Perspectives Of Educators Research Articles

AI in Architecture and Urban Design and Planning: Case studies on three AI applications

The use of artificial intelligence (AI) in the built environment is changing traditional methods by improving sustainability, efficiency, and innovation. This study examines the positive and negative aspects of adopting three AI technologies to improve design and planning processes: PlanFinder, TestFit, and Luma. PlanFinder's ability to generate multiple options for design in just a couple of seconds benefits both professional and beginner designers which is speeding up the creation of building designs. TestFit simplifies urban planning by swiftly generating site designs that consider cost and zoning which is allowing urban planners and real estate developers to make informed decisions. Luma enables the creation of realistic 3D animations from a simple models to enhance project visualization and presentation quality. While these technologies provide major benefits to save time, lowering down costs, and allowing for greater experimentation, they also have drawbacks. These include dependency on accurate data, limited modification choices and potential compatibility issues with complex projects. Furthermore, the use of AI brings questions regarding the ethical implications of technology and its impact on the labor force. This study offers a helpful perspective for educators, architects, urban planners and designers considering using AI into their work.

Factors Influencing Malays as a Second Language Learning in Essay Writing: A case study of Iban Ethnic Students in Sarawak, Malaysia

Second language learners, such as Iban students studying Malay, often face significant challenges in essay writing due to the proficiency gap between their first language and Malay. The lack of daily use of Malay further complicates their ability to grasp complex sentence structures and vocabulary, making essay writing a particularly difficult task for non-native speakers. This study aims to identify the factors influencing the learning of Malay as a second language in essay writing among Iban ethnic students. The study employed a qualitative research approach, involving semi-structured interviews with eight primary school Malay language teachers in the Kapit district of Sarawak. The data were analysed thematically using Nvivo 12 software. The findings identified three main factors: (i) mother tongue factors influence, (ii) linguistic environment factors influence, and (iii) psychological factors influence. As a result, the process of second language acquisition in educational settings requires deliberate and structured approaches, rather than relying on the natural language development seen with a first language. This study offers useful perspectives for both researchers and educators to refine teaching methods, focusing on more targeted strategies that can better support Iban students in improving their proficiency in Malay as a second language.

Exploration of biological concept understanding through augmented reality: A constructivism theory approach

Augmented reality (AR) technology combines real-world environments with digital elements, creating interactive experiences that enhance student learning. AR has significant educational potential, allowing students to visualize and interact with abstract concepts across various subjects, including economics, biology, and physics. This qualitative study explores the potential of Augmented Reality (AR) in enhancing the understanding of biological concepts through the lens of constructivism theory. The research aims to investigate how AR technology can be leveraged to create immersive and interactive learning experiences in biology education. By examining the perspectives of educators, students, and AR developers, this study seeks to provide insights into the effectiveness of AR in constructing knowledge and promoting deeper comprehension of complex biological processes. This research uses a qualitative approach with a literature study method and descriptive analysis to explore the understanding of biological concepts through Augmented Reality (AR) from the perspective of constructivism theory.Augmented Reality (AR) is revolutionizing educational paradigms by creating immersive learning environments that blend physical and digital elements, This technology supports the constructivist learning theory by allowing students to actively construct knowledge through direct interaction with virtual biological models, fostering deeper comprehension of complex biological systems and processes.While AR presents significant educational potential, its implementation in biology education faces several challenges that require careful consideration and strategic solutions. AR can help students understand complex concepts in a more exciting and fun way. In the context of constructivism theory, AR supports active, collaborative, and experience-based learning, which is very important in biology education.

Unveiling the Merdeka Curriculum in Indonesia: Insights from Educators and Policymakers on Its Effectiveness and Implications

This study aims to explore the effectiveness of the recently introduced Merdeka Curriculum in Indonesia, particularly the perspectives of educators and policymakers regarding its effectiveness, implications, implementation, and success. Semi-structured interviews are conducted with educators from primary to higher education institutions across diverse regions and policy makers from various government bodies, selected through purposive sampling. The results reveal that the implementation and success of the curriculum include aspects such as the internalization of Pancasila values among students, contextual learning, changes in student mindset, increased parental involvement, focus on character strengthening, and active learning. Additionally, the research offers practical recommendations for policymakers, educators, and stakeholders to optimize the curriculum's implementation, making it a valuable resource for future studies on educational innovation in similar socio-cultural settings.

