Educational Phenomena Research Articles

Shifting Research Paradigms in Educational Research: From Positivism to Interpretivism

This essay explores the evolution of research philosophy in educational research, highlighting the transition from positivism to interpretivism. The initial reliance on positivist methodologies, which emphasize quantitative research and data analysis, evolved through coursework and practical experiences. Critical turning points in teaching and research projects revealed the limitations of a monolithic approach, prompting the adoption of interpretivism. This shift emphasizes the importance of understanding diverse student backgrounds and the researcher's positionality. Interpretivism, which views knowledge as socially constructed and context-dependent, complements quantitative methods with qualitative insights. The essay advocates for a mixed-methods approach to educational research, ensuring a comprehensive understanding of complex educational phenomena. This integrated approach aims to tailor research methodologies to varied educational contexts, enhancing the relevance and impact of educational research.

Out of Time, Pedagogy, Temporality and the Affective Encounter. Film and Moving Image Making Practice in Art Education

AbstractThis article explores how lens‐based practices can articulate and respond to art education phenomena. The affective turn in education and appearances of education in artists’ film and moving‐image are explored to help identify different appearances and experiences of art education pedagogy. Interspersed by clip descriptions from students and my affective descriptions of watching Être et avoir by Nicolas Philibert, and writing about a film made for the Freelands Foundation SHIFT series, I examine how using moving‐image practice to make a collaborative film in a college of further education in the West Midlands, England can dislocate art education pedagogy from Saul's parcelled and segmented time towards affective encounters and out‐of‐time, temporal experiences. Deleuze's time‐image film theory is explored to position pedagogy as a distinct, affective and temporal phenomena in Art Education and is used to compare the experience of both the making of and watching a film in an education context.

Good Teaching Practices in Education and Support to Learning in Middle School

Contemporary education faces the challenge of innovating to improve the quality of learning, requiring teachers to adopt effective methodological strategies. This study examines teaching strategies and good practices in middle school education in Cuenca, Ecuador, with the objective of identifying effective approaches and areas for improvement. The methodology employed was mixed, combining qualitative and quantitative approaches. A prospective and non-experimental design was used, which allowed observing educational phenomena without intervening in their development. The research included semi-structured interviews, focus groups and life stories to capture in-depth educational experiences. In addition, surveys were applied to a representative sample of teachers and students to obtain quantitative data on the perception and effectiveness of teaching practices. The main result of the study highlights that solid teacher training and the use of innovative technologies are crucial to improve educational quality and promote an inclusive and equitable environment.

The Formation of Human Qualities for Life in Teachers: A Review of Scientific Literature

The purpose of this article is to analyze the literature of the last five years to provide a perspective on the development of qualities for life in teachers. The research design is a literature review with a qualitative approach in which the systematic literature review technique was used in Scopus, Scielo, Redalyc, Dialnet, Proquest, Erih Plus, DOAJ (Directory of Open Access Journals), Latindex, the library and the Universidad César Vallejo. The systematic literature review was based on the PRISMA methodology, with inclusion criteria for selection: publications based on a scientific methodology, by a single author or by several authors, published from 2019 to 2023 and as keywords: human qualities for life, human skills, competencies and/or skills. The exclusion criteria ruled out publications from before 2019, without reliable or significant results for this research, which are duplicates and/or have an inconsequential abstract. It was possible to identify in the last five years 17 scientific publications on the development of qualities for life in teachers: six have been published by a single author and 11 collectively, three correspond to 2019, four to 2020, six to 2021 and four to 2022. It was concluded that the issue of the development of qualities for life in teachers is a social and educational phenomenon widely spread worldwide that has generated the interest of several researchers in the last five years.

PARADIGMA PENDIDIKAN KRITIS PAULO FREIRE DAN RELEVANSINYA DALAM PENGEMBANGAN PENDIDIKAN HUMANIS DI INDONESIA

Education is the main sector in human resource development. So that education becomes an important part of human life. Through education humans can also find identity, hone potential, and improve the quality of life. This is inseparable from human desires that are free and independent in determining what kind of education they need. However, this seems to be a paradox by looking at the educational phenomenon which actually hinders the potential possessed by students with various dehumanization practices. Therefore, this study traces the thoughts of Paulo Freire with the idea of ​​critical education. The method used in this study is a qualitative method with a philosophical hermeneutic approach. The results of this study indicate that Paulo Freire is a critical education figure, who succeeded in dismantling the conventional educational model which tends to dehumanize. Conventional education actually views students as passive objects, each empty and must be regulated. Freire calls it the banking of education system. Notes from Freire's thoughts can be used as a reference in developing a humanist education system in Indonesia, namely by prioritizing students as the center of learning and recognizing students have diverse characters and potential. A teacher in humanist education acts as a facilitator by guiding students to be themselves.

