Educational Policy Decisions Research Articles

Equipping Teachers for Success in Rural Communities: Unveiling the Key Characteristics and Attributes of Thriving Rural Teachers

Australian education faces persistent challenges in preparing and retaining teachers within rural contexts. This qualitative study examines the attributes of thriving rural teachers through focus group discussions with 103 rural educational leaders. Utilising a theoretical framework combining attribution theory and ecological systems perspectives, the study synthesised leaders’ perceptions of key dispositions and behaviours contributing to rural teachers’ success. Four interconnected dimensions emerged: being community, classroom, professionally and personally equipped. This study revealed that while individual teacher attributes are crucial, school support and community context significantly influence teacher success. The application of attribute theory further revealed that findings attributed teacher’s success to internal, stable, and controllable factors, suggesting that key traits could be developed through targeted professional development and experience. This study provides nuanced insights into ’rural readiness’, informing education policy decisions and practices, initial teacher education institutions, schools, and communities. The study emphasises the need for a holistic approach to teacher preparation and support that considers both individual and systemic factors.

Professional development of teachers: Perceptions and challenges of foundation phase teachers

Background: South Africa’s teacher retention crisis calls for policy makers, school leaders and teachers to explore ways for professional growth. This study examined six novice teachers’ experiences and views on continuous professional development (CPD) and how it benefits teachers as they transition from mentees to mentors.Aim: The study aimed to explore novice teachers’ engagement with CPD within the context of foundation phase (FP) teaching. It specifically investigated their understanding of CPD in communities of practice and how they preferred to be inducted, mentored and coached.Setting: This qualitative case study was conducted in six inner-city public primary schools in urban Johannesburg, South Africa.Methods: The research followed a case study design, using semi-structured interviews with six novice teachers to gather data.Results: The findings revealed the significance of informal mentorship, offering support despite the absence of formal structures in FP settings. This highlights the need for educational institutions to establish formal mentorship opportunities to promote professional development and well-being of teachers.Conclusion: CPD goes beyond fulfilling professional requirements – it empowers teachers. By upskilling and reskilling, CPD prepares teachers to meet modern teaching challenges.Contributions: This research adds to the limited literature on novice teachers’ experiences with CPD in FP. It highlights CPD’s crucial role in enhancing pedagogical strategies, supporting diverse learners, improving teacher wellness, and informing educational policy and leadership decisions.

Cultivating STEM engagement among African American youth: an exploration of secondary students’ voices

In the United States, individuals who identify as Black are severely underrepresented in science, technology, engineering and mathematics (STEM) disciplines. This underrepresentation begins as early as middle school due to the stereotype of successful STEM students being white and male thus affecting Black students sense of belonging in STEM. The goal for this exploratory qualitative study was to understand the experiences of Black students in their science classes. Our choice of focus groups empowered these students, who have historically been missing from educational policy decisions, by providing them an opportunity to be part of the change they want to see in their schools. The results indicate that participants could see potential relevance in science and math classes but the structure of their current science classes (e.g., neglect and lack of care from teachers) affects their ability to actually experience this relevance. Despite this, many of our participants understood their value and believed that they “deserve more,” which shows that we can improve the experiences for Black students in STEM and increase their representation in these disciplines.

To Ban or Not to Ban? A Rapid Review on the Impact of Smartphone Bans in Schools on Social Well-Being and Academic Performance

The effects of smartphone use by children and young people, especially at school, are being discussed around the world. To support this discourse with scientific evidence, this systematic review is guided by the PRISMA framework and examines the effects of smartphone bans in schools on academic performance and social well-being. As a rapid review, it follows a streamlined methodology in order to provide a scientifically sound basis for educational policy decisions as quickly as possible. After a comprehensive database search, five research studies with quantitative results were selected and analyzed, and the effect sizes were calculated in the areas of academic performance and social behavior. The meta-analysis yielded an overall effect size of d = 0.162 (p < 0.05). Smartphone bans have a significant, but modest, effect. This is more pronounced in the domain of social well-being than in the performance domain. Smartphone bans can reduce social problems, such as bullying. The small effect on academic performance might be due to the limited number of studies and effects. We recommend that smartphone bans be introduced in schools, accompanied by educational measures, and evaluated regularly. This can improve the social climate and reduce potential distractions in the classroom. Further research is needed to better understand the long-term effects on academic performance. The aim of a smartphone ban should be to prevent the misuse of these devices, for example, as a tool for bullying classmates, and to prevent their negative impact on learning processes. Alongside the bans, responsible use of the technology and an understanding of its potential should be taught. Ideally, a level of media literacy is achieved that makes a smartphone ban superfluous.

Transforming higher education in Tanzania: unleashing the true potential of AI as a transformative learning tool

PurposeThis study aims to explore AI’s potential impact on the broader landscape of higher education in Tanzania. This study contributes to the ongoing discussion of AI’s potential to transform higher education and highlights the ethical considerations and challenges that must be addressed to ensure its successful implementation. This study informs future research and policy decisions in education and technology by providing a detailed understanding of AI’s perceived benefits and challenges in higher education.Design/methodology/approachA mixed-methods approach was used, which involves collecting and analyzing quantitative and qualitative data to understand the research problem comprehensively. This approach allowed data triangulation and led to a more robust and detailed understanding of this study.FindingsIn this study, it was discovered that enhanced assessment, time-saving, personalized learning, improