements into the teaching process. It stimulates students' enthusiasm and initiative and improves learning by creating a challenging and interesting play environment. In physical education teaching, the gamification teaching mode has been widely used, especially in improving students' basketball dribbling ability. Vocational students refer to those students who receive vocational education, and their learning goals pay more attention to the cultivation of practical skills and the improvement of application ability. As a common sport, basketball has important practical significance for higher vocational students. However, traditional basketball dribbling teaching is often based on technical training, which lacks enough interest and motivation, which can easily lead to the decline of students' learning interest and learning effect. Thus, the purposes of this study were 1) To develop learning activities for the gamification teaching model for the basketball course. 2)To compare basketball abilities using the gamification teaching model between the test and the post-test. And 3) To study student satisfaction with the gamification teaching model of the basketball course. Materials and Methods: The sample included 50 first-year students from Luzhou Medical Device Vocational College. In the first semester of 2023. Obtained by cluster random sampling technique. Research tools are used in lesson plans, basketball ability tests, and satisfaction questionnaires. In data analysis including percentages, means, standard deviations, and paired t-tests. Results: The results of the study were as follows; 1）The development of a gamification teaching model for the basketball course has an average suitability value for all plans equal to 4.38, which is at a high level. 2Students who studied using gamification teaching model learning activities had higher abilities of basketball post-test than pre-test at a statistical significance of.05 and 3）Students who learned using the gamification teaching model had overall satisfaction at a very high level. Conclusion: The basketball course's gamification teaching approach proved to be a highly appropriate and successful one, greatly enhancing students' post-test performance and generating exceptionally high levels of student satisfaction. According to the study, gamification can improve learning outcomes and increase student engagement in the classroom.

Cloud based adaptive learning system: virtual reality and augmented reality assisted educational pedagogy development on clinical simulation

An adaptive learning system provides support for student’s academic progress by varying learning routes and pedagogical contents to satisfy various students’ unique academic needs. The primary goal of this research work is to enhance and expand occupational efficiency through the use of technological pedagogical content knowledge (TPCK) frameworks in nursing education. The authors developed an adaptive federated cloud computing learning system in order to better prepare students for the demands of real-world professional practice. The article examined the use of virtual reality(VR) and augmented (AR) technologies in nursing education and developed an instrument that skillfully combines knowledge from the reputable literature on clinical competencies with the peculiarities and ingenuousness particular to virtual simulations. Designated for the remote sharing and utilization of combined educational resources, cloud computing is a distributed information communication technology (ICT) infrastructure built on the Internet of Things (IoT) framework. To increase the occupational efficiency among the nurses and midwives, an educational simulation applied in a way that gamifies the curriculum component for interactive educational pedagogy will be necessary. As a completely integrated part of the curriculum, simulation has proven to be beneficial for nursing students at all levels of instruction. Nursing educators have a plethora of options at their disposal to introduce simulation-based learning approaches into their curricula in the modern era. A three-dimensional (3D) interactive environment that provides users with a sense of spatial presence is created through computer technology, which is an immersive digital ecosystem of VR and AR utilized to improve teaching and learning in nursing education. In this study, the authors offered a cost- effective clinical simulation laboratory for clinical students, nurses, midwives, and practicing healthcare professionals in a manner that ensures constant learning and occupational efficiency by adopting the TPCK model in its central discussion and implementation. The TPCK model has demonstrated how to recognize the boundaries between technological components and pedagogical structures as well as how they are connected when creating facts in nursing education.

Design and Optimization of Higher Education Online English Teaching Utilizing Wireless Network Technology in the Context of 5G

The global demand for wireless communication networks is a result of the widespread use of wireless devices and the related surge of wireless service providers. Data transmission speed, coverage areas, cost-effectiveness, resource utilization, security, scalability, and adaptability are all elements expected to be improved in future 5G wireless networks. Since this rapid development of network communication technology affects the delivery of English education in tertiary contexts, English teachers in colleges and universities should make use of network resources—especially the communication tools embedded in the 5G network. File transfer protocol can utilize the advanced artificial bee colony optimization algorithm (AABCOA) to realize classification, and the system proposed in this article is simulated and tested in Matrix Laboratory (MATLAB). The research results indicate that students are unsatisfied with traditional methods of English pedagogy in higher education and are keen to explore the new learning possibilities provided by 5G integrated wireless network technology.