Does ChatGPT help or hinder education? Exploring its benefits, challenges, student guilt, and the need for educator training

ABSTRACT The advent of ChatGPT in educational settings has sparked ongoing debate about whether it serves as an innovative tool or a disruptive force. This study contributes to this discourse by offering a balanced exploration of the advantages and challenges of integrating ChatGPT into education, considering both student and educator perspectives. Additionally, we analyze whether students feel guilty using it and investigate the reasons behind such guilt. From the educators’ viewpoint, the study goes beyond assessing ChatGPT’s pros and cons by identifying the institutional training necessary for its effective integration into teaching. Using a qualitative approach, we gathered narratives through an open-ended online survey, and inductive content analysis revealed key benefits, drawbacks, the reasons behind student guilt, and educators’ training needs across secondary and higher education. These findings provide a comprehensive understanding of ChatGPT’s impact on education and offer guidance for its responsible use.

Physical education teaching: A biomechanical perspective of physical education educators and coaches

This study investigated the integration of biomechanical principles into physical education teaching practices. We use a combination of surveys, classroom observations, focus groups, pre-assessments and post-assessments, as well as force analysis in order to look at the knowledge, skills, and attitudes of physical education educators and coaches. Our findings are that theoretically, there is a substantial chasm between knowledge and application in a physical education environment. Most teachers recognized the importance of biomechanics but frequently did not have adequate preparation and resources to make it part of their teaching curricula. From the findings of our study, we conclude that teacher preparation programs and professional development programs need biomechanic education in totality. Eliminating these gaps will significantly enhance the quality of physical education instruction and outcomes for all students. Our study empirically suggests that biomechanical interventions are indeed a practical improvement for students, as they actually make the students’ movements mechanically better, reduce the likelihood of injury, and give them even more motivation.

The Impact of Project-Based Learning-Technology-Based Learning (PBL-TBL) Approach on the Development of Preschool Children: The Perspectives of Educators

The Impact of Project-Based Learning-Technology-Based Learning (PBL-TBL) Approach on the Development of Preschool Children: The Perspectives of Educators

Indigenising a business curriculum in Australian higher education: National data and perspectives of the business educators

Indigenising a business curriculum in Australian higher education: National data and perspectives of the business educators

Museum Educators Perspective of Failure: A Collective Frame Analysis

ABSTRACTMuseums offer a unique role and safe space in shaping how youth view and react to experiences with failure. The purpose of this study was to add to the conversation around failure in out‐of‐school learning, particularly from the perspective of educators within museum settings that implement STEAM‐related making exhibits, workshops, and/or camps for youth. We analyzed approximately 9 h of video data from two sources: video recordings of virtual group meetings with 14 museum educators from six partnering institutions, and video recordings from five of the individual partnering sites discussing failure as a concept within their organization and programming. In this article, we demonstrate how the framings of failure by museum educators are bounded, and transformed, by un/seen external forces that ultimately impact the professional practices of educators in their organizations. We contend that the significance of this study lies in how perspectives around failure are produced and how they influence educators' professional practice, specifically in how failure is framed and communicated within STEAM‐related learning opportunities in museum settings.

Exploring Multimedia Tools in Italian Language Education: Perspectives of Teachers, Educators and Adult Learners

Recently, numerous studies have examined the use of digital applications in language teaching for both youth and adult education during and after the pandemic. Our study aims to identify the challenges faced by adults and the motivations driving them to learn foreign languages. Also, we assess their ability to utilize and benefit from modern technological advancements, especially in digital tools used in distant learning. The responses of 106 adult participants were analyzed using the SPSS statistical program, revealing various factors such as work development, personal interests, age, and individual characteristics unique to each participant. The findings indicate that there are significant gaps in adult education that warrant further exploration in future research, emphasizing the need for tailored approaches to address these unique adult learning needs.

