Educational Theory Research Articles

EXPLORING MODERN EDUCATIONAL THEORIES: A LITERATURE REVIEW OF STUDENT LEARNING IN THE DIGITAL AGE

This study aims to examine the application of modern educational theories, namely Connectivism, Humanism, Cognitivism, and Constructivism, to the learning process of students in the digital era. Through literature studies, this study traces how these four theories contribute to shaping a more relevant and practical learning approach amid the rapid development of digital technology. The theory of Connectivism emphasizes the importance of digital networks and global access to information, allowing students to learn through social and digital connections. Humanism focuses on developing individual potential, emotional well-being, and personalized learning. Cognitivism highlights mental processes in information processing, reinforced with technology that helps students manage and store information effectively. Meanwhile, Constructivism emphasizes experiential learning and social interaction, which is realized through collaborative tools and virtual simulations in the digital era. This study integrates findings from the relevant literature to provide a comprehensive perspective on how these theories complement each other and can be optimized in a digital-based education system. The conclusion of this study underscores the importance of combining the best aspects of each theory to create an adaptive, flexible, and student-centered learning approach to face the challenges of education in the digital age.

Critical analysis of educational theories and their pedagogical practices: the applicability and the impact in the school context

The analysis of the main educational theories – Constructivism, Behaviorism, Socio-Constructivist Theory, Cognitivism, Humanism, and Connectivism – and their practical applications demonstrates the importance of a diverse and adaptive pedagogical approach. Constructivism: Focused on the active construction of knowledge by the student, it promotes meaningful and contextualized learning. Project-based learning (PBL) is a practice that increases student motivation and performance. Behaviorism: Emphasizes changing behavior through positive and negative reinforcements. Classroom reinforcement programs encourage appropriate behaviors, resulting in a more productive learning environment. Socio-Constructivist Theory: Highlights the importance of social and cultural interaction in learning. Methods such as cooperative learning improve academic performance and strengthen collaboration among students. Cognitivism: Focuses on internal thought processes, using tools such as mind maps to help students organize and structure knowledge, promoting critical thinking skills. Humanism: Focused on the student's personal and emotional development, it values ​​self-actualization and well-being. Welcoming learning environments and student-centered curricula promote individual growth. Connectivism: Addresses learning in the digital age, highlighting the importance of information networks and educational technologies. Integrating online platforms expands access to knowledge and involves students and parents more in the educational process.

A STUDY ON THE CHARACTERISTICS OF ANCIENT CHINESE PHILOSOPHY REGARDING MUSIC EDUCATION

The work reveals the features of ancient Chinese philosophy in the context of music education. The specific characteristics of the corresponding ancient Chinese concepts are considered. The theories of music education in the works of the followers of Confucianism and Taoism are described. The development and evolution of thought regarding teaching the art of music to the younger generation is presented in a historical perspective. The author analyses the educational function of music in Chinese culture, as well as elements of the state official propaganda in music education in Ancient China. The influence of the traditions of Chinese philosophy on modern philosophy of music and music pedagogy in the People's Republic of China is considered. It is concluded that the Chinese philosophy of music education is based on harmony and aesthetic pleasure from performing and listening to a piece of music, as well as on performing various rituals.

The Ideological Dilemma in Using Games in Global Citizenship and Development Education

The objective of this paper is to contribute to discourse informing the use of computer games in Global Citizenship and Development Education. In doing so, it addresses the incompatibility and conflict between the values imbedded in games and those informing development education practice. It is aimed at both formal and informal educators who see the potential in using games in their practice and want to reconcile this dilemma. It is also aimed at policy makers and influencers who want to shape the structures governing such digital spaces in the public interest. The research involved an interdisciplinary literature review across the fields of Education, Game Design, colonialism and social activism. The analysis takes a postcolonial perspective and is informed by the theory and practice of critical pedagogy in youth work and development education. The study was conducted as part of Doctoral research and project work with NGOs over a seven-year period to 2024. In this context it is important to note that this is a rapidly changing and evolving sector. The development of computer games and immersive technologies over the past 20 years has been transformational, in their interactive capabilities and global proliferation, particularly with the emergence of “The Metaverse”. Such expansion has been critiqued as a process of Colonialism, where young people’s time, creativity, identities and attention is being commodified, monetised, packaged and sold to the highest bidder. The structure of the games industry, their content and the ecosystem surrounding gaming are all ideologically driven. Such ideology aligns with one of three systems: the neoliberal hegemony emanating from transnational corporations and market economies; the state control being exerted by China and others; or a blind commitment to opensource being advocated by many industry innovators, developers and users. When using games in an educational context, and particularly when addressing Social Justice and Global Citizenship, the values and cultures underpinning all three of these ideologies are problematic. It is the contention in this paper that such spaces can also be developed as informal educational spaces informed by values aligned with critical global citizenship and development education. Now is the time for development educational practitioners, conscientious games designers and policymakers to collaborate, to act, to legislate, to experiment and carve out a safe, progressive, dynamic, decolonised digital space for engagement with issues of global citizenship and development education