INTEGRATING INTERTEXTUAL AND COMMUNITY RESPONSE ANALYTICAL LENSES TO TURN SYAIR CENDAWAN PUTIH’S A CHILDREN'S STORY “THE ADVENTURE OF CENDAWAN PUTIH” INTO A SCIENCE LEARNING

This study explores the transformation of the Cendawan Putih poem into prose suitable for children's science learning, examining the adaptation process and public perception. Using a qualitative approach, the study employs intertextual theory to analyze textual transformations such as expansion, conversion, modification, and citation and community response theory to capture stakeholders’ views. The research investigates how the Cendawan Putih poem has been creatively adapted into the children’s story The Adventure of Cendawan Putih to enhance science learning while maintaining cultural and educational value. The findings reveal that adapting Cendawan Putih for children’s literature not only preserves core narrative elements but also integrates science concepts relevant to young readers. The adaptation utilizes techniques such as expansion and modification, enriching the original storyline to highlight nature, ecosystems, and environmental science in an accessible format for children. Public feedback, collected through Focus Group Discussions (FGDs) with cultural figures, educators, academics, and youth, shows broad support for this transformation. Stakeholders emphasize the story’s potential to foster cultural awareness and introduce foundational science concepts, making it an innovative tool for learning. This study highlights how traditional literary forms can be reimagined for children’s science learning, merging cultural heritage with modern educational needs. By presenting Cendawan Putih in a format that supports both cultural preservation and science education, this work positions the story as an intergenerational bridge and a valuable addition to literature-based science learning. It underscores the importance of community involvement in literary adaptation, providing new insights for literature, cultural education, and science pedagogy.

Understanding English learners’ experiences of their teacher’s self-directed navigation of education policies

ABSTRACT This study reports on students’ experiences of their instructor’s self-directed enactment of education policies. Informed by a qualitative study approach, the study drew on diverse data sources related to an English reading class and an English writing class taught by the same instructor at a Chinese university. The data sources included interviews with students, students’ reflections, and field notes on students’ learning activities. The qualitative analysis of the data showed that when their instructor was continually overcoming the constraints of the local institution and making self-directed efforts in line with national policies during his teaching, the students, on the whole, gained positive experiences through the in-class teaching and their own learning. However, they seemed to focus their attention primarily on the actual teaching and learning rather than caring about the policy and the strategies employed to enact it, and their experiences were sensitive to diverse factors. The study sheds light on the students’ positive yet complex experiences when they were exposed to the instructor’s self-directed attempts to bridge the gap between education policy and teaching in a local context.

Fifty years of initial teacher education in Portugal: looking back, looking forward

ABSTRACT This paper looks at Initial Teacher Education (ITE) over the last 50 years in Portugal (1974–2024). This is especially significant as 2024 marks the 50th anniversary of democracy in the country happily coinciding with the Golden Jubilee of the Journal of Education for Teaching. ITE policy development over the last five decades has generally been positive, particularly regarding the professionalisation of teachers through the recognition of ITE at higher education level, the accreditation of ITE programmes, the adoption of a master’s degree as the required level of professional qualification for all sectors of education (from pre-school to secondary school), and the role of higher education institutions in the education of teachers. However,a number of drawbacks can also been identified including the fragmentation of ITE curriculum components as a result of the Bologna process and the adoption of a sequential model, as well as, more recently, a reduction in foundational courses and the introduction of more ‘flexible’ ways to enter teaching within the context of a teacher shortage. The threats and opportunities in such a scenario are explored and implications for policy and practice are discussed.

Empowering university students’ learning in Taiwan’s higher education: Pathways to overcome challenges

Taiwan’s higher education is characterized by tradition, innovation, and persistent pursuit of academic excellence. However, similar to its global counterparts, many challenges are prevalent in Taiwan’s educational sector that impede its progress and effectiveness. These challenges encompass demographic shifts, financial constraints, quality assurance, internationalization efforts, and technology integration. This study analyzes the challenges in higher education in Taiwan, and offers strategies to address them and improve university students’ learning experiences. The researchers used literature analysis methods to analyze the challenges in higher education in Taiwan, and analyze the pathways to overcome challenges. These pathways can address current challenges and help empower students to thrive in Taiwanese higher education, fostering an adaptable, skilled, and socially conscious generation of learners. These pathways are as follows: (1) In response to the declining birthrate, develop university curricula and courses incorporating diverse perspectives, improve university enrollment, and increase investment in higher education; (2) Improve teaching and learning quality assurance; (3) The internationalization of higher education promotes foreign internationalization and local internationalization; (4) Integrating technology into higher education teaching and providing more diverse online teaching and abundant learning experiences for students.