Student access patterns for an online clinical skills procedural video library

ABSTRACT Clinical relevance Clinical skills training is essential in optometry curricula to develop core graduate entry competencies, including self-directed learning to facilitate life-long learning. Efficient and efficacious approaches are required to optimise student and educator time and resources. Background A video library of optometric clinical skills was created in 2012 to support self-directed student learning and face-to-face training. Use of videos in higher education generally increased during the COVID-19 pandemic and has remained above pre-pandemic levels. This study aimed to capture and evaluate student access patterns in the library to determine which videos were accessed most, and if this changed with training stage and following the pandemic. Methods Data on student viewing and critique submission were extracted for 71 videos from a clinical skills video library from 2018 to 2023. The number of videos viewed by students was analysed by year, cohort, video type (gold standard, scripted errors, summary, and student generated) and video category (history, screening, refraction, anterior segment, posterior segment and tonometry). Results First-year students viewed the most videos, and this decreased significantly during and following the pandemic. Overall, the number of videos viewed decreased with increasing course stage. Video access, by category, aligned with the curriculum. Views were highest for gold standard and student videos. Viewing of scripted error videos and submission of critiques of procedural videos was low for all course stages and years. Conclusion A web-based video library of optometric clinical skills was used for self-directed learning, mostly by students early in their training. Similar resources developed in the future should align with curriculum and include exemplar and student-based videos. Exploration of student and educator perspectives regarding factors that impact engagement with the online library warrants investigation to facilitate optimal integration in post-pandemic times.

Comparison of augmented reality with other teaching methods in learning anatomy: A systematic review.

Augmented reality (AR) has been investigated as an engaging educational tool that motivates undergraduate health science students to learn human anatomy. AR technology is developing rapidly, supporting medical education by presenting models of human anatomy as digital objects overlaid in the real world via mobile or head-mounted display (HMD). The purpose of this systematic review is to provide a post-pandemic analysis of AR compared with other methods for teaching anatomy and to determine the effects of AR on learning outcomes (LOs). Original research published between January 2020 and April 2024 was obtained from the WOS, Scopus, MEDLINE(Ovid), EMBASE, and PubMed databases, following PRISMA 2020 protocols. Articles included for analysis compared AR with alternative pedagogical methods of teaching undergraduate human anatomy. Studies that described AR as "mixed reality" (MR) were included, while those describing "virtual reality" (VR) were not considered. Risk of bias and limitations in individual studies were assessed using the Quality Assessment with Diverse Studies (QuADS) tool. Data were synthesized using a convergent integrated approach with LOs tabulated for visual analysis. A total of 17 articles were eligible for review: nine studies comparing AR via HMD hardware, and eight comparing mobile AR. The LOs of 12 studies were overwhelmingly reported as non-significant. Insufficient data precluded an accurate meta-analysis of LOs, and critical analysis revealed a considerable risk of bias and lack of justified methodology. While AR holds potential for supporting undergraduate students in learning anatomy, definitive outcomes from the current literature are limited by the heterogeneous nature of the studies and inconsistent use of terminology. It is recommended that future research employs professional AR technologies and incorporates the perspectives of university educators to ensure reliable outcomes that can direct the further development of AR technology in medical education.

We are clueless: The voices of jordanian teachers untrained in conflict-sensitive pedagogy

This study examines Jordanian teachers’ experiences navigating the complexities of teaching amidst the Israel-Palestine conflicts without receiving formal training in conflict-sensitive pedagogy. Through in-depth interviews, themes emerge, illuminating the challenges, practices, and perspectives of educators in conflict-affected classrooms. The teachers perceive significantly limited formal training in conflict-sensitive pedagogy among Jordanian teachers and express a pervasive disillusionment with educational authorities. However, they demonstrate proactive approaches, attempting to integrate war-related topics into their curriculum, promoting critical media literacy and fostering peaceful expression. This study provides a foundation for future research to explore practical pedagogical approaches and support mechanisms in conflict-affected contexts.

Exploring Critical Reading Practices Among Malaysian and Vietnamese Engineering Students: Insights and Implications