From college to university: A practical exploration of tertiary vocational education at Shenzhen Polytechnic University

The emerging phenomenon of tertiary vocational education is a category of education positioned within vocational education. In China, tertiary vocational education has passed through the stages of "associate degree level" and "permitted establishment". Shenzhen Polytechnic University (SZPU), serving as an exemplary model of tertiary vocational education, plays a pivotal role in providing valuable insights for the transformation and development of other vocational institutions in China. This research aims to collect policy documents from SZPU and, through interviews from multiple stakeholder perspectives, gain an understanding of the perceptions and experiences of those involved in tertiary vocational education. It conducts an in-depth analysis of SZPU's motivations, trajectory, challenges, impacts, and countermeasures in initiating undergraduate vocational programs. On this basis, the study compares the educational practices of other institutions offering tertiary vocational education, synthesizes the pedagogical rationale and developmental directions of this type of education at a theoretical level, and proposes empirical and feasible developmental strategies at a practical level.

Pregnant women's experiences of online prenatal education in Korea during COVID-19: a phenomenological study.

This study aimed to explore the significance and insights derived from the experiences of pregnant women in Korea who participated in online prenatal education during the COVID-19 pandemic. This study employed the hermeneutic phenomenology framework developed by Colaizzi. It involved 12 pregnant women who participated in online prenatal education provided by public health centers in Chuncheon, Korea. Data collection was achieved through in-depth interviews conducted in Korea from October 2021 to April 2022. In total, 51 significant statements were extracted from the interview data and then categorized into 10 themes. Finally, three categories were formed by merging similar themes. The three basic categories of participants' experiences of online prenatal education were "feeling of safety and comfort in body and mind," "frustrated by a lack of interaction," and "digital education being a double-edged sword." Pregnant women expressed ambivalence regarding the benefits and drawbacks of the online educational experience. They desired more interactive and practical learning opportunities, even as they appreciated the comfort of learning remotely. This study revealed the phenomenon of online prenatal education as an advanced form of distance-based prenatal education instead of the traditional in-person classroom. To maximize the educational effectiveness of this new format, public health center policies must address the digital literacy gap and enhance accessibility by leveraging the immersive multimedia experiences that online education offers to pregnant women. We recommend that maternal healthcare providers adopt this innovative approach to prenatal education, utilizing distance education technology to improve participation and promote immersion.

Beyond Access: Tackling Bullying to Ensure True Inclusion in Pakistan's Educational Landscape

Though Pakistan has been making progress in the field of inclusive education, mere integration of diverse learners in regular classrooms does not mean inclusive education. This paper claims that bullying is one of the major factors that hinder the process of comprehensive educational inclusion in Pakistan. There are, however, many challenges that hinder the implementation of inclusive education, including social exclusion, discrimination, and bullying of disabled and marginalized learners despite policies that promote their integration into regular schools. This opinion paper assesses the current phenomenon of inclusive education in Pakistan and its relation to bullying. It examines how ignorance of society, unawareness, and insufficient training of teachers lead to schools that cultivate bullying, especially of children with disabilities or those from different ethnic groups. The paper argues that the idea of inclusive education cannot be said to be fully realized if the bullying issue is not tackled, given that victims of bullying are, in essence, excluded from the learning process. In order to address this problem, the authors suggest several measures: policy changes, implementation of extensive anti-bullying programs, increasing the level of teacher awareness and preparedness in diversity and inclusion, as well as community involvement. In this way, Pakistan can move from adopting education as a right on paper to the provision of quality education that is more than just enrolling students and ensuring that they attend classes but that learners feel protected, appreciated, and supported to excel academically. This paper thus seeks to generate further dialogue among educators, policymakers, and researchers on the importance of tackling bullying as a core component of the inclusive education agenda in Pakistan and, hence, towards the formation of a more equitable and inclusive education system.