Theory of education and pedeutology in psychological approach - the perspective of personality and socio-emotional competences of the teacher and their importance in the educational process

This article presents considerations on the significance of a teacher's personality in the educational process. The starting point was reflections on the special role of the modern teacher, and then - against the background of assumptions specific to the psychological orientation in the theory of education - the basic assumptions of classical pedeutological concepts of a teacher (J. Mirski, S. Szuman, Z. Mysłakowski, B. Nawroczyński, J. W. Dawid, M. Kreutz and S. Baley) were discussed. Particular attention was paid to the numerous references to the desired personality traits of a teacher and to the expectations formulated towards him regarding his broadly understood ability to establish positive relationships with students. Then, the results of these reflections were compared with the Big Five personality traits in terms of the Five-Factor Theory of Personality and with socio-emotional competences as a group of key competences from the perspective of building both intra- and interpersonal potential of a teacher.

Metatheoretical Foundations of Educational Theory. Selected Aspects

This article presents metatheoretical analyses. Their subject is educational theory, while the aim is to formulate descriptive metatheoretical remarks on selected aspects of the functioning of educational theory as a sub-discipline of pedagogical science. To that end, the article provides terminological, definitional, historical and functional considerations regarding the metatheory and theory of education. In particular, it addresses the difficulties in defining educational theory, its normative and descriptive character and its dependence on worldview and ideological factors.

Experience in teaching the course “Theory and Methodology of Education”at the Rivne State Humanitarian University (Ukraine): good practices and challenges

Reforming the system of higher education in Ukraine has set requirements for changes in approaches, paradigms, content and forms of work with students, including pedagogical specialties. Forced changes in the teaching of future teachers took place during the Covid-2019 pandemic, and later during the full-scale war in Ukraine, which was launched by russia in 2022. The authors of this study have analyzed the educational programmes of twelve Ukrainian pedagogical universities. The purpose and tasks of the "Theory and Methodology of Education" course are outlined, and the positive experience of its teaching at the Rivne State Humanitarian University is characterized. The challenges facing pedagogical universities today regarding the preservation and updating of the analyzed course are outlined. For this purpose, a survey was conducted among students – future teachers. The results of the survey are presented in the study, and its prognosticity is outlined.

Selected problems of the application of sociological theories in the theory of education

The importance of sociology for the theory of upbringing is obvious. The pedagogue can use it in several ways. The first is the "encrusting" of the pedagogical text using sociological quotes and terms. Another is the use of sociology to characterize social and cultural factors of education. You can rely on it completely and uncritically. Hide behind the authority of sociological fame. The pedagogue can also critically analyse sociological theories, and determine their paradigmatic assumptions, including ontological and epistemological assumptions. Everything is fine when the educator independently develops the sociological idea, the author takes responsibility for the "theoretical scaffolding" he uses, and does not shirk responsibility by hiding behind the back of a "famous" sociologist. The most valuable, but very demanding way of using sociological knowledge by a pedagogue is the interdisciplinary ability to independently (although of course based on existing concepts and research results) of sociological thinking by the theorist of education. However, this requires creative mastery of sociology. We find such cases in scientific practice. You can also go without sociology at all, but then the subject of the study becomes an artefact, "preparation" wholly taken out of reality. You can also go without sociology at all, but then the subject of the study becomes an artefact, "preparation" wholly taken out of reality.

Theory of educational forms of education: an unwritten chapter in Polish theory of education

In the article attention is drawn to fact that, opposite to the others extracted contents of a structure of educational process, such as educational values, aims, situations, relations and methods, in Polish theory of education the issue of an educational forms has no complex theoretical development in comparison to proposal presented in the 80s of the XX century by Heliodor Muszyński. The article discusses this approach, indicates its weaknesses and limitations, then presents arguments which supports the need of development of mentioned issue in the frames of educational theory understood as a subdiscipline of contemporary educational sciences. At the end the article proposes some possibility of direction for such development.

Special pedagogy in the context of contemporary theory of education

The text presents the link between special pedagogy and the theory of education. The basic questions asked are what are the reflections in this scientific sub-discipline on the educational impact concerning a person with disabilities? A well-known problem in special pedagogy is the dominance of rehabilitation and therapy in working with the child. The question is whether this affects the issues of educating such a child in the context of limiting his or her autonomy and right of emancipation. The article considers the adaptation and emancipation balance in the education of a child with a disability.