ABSTRACT In the dynamic academic landscape of the 21st century, the imperative to equip engineering students with robust critical reading skills, in tandem with their technical expertise, has come to the forefront. Recognizing the intrinsic value of critical thinking and reading in cultivating an ethos of lifelong learning among future engineers, this study endeavors to shed light on efficacious methodologies for augmenting critical reading competencies, grounded in the lived experiences of students. Utilizing a phenomenographic methodology, this research aims to explore the mechanisms through which engineering students from Malaysia and Vietnam develop their critical reading skills. The study engaged eight engineering students from both Malaysia and Vietnam, selected based on their demonstrated proficiency in critical reading, as evidenced by scores from a critical reading assessment aligned with the PISA Reading Framework. Through in-depth, phenomenographic semi-structured interviews, the research sought to uncover the strategies and practices these students employ to bolster their critical reading abilities. The findings illuminate a diverse array of approaches to enhancing critical reading skills, including the adoption of specific reading strategies, engagement in extensive and collaborative reading practices, and the maintenance of a positive reading disposition. Notably, the study also identifies that variations in the application and effectiveness of these strategies are influenced by factors such as students’ academic progression, cultural contexts, and educational backgrounds. These insights contribute to a nuanced understanding of the multifaceted nature of critical reading skill development among engineering students, offering valuable perspectives for educators, curriculum designers, and policymakers aiming to foster critical analytical skills in STEM education.

Therapeutic-Use-of-Self as Relational Pedagogy in Occupational Therapy Education: A Qualitative Description Study.

Amid growing calls for relational teaching approaches in higher education to improve student learning outcomes and student and educator well-being, a need remains for effective relational pedagogies. Therapeutic-use-of-self (TUS) is an occupational therapy skill that centers the client-occupational therapist relationship, yet there is a dearth of research exploring its application as a pedagogy. This presents an opportunity for a widely used occupational therapy skill, TUS, to be adapted as a much-needed relational pedagogy. Objective. We explored the experience of TUS as a relational pedagogy in occupational therapy education from educator and student perspectives. Method. This qualitative description study borrowed from the evocative methodology of collaborative autoethnography. We, six researcher-participants, across two Canadian entry-to-practice occupational therapy programs, engaged in five discussions exploring the relationship between participant stories and contexts. Reflective memoing and reflexive thematic analysis were applied for analysis. Findings. Four themes were described: (a) education as transaction, (b) authenticity in learning, (c) experiencing TUS, and (d) relationship as resistance. Conclusion. With an emphasis on authenticity, empathy, power equity, and critical reflexivity, TUS challenges status quo approaches to education. Although neoliberalism challenges the feasibility of relational pedagogy in higher education, TUS holds promise as a relational and critical pedagogy.

DEVELOPING READING COMPETENCE IN A FOREIGN LANGUAGE: STRATEGIES, DEFINITIONS, AND MODERN PERSPECTIVES

This article explores the multifaceted nature of reading competence in a foreign language, emphasizing its linguistic, cognitive, and socio-cultural dimensions. Drawing from the insights of renowned scholars, it highlights the complexity of reading as an interactive process that involves decoding, comprehension, and critical analysis. The discussion underscores the importance of metacognitive strategies, such as self-regulation and monitoring, to enhance reading comprehension and engagement. Additionally, the article addresses the evolving role of digital literacy in the context of reading, reflecting the demands of the modern era. By examining definitions and instructional strategies, the article provides valuable perspectives for educators and researchers seeking to enhance reading proficiency in multilingual and globalized contexts.

테크놀로지통합교육을 위한 체육 교사 교육 전략 탐색

The purpose of this study was to explore and suggest teacher education strategies that train physical education (PE) teachers effectively integrate technology into their teaching. To achieve this, the study first analyzed the various barriers that PE teachers may face when applying technology in PE settings. Next, strategies to overcome these obstacles were thoroughly examined from the perspective of teacher educators. Finally, the study suggested systematic and practical teacher education strategies aimed at developing teachers who are capable of implementing technology into PE class. The barriers to technology integration are broadly categorized into primary and secondary barriers. This paper focused on presenting strategies to overcome secondary barriers and proposes teacher education strategies that take into account various knowledge systems and levels of integration.

Effect of Health Education on Environmental Pollution as a Primary Factor in Sustainable Development