Analyzing Instructional Strategies in Science Education: A Dual Approach Combining Systematic Review and Secondary Qualitative Data Analysis

This study employed a dual research approach, incorporating both systematic review and secondary qualitative data analysis, to investigate instructional strategies and their rationales utilized by pre-service and in-service science teachers (PaIST) in physics topics. We chose widely recognized and readily accessible sources with extensive study coverage, including Web of Science, SCOPUS, Taylor & Francis Online, and ProQuest. Only four studies that conformed to our inclusion and exclusion criteria were identified for examination. The analysis unfolded in two phases: first, the identification of instructional strategies employed by PaIST, and second, the exploration of the underlying rationales guiding their choices. Our findings revealed a diverse array of instructional strategies, encompassing direct instruction, thought experiments, demonstrations, hands-on activities, think-pair-share, peer teaching, laboratory exercises, discussion/questioning techniques, drama, and real-life narratives. The rationales underpinning these strategies were multifaceted, aiming to enhance student motivation, stimulate cognitive development, facilitate collaborative group work, and foster meaningful learning experiences. Despite evidence supporting the effectiveness of various external strategies such as STEM education, out-of-school learning, and project-based teaching on students, pre-service and in-service science teachers appear hesitant to adopt these methods. Further research is needed to explore the barriers and factors influencing their instructional choices.

STEM, STEAM OR STREAM-EDUCATION: IT IS YOUR CHOICE!

The article deals with an actual problem of the improvement of pedagogical education system, namely a new direction – STEM-STEAM-STREAM-education. The objective of the study is to outline the origins of the problem genesis, to analyze the essence and content of STEM-education, to identify the main problems and contradictions, to identify the main means of its implementation. Synergistic, systemic, competence-oriented and activity-oriented approaches have become theoretical and methodological foundation of the study. The conclusion about the expediency of STEM-STEAM- STREAM-education combining has been made on the basis of theoretical analysis of the problem and the students of higher pedagogical institutions questionnaires. It will allow to develop left and right hemispheres of a brain simultaneously, which will contribute to its holistic functioning. With the aim of formation of future natural sciences teachers’ key and subject competences the means of STEM- STEAM-STREAM-education have been determined. That is the implementation of environmental projects in the process of education. The essence and methodology of the following projects implementation have been characterized: «Plastic bottle – a valuable thing from the past or a useless thing of nowadays? », «Let’s save the Christmas tree together», «Destruction of nature», «Eco-feeder for our feathered friends», «Clean gullies – clear conscience». Enumeration of competences based on the reflection of students’ own activities, the formation of which is mostly facilitated by the mentioned project activity has been determined. Fulfilment of eco-projects has a positive effect on the development of components of innovative competence of the students of higher pedagogical institutions (the ability to apply scientific methods of cognition in the educational process, the ability to use innovations in professional activities, the ability to apply various approaches to solving problems in pedagogical activities). The prospects for further study consist in the research of the following problem: preparation of future natural sciences teachers for modeling of educational activity using STEAM-technologies and their significance in the methodology of forming a model of bioethical behaviour of school students on the basis of the concept of sustainable development.

EDUCAÇÃO FINANCEIRA NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA

Strictly speaking, capitalism is a cyclical system that alternates cycles of economic growth followed by declines in activities. This magnifies social vulnerability and contributes to the indebtedness of Brazilian families, making Financial Education an urgent and necessary demand. Within the school context, the integration of Financial Education into the integrated curricula of the Federal Network of Professional, Scientific, and Technological Education contributes to the formation of more conscious, critical individuals capable of dealing with the economic and financial challenges of contemporary times. In light of the foregoing, this study aimed to ascertain the perception of graduates from the Integrated Technical Course in Accounting at the Patrocínio Campus of the Federal Institute of Triângulo Mineiro - IFTM regarding the teaching of Financial Education in schools. To do so, it relied on a qualitative methodological approach through bibliographic analysis and questionnaire application. The data indicate that graduates from the Integrated Technical Course in Accounting at the Patrocínio Campus of IFTM consider the topic relevant and even suggest a mandatory and separate discipline to address it in more detail. They also recommend that facilitating the learning of Financial Education topics occur, among other pedagogical practices, through videos. The results obtained stimulate discussion about the importance of integrating Financial Education into educational institutions, especially those offering Professional, Scientific, and Technological Education, thus contributing to the holistic formation of individuals.