Implementación de la gamificación en el aprendizaje de conceptos de Ciencias Naturales y su influencia en la motivación de los estudiantes

The general objective of the research was to evaluate the impact of gamification on the learning of Natural Sciences concepts and the motivation of ninth-grade students, comparing with a traditional teaching approach. Theoretical methods such as analytical-synthetic and inductive-deductive methods were used to analyze and synthesize information. Empirical methods include student surveys, pedagogical tests and specialist criteria. The research is declared quasi-experimental and descriptive, allowing groups to be compared and educational phenomena to be described. The gamified strategy was designed to address the contents of curricular block 4. The Earth and the Universe in ninth grade, guaranteeing the development of cognitive and scientific skills typical of the educational level. The results revealed that the group where gamification was applied showed better performance in all aspects evaluated. Students demonstrated a stronger understanding of Natural Sciences Curricular Block 4 concepts, an increase in class participation and collaboration, and greater interest in gamified learning activities. In addition, an increase in the ability to apply knowledge in practical situations was observed. These findings suggest that gamification can significantly improve the teaching-learning process in Natural Sciences, fostering a more stimulating and effective educational environment. It is recommended that educators consider integrating gamified strategies into their pedagogical practices to promote more meaningful and motivating learning in this area of ​​knowledge.

Ideas of Collaboration and Convergence in Education: to the Essence of Concepts

Artificial intelligence, distance and hybrid formats, Internet challenges that create the opportunity to search for original ideas in the educational space, actualize such resource contents as collaboration and convergence, which create opportunities for improving education as a complex phenomenon of challenges and opportunities, meanings and values in a changing world. The purpose of the article. To methodologically substantiate and theoretically develop a model of education based on the ideas of two innovative paradigms – collaboration and convergence, to reveal their essential resource characteristics in relation to the phenomenon of “education”. Methodology. The basis of the methodology of the model developed by us is the ideas of the scientific school of L. I. Novikova, N. L. Selivanova, P. V. Stepanov, T. A. Romm, M. V. Shakurova. The systemic and interdisciplinary approaches formed the basis for the selection of the content and types of educational activities in the organization and implementation of the educational process. “Collaboration” and “convergence” as pedagogical phenomena of the interdisciplinary approach constitute the methodological integral core of the model, which is characterized by organization, openness, internal activity, dynamism and integration, and promising cooperation. Results. The analysis of sources allowed us to reveal the essence of the concepts: “collaboration” and “convergence”. In the course of the study, we established two facts: on the one hand, collaboration and convergence are tools and mechanisms for improving the organization of education; on the other hand, the synthesis of ideas of collaboration and convergence – create conditions for the value and semantic space in improving and enriching the phenomenon of modern education. Conclusion. The author’s contribution consists in the theoretical and methodological substantiation and development of a model based on the ideas of collaboration and convergence in education, its essential characteristics are given. The presentation and meaning of the organization of the education process based on the ideas of convergence and collaboration are expanded, 10 characteristics are developed that combine these two phenomena in the education process for the effective achievement of the goal.

제주교육학 연구의 방향성 탐색 - ｢아름다운 제주특별자치도｣에 나타난 ‘제주’ 관련 키워드를 중심으로

This study sought to explore the direction of research on ‘Jeju Educational Science’. For this purpose, we derived and analyzed keywords related to ‘Jeju’ that appeared in ‘Beautiful Jeju Special Self-Governing Province’, which is used in schools in Jeju. First, ‘Beautiful Jeju Special Self-Governing Province’ was divided into five periods, six textbooks available for research were selected, and keywords related to ‘Jeju’ were collected. By referring to the collected keyword data and the ‘Jeju’-related keywords in the 1997 textbook(Ko Shintaek, 1998), 1) ‘Jeju’-related major keywords, 2) ‘Jeju’-related keyword changes, 3) ‘Jeju’-related keywords by area Relevant results were derived and analysis was conducted. Based on the analysis results, implications for the direction of research on Jeju Educational Science were suggested. First, basic research that explores the phenomenon of Jeju education must be continuously conducted. Second, Jeju educational science must play the role of selecting the region's unique content as the region's educational content. Third, Jeju educational science must enable localized education to be revitalized by converting Jeju's resources into educational programs and content. This study is meaningful in exploring the direction of research on Jeju Educational Science to explore the uniqueness and identity of Jeju education. In addition, it can be used as basic data for localization of Jeju's localized complementary teaching materials and localized curriculum.

Causes of Interlanguage Fossilization and the Coping Strategies

Interlanguage fossilization is an important topic in the study of second language acquisition, which involves changes and solidifications in the language acquisition process that learners develop while learning a second language. The purpose of this paper is to explore the concept of interlanguage fossilization, its causes and its implications in language teaching and education. This paper firstly introduces the concepts of interlanguage language and fossilization, and then focuses on the causes of this phenomenon, including both intra-individual and external environmental factors. Then, the paper puts the impact of the interlanguage fossilization phenomenon in language teaching and education, and how to prevent or slow down the occurrence of it through effective teaching strategies into discussion. Through an in-depth study of interlanguage fossilization, the language acquisition process of learners could be better understood, thus contributing more effectively to the development of language teaching and education.