Environmental Pollution (EP) is an escalating worldwide issue affecting the entire planet. Environmental consciousness plays a crucial role in addressing EP's problems. Environmental Education (EE) is one of the methods used to instill these ideals in individuals. EE is a critical determinant of enhancing the condition of the ecosystem, and it is imperative to get instruction from a young age. Instructors influence children's interests, mindsets, and beliefs on environmental issues and their associated difficulties in Peru. The significance of EE is exceedingly elevated. This significantly impacts the nation's Economic Development (ED) and Public Health (PH). The Sustainable Development Goals (SDGs) serve as a comprehensive plan for achieving a more prosperous and environmentally responsible future for everyone. The establishment of SDGs aims to eliminate poverty, protect against natural calamities, and provide universal prosperity and security. This study investigates educators' potential, perspectives, and opinions in instructing the subject of EP and PH. The research documents the correlation between EE and EP in Peru. The primary objective was to engage with instructors and ascertain their capacity to educate students about EP. The requisite information was acquired by a survey (240 participants) distributed to all pertinent elementary and secondary schools. The mean yearly number of classes taught is just 2.62, although the preferred number of lessons, as indicated by the instructors, is considerably more. Instructors find water and air contamination particularly intriguing among the various forms of pollution. When instructors mediate the curriculum, they prioritize respecting both living and inanimate nature, focusing on living nature for 19% of their efforts. Several instructors continue to depend on inadequate technological advancement, which is restricted by nature protection (2%). According to instructors, the conversation technique (34%) is a frequently used approach to engage students in learning about the issue of contamination. Studies have indicated that instructors believe that to address the concerns adequately, the number of classes devoted to this topic should be increased threefold. The collected results validate educators' endeavors in addressing environmental contamination, which is a positive trajectory.

The Impact of Teacher Attitudes and Beliefs on the Integration of Gamified Learning: A Study of Key Attitudinal Variables

The present study aims to explore the perspectives of educators in Saudi Arabia regarding the implementation of gamified learning approaches and their impact on the incorporation of gamified elements within educational environments, specifically emphasizing student engagement. A comprehensive dataset was obtained from a heterogeneous sample of educators hailing from the Kingdom of Saudi Arabia (KSA) by employing a rigorous quantitative research methodology. The study used a questionnaire survey to collect data from 100 teachers. The findings of this study unveiled an encouraging inclination among these teachers toward adopting gamified pedagogical techniques as an effective means of instruction. This study elucidated a robust association between positive teacher attitudes and the successful incorporation of gamified elements within instructional frameworks, leading to heightened levels of student involvement. While the experience of teachers certainly plays a role, it is important to acknowledge that the influence of positive attitudes towards gamification outweighs this factor. The results of this study highlighted the profound impact that gamified learning can have on promoting student engagement, underscoring its potential to bring about transformative changes in the educational landscape. Furthermore, these findings emphasized the critical role of cultivating positive teacher attitudes in ensuring the successful integration of gamified learning strategies.

Registrars as teachers: a qualitative study exploring the experiences of Australian general practice registrars in teaching roles

BackgroundGP registrars (specialist vocational trainees in general practice) are interested in teaching, and there are considerable benefits to teaching during training. There are, however, significant barriers for registrars as teachers, including inadequate funding, time pressures, and limited teacher training. Current evidence does not include medical educator (ME) perspectives or compare teaching settings (e.g. university vs. in-practice). Further evidence is needed to inform programs supporting registrar teaching roles.This project aimed to explore the experiences of Australian GP registrars as teachers in different contexts and from multiple stakeholder perspectives.MethodsA qualitative study with GP registrars, GP supervisors, MEs, and medical students was conducted. Participants were registrars and new (within 12 months) Fellows with teaching experience during training, supervisors who supervised a registrar in the preceding 12 months, Royal Australian College of General Practitioner MEs, and medical students with experiences of being taught by registrars. Recruitment was open to participants nationwide and sampling was purposive, aiming for a maximum variation sample. Data collection was performed via videoconference and analysed using reflexive thematic analysis.FindingsInterviews were conducted with 15 registrars, 10 supervisors, and one ME. Two focus groups involved four MEs and five medical students respectively. Registrar participants taught in a variety of settings, including in-practice, universities, hospitals, and at educational workshop days. Three had experience in GP academic posts and one as a registrar ME. There were four major themes. 1) Near-peer teaching by registrars is valuable - both for medical students and registrars. 2) Teaching makes you a better GP - participants noted the transferability of teaching skills to clinical practice. 3) The importance of the teaching context– this was identified as an important determinant for registrars in teaching roles. 4) Registrar teaching strengthens the GP workforce – participants noted that teaching could elevate general practice as a specialty and increase interest in GP training.ConclusionsStudy participants saw teaching as a core skill for GPs, with transferability to their clinical practice. Registrar participants wanted greater promotion and support for teaching opportunities that counted towards attainment of Fellowship. These findings have implications for teaching practices, MEs, universities, and training providers.