Factors determining the scientific status of the theory of education – introductory notes

In the article I analyse factors determining the scientific status of theory of education. An addition to the three elements recognized by methodologists of all social science disciplines namely: a separate subject of research, own terminology and developed research methodology I add new elements such as: a lexical database for other sciences, specialized journals, prestige and organizational culture of academic institutions, outstanding personalities in science, judgments and opinions issued by state control bodies and the scientific community. All these factors determine the degree of independence maturity and prestige of theory of education among other social sciences.

Synergistic effects of students’ mathematics and science motivational beliefs on achievement, and their determinants

BackgroundStudents’ mathematics and science motivational beliefs are crucial determinants of their school academic achievement in math and science. The current study aimed to identify the group memberships of students’ motivational beliefs in math and science, which are closely related. Furthermore, this study probed the predictive effects of individual students’ experiences at school on forming group membership. We also tested the mean differences of the identified latent groups in math and science achievement.ResultsUsing latent profile analysis modeling, we examined data from 3857 Korean eighth-grade students participating in the 2019 Trends in International Mathematics and Science Study. The theoretical rationale and supplementary statistical indices showed a five-group membership as the optimal solution. The five groups are high motivation, medium motivation, low math/high science motivation, low motivation, and very low motivation. Students’ sense of school belonging was the most crucial predictor in forming group membership, whereas perceived student bullying did not predict group membership. Finally, students in distinct motivational belief groups exhibited differences in their math and science achievements.ConclusionsThis study identified five subgroups of students based on their distinct motivational beliefs in math and science, and variations in their association with achievements. In terms of policy development and intervention, it is important to nurture students’ sense of school belonging. This study advances motivational theories in science, technology, engineering, and mathematics education, and provides practical suggestions for improving educational practices to enhance student math and science motivational beliefs.

Investigating the effects of reverse dubbing tasks on English speaking proficiency and English learning motivation

Reverse dubbing represents the process of creating and presenting a video clip that translates the original first-language (L1) spoken dialogues to second/foreign language. This study investigated its effects on English speaking proficiency and English learning motivation (ELM). Two intact classes of English as a foreign language (EFL) college students were randomly assigned to either the reverse dubbing (RD) group or the comparison group. In the course of an academic semester, the RD group completed two RD tasks, for each of which they, in groups, (1) selected a Mandarin L1 video clip, (2) translated the subtitles to English, (3) rehearsed the translated subtitles, (4) created a new soundtrack, (5) combined the video clip with the new soundtrack to produce the dubbed video clip, and (6) played the dubbed video clip in class and then performed the live dubbing again. ANCOVAs and qualitative examinations performed on the numerical data and interview transcripts unveiled that reverse dubbing constituted a significant contributor to the development of English speaking proficiency and led to a statistically significant increase in the level of intrinsic motivation for the participating students. In light of these findings, implications are proposed for the theory and practice of technology-enhanced language teaching and learning.

Application of Outcome-Based Education Instructional Theory Based on Artificial Intelligence in the Design and Practice of Research Curriculum

Research curriculum design is to arrange instructional links in an orderly manner in the course of teaching according to the requirements of course standards and the characteristics of instructional objects,so as to determine the plan of appropriate instructional scheme.The establishment of a reasonable assessment system of teachers' instructional level aims at correctly and reasonably distinguishing the differences of instructional level among teachers,enabling excellent teachers to discover their own advantages in time so as to improve their own shortcomings.Based on the concept of Outcome-based education,this article puts forward a instructional assessment model based on big data from the perspective of the education of new media.In the application effect,it can be seen that with the support of OBE instructional theory,students' creative ability and practical ability are obviously improved.The application of ANN in instructional level assessment is completely feasibleand it can meet the accuracy requirements,providing assistance for the design and practice of research curriculums.

Koncept spirituality v pedagogice: Přehledová studie

The study provides an overview and systematization of key theoretical approaches to the phenomenon of spirituality since second half of the 20th century and shows their implications for contemporary pedagogical research and discourse. For this purpose, the different approaches are differentiated based on their disciplinary origin. These are approaches rooted in 1) the psychology of religion and spirituality, focusing on the relationship between spirituality and human experience, thought, and behaviour; 2) the philosophy and theory of education, discussing educational goals, forms and methods; and 3) the “science of well-being,” which combines the perspective of subjective experience and standardized indicators of human flourishing. The study highlights the key ideas and concepts of each approach, opening the discussion on the possible direction of pedagogical research in this area.