The Effect of Entrepreneurship Education and Technological Advancement on the Entrepreneurial Intention

This study aims to determine the effect of entrepreneurship education and technological advancement in influencing the entrepreneurial intention of vocational high school students (SMK) in Jakarta. Entrepreneurial intention is a desire from within a person that is formed from a mindset to create a business that is beneficial to oneself and others with innovation and creativity. Entrepreneurial intention needs to be increased considering the need to increase young entrepreneurs and to reduce unemployment in Indonesia, especially Jakarta. The phenomenon of entrepreneurship education and technological advancement that should support business learning opportunities to increase entrepreneurial intention, does not seem to be able to fully increase students' entrepreneurial intention. This research was conducted in Jakarta using a quantitative approach with a descriptive and correlational approach. The data used is primary data obtained by distributing questionnaires. The analysis method uses multiple linear regression analysis, validity and reliability tests, classical assumption tests and hypothesis testing using the SPSS version 29 application. The research sample was 200 vocational students in Jakarta using non-probability sampling techniques and purposive sampling. This research answers that Entrepreneurship Education effect the Entrepreneurial Intention,Technological Advancement effect the Entrepreneurial Intention, and Entrepreneurship Education and Technological Advancement effect the Entrepreneurial Intention

How materialities and space–time travellings in class can breathe new life into Swedish secondary school Natural Science sexuality education

In this study, we investigate the phenomenon of Swedish Natural Science sexuality education. These classes tend to provide factual knowledge, focus on the negative outcomes of sexuality, be heteronormative and include little time for discussion—like much school sexuality education across the world—and this study aims to contribute ideas about new becomings of Natural Science sexuality education. Baradian theorising was used to explore how materialities and space and time travels within the classroom can challenge often-dominant perspectives. Data were produced in a secondary school and consist of teacher-researcher discussions and participatory observations in class. A futuristic case introduced students to spaces, times and materialities that not only helped the group move beyond a medical focus but also made the sexuality education more student centred. The participating teachers suggested imaginary lust-oriented scenarios for the 15–16-year-old students as an entrance to more preventive messages in teaching. A taken-for-granted heterosexual premise was also challenged with gender-neutral words and pronouns, an exercise on how to use both condoms and dental dams, and a time travel into future possibilities for reproduction and parenting. The acknowledgement of spacetimematter intra-activity in teaching thereby enabled new becomings of Swedish Natural Science sexuality education. However, although this study suggests how dominant medical and heterosexual perspectives can be challenged, it also made visible the absence of cultural, religious, asexuality and disability perspectives in Swedish sexuality education.

Private Tutoring as a Relief or Burden? Changes in Parental Beliefs About Young Children's English Learning in China

AbstractThe increasing trend of early English education has promoted the rapid growth of English private tutoring (EPT) for children, which garners attention in research as a global educational phenomenon. In China, EPT for children experienced a fervent expansion under neoliberalism. However, a recent policy (Double‐Reduction Policy) has banned EPT for preschoolers (age 3–6), creating a unique context where state‐led neoliberalism prevails. This study employs narrative inquiry to investigate the changes in beliefs about young children's English learning among three Chinese parents who enrolled their children in EPT. Data were gleaned through interviews, observations, informal conversations, and collection of parent‐recorded videos and artifacts over a year of fieldwork. The findings reveal that parents hold contradictory beliefs at different times, and the belief changes were interacted inextricably with the tensions experienced by these parents, including pressure from EPT and challenges from the policy. EPT was initially perceived as relief but eventually became burdensome. This study sheds light on the dynamic and intricate nature of parental beliefs, as well as the tensions arising from the interplay between neoliberalism and policy shifts in China. The findings have implications for parents, TESOL practitioners, and policymakers who involved in English education decisions for young children.