Music education training for kindergarten teachers: a workshop integrating Shulman’s pedagogical content knowledge and pedagogical reasoning and action model

ABSTRACT Kindergarten teachers often express concerns about the insufficient preparation they receive in their training programs to effectively teach music. This lack of confidence in their music teaching and musical ability can impact their effectiveness of teaching, which in turn can affect children’s music learning. To address this deficiency in music training for preservice teachers, this study consists of a workshop that integrates Shulman’s Pedagogical Content Knowledge (PCK) through the Pedagogical Reasoning and Action Model (PRA). The workshop takes an experiential approach, moving away from the traditional separation of content knowledge and pedagogy. Nine participants took part in the workshop and were interviewed to address two research questions: 1. How do preservice teachers perceive the significance of their musical competence and music pedagogy skills when conducting a music lesson? 2. In what ways does the workshop contribute to the professional growth and effectiveness of preservice teachers in music teaching? The integrated approach employed in the workshop proved effective in enhancing the preservice teachers’ comprehension of PCK through PRA model. The study emphasizes the significance of designing training programs that encompass the breadth and depth of Shulman’s theory of teaching, equipping teachers to deliver music education.

Pengaruh Penguasaan Bahasa Indonesia terhadap Pemahaman Teori dan Praktik Pendidikan Jasmani pada Mahasiswa

The mental and physical health of students is greatly influenced by physical education, especially in the Physical Education, Health, and Recreation (PJKR) study program at Medan State University. One of the languages ​​that can be used in PJKR learning to understand the Theory and Practice of Education and to communicate with lecturers and friends during lectures is Indonesian. The purpose of this study was to determine the effect of Indonesian language proficiency on students' understanding of physical education theory and practice. This is because language is an important communication tool in learning, including in physical education lessons. The results of the study showed that increasing Indonesian language proficiency has an effect on contributing to improving student achievement in the field of Physics education.

Методология управления качеством образования на основе интегративной оценки

The article focuses on the study of the theoretical and methodological foundations of education quality management at a technical university, based on fundamental research and key ideas of scientists; theories of vocational, engineering and technical education; conceptual provisions, principles of assessment activities, approaches and research methods; the conceptual-categorical apparatus is clarified. Aim. To identify and generalize the theoretical and methodological foundations of education quality management at a technical university, to find its niche, basis and «foundation». Methods. Analysis of philosophical, sociological, psychological and pedagogical literature, scientific sources; state and regulatory documents on the research problem; analysis of the main concepts of this work. Results. The scientific foundations for creating an education quality management system at a technical university have been developed based on integrative assessment and monitoring of student professional development using digital resources, which ensures continuous correlation of this information with the requirements for a graduate specified in the Federal State Educational Standard and the OPOP (for a specific training profile), and adjustment taking into account these indicators of didactic conditions for the professional and personal development of students. Scientific novelty. Based on a generalization of the experience of fundamental research and key ideas of scientists in the field of pedagogy, sociology, psychology, philosophy a conceptual position is formulated on which the mechanism for managing the quality of education at a technical university is based. The practical significance of the research results is determined by the fact that in the practice of managing the quality of education, it becomes possible to evaluate the professional development of students on an integrative basis, predict changes in the development of students, and plan specific management decisions within the framework of this system.

마이클 핸드의 계약주의적 도덕교육론: 비판적 고찰

This paper examines the potential and limitations of a contractarian theory of moral education through a critical analysis of Michael Hand’s theory. In his book, A Theory of Moral Education, Hand endeavors to address the problem of indoctrination in moral education with a novel contractarian justification. According to Hand, there is a reasonable disagreement concerning both contents and justifications of morality, which makes moral education vulnerable to the risk of indoctrination. To avoid this pitfall, it is imperative to justify the core morality that is not subject to a reasonable disagreement. The justification for the core morality is based on the premise that it is the most effective means of mitigating the tendency of human societies to generate conflict and erode cooperation. Hand argues that this contractarian justification enables the formulation of a theory of moral education that does not lead to indoctrination. I identify the key challenges and difficulties associated with Hand’s theory by examining three criticisms: firstly, that indoctrination is inevitable in moral education; secondly, that the contractarian justification is not sufficiently robust; and thirdly, that it narrows the scope of moral education. In conclusion, the contractarian theory of moral education will have a greater success only if it addresses the inherent limitations of contractarian justifications and reflects the findings of moral psychology.

Thinking through Decolonial Pedagogies

Developed through the Decolonization and the Study of Religion Workshop Series, this paper will explore some concerns about decolonizing pedagogy in theory, practice, and the classroom. Weaving insights from a set of important thinkers in the field – like Achille Mbembe, Linda Tuhiwai Smith, Eve Tuck and Ruben A. Gaztambide-Fernandez, Walter Mignolo and Catherine Walsh, Anabal Quijano, and Paulette Regan – the aim of the paper is to introduce some questions for pedagogues to think about in relation to the question of decolonizing pedagogies and to some of the discussions had at the workshop. The paper explores topics and discussions about structural critiques of the university, material versus epistemic analyses of decolonization, learning and unlearning as a central method in decolonization, the importance of how to make space for African and Indigenous Traditional Knowledges, and thinking about how to unpack power relations in the classroom and curriculum. The paper is more concerned with opening dialogue and making space for insights than an attempt to answer definitively questions of decolonization and pedagogy.