Moving Beyond Thai-Centrism: Theorizing “Asia as Method” in Decolonial Education

Grounded in Chen’s idea, Asia as method, the author conceptualizes his theorizing with Winichakul’s signified meaning of Asia as a home for understanding how the author encounters educational phenomenon and having the authority to reconstitute Thai-centrism discourse in education. The notion of “home” signifies Thailand is part of Asia, which is used to move beyond the debate over “us vs. them”, which is non-productive and leads to other shortcomings. Asia as method as a frame of reference can be used to conceptualize how knowledge, culture, power, and discourse intersect in education. Given that the field of education is a cultural praxis in which diverse discourses, positionalities, and pedagogies deserve its place, education needs to be reconceptualized by moving beyond the legacy of western modernity-coloniality episteme and any forms of epistemic internal colonization, a legacy that continues to occur at the deep-rooted socio-cultural and psychological level and plays essential roles in constructing our subjectivity about educational ideals for cognitive and social justice. Thus, to move forward with decolonial and critical education projects, it is essential to explore multi-epistemology and methodology for nuanced understandings of education in the socio-cultural, political, historical, and environmental contexts. The relationship between Asia as method and decolonial and critical education projects need to be a point of departure for democratic deliberations against epistemicide and demonstration of how education as a form of cultural praxis works to internalize particular knowledge production for constructing a specific notion of citizenship in Thailand, Southeast Asia and beyond.

A research agenda for adult science entertainment events

ABSTRACT There is an international trend towards fun, irreverent, and social events that feature scientific themes and content. We argue that these events – what we call Adult Science Entertainment Events, or ASEEs – are a distinct phenomenon in science education and science communication, deserving of study in their own right. In addition to their anticipated value to hosting organizations, ASEEs offer new opportunities for adults to form, transform, or affirm their science-related identities. They may also exacerbate existing inequities, however. In this article, we discuss the relationship of ASEEs to other informal science learning environments, provide a narrative review of the existing research on ASEEs, and offer a preliminary research agenda focused on describing the emerging field, documenting goals and impacts, and understanding the impact of design decisions.

The Role of Art Education in Developing Creativity and Expression in Early Childhood

The purpose of this article is to explore the role of art education in developing creativity and emotional expression in early childhood. This research uses a qualitative approach. The research design is a case study, which allows for in-depth analysis of the phenomenon of art education in early childhood education environments. The participants in this study are teachers and caregivers who teach art in the school. The expected total number of participants is 50 teachers. The data collection techniques used include observation, in-depth interviews, and document analysis. The results of the study show that art education significantly enhances children's ability to generate new ideas, take creative risks, and solve problems in innovative ways. Art activities have also been proven to help children express emotions and enhance emotional well-being. In addition, art education contributes to understanding basic concepts in academic subjects and the development of fine and gross motor skills. The implications of this research indicate that art education is a key element in supporting the holistic development of early childhood. Therefore, it is important for educators, parents, and communities to integrate art into children's daily lives..

Education for sustainability as a way-out to nurture citizens: a reframing in policy practices of Chinese higher education

PurposeThis study examines education for sustainability (EfS) within the Chinese context, to specifically enrich the understanding on how EfS is structured and implemented to nurture citizenship in the policy practices of universities in Mainland China and Hong Kong.Design/methodology/approachA cross-case analysis is recruited to examine the commonalities and differences between two universities and identify patterns in cultivating sustainability citizenship within higher education institutions (HEIs) in China. Data were collected through reviewing documents, including two universities’ strategic plans, action plans, department meeting memos, program introductions, course outlines and publicity coverage. Observation was also adopted to enrich the data for analysis, covering meetings, speeches by senior management, university events and informal conversations about university operations.FindingsCitizenship and sustainability in university strategic planning, curriculum and instruction, carriers of EfS institutionalization, and resources and impacts of EfS beyond the institutes were analyzed in a comparative manner, offering valuable insights into how EfS can be institutionalized in different universities based on their unique appeals, existing curriculum and management systems.Originality/valueBy exploring these intra-national distinctions in EfS, the study sheds light on the variation within China's citizenship education, which is traditionally seen as highly unified with limited room for differences. The detailed exploration of university strategies and program/course content enriches the literature of sustainability as an educational phenomenon on an international scale and modernized citizenship education in China.

Psychological Thought in Educational Philosophy of Jean-Jacques Rousseau

Background: This research attempted to investigate the role of the philosopher, social scientist, and educator Jean-Jacques Rousseau in the study of psychological, social and educational phenomena, and the interest of this thinker in a group of topics that are among the most important areas of psychological studies in the variety fields of psychology at the present time. Aim: The aim of this research is to show Rousseau's role in psychology in the eighteenth century, and to prove the participation of this philosopher in the emergence of psychology. Methods: The research relied on the descriptive and qualitative approach and the method of content analysis, which, by returning to several sources, related to the topic of research, tried to investigate the role of Rousseau and his participation in psychology. Results: The results of the research indicated to Rousseau's role and participation in the research of many psychological, social, philosophical, political and economic phenomena in the eighteenth century, which became an important basis for the manifestation, development of psychology in the coming stages. Conclusion: The study indicates the role of Rousseau in psychology and the participation of this philosopher in the emergence of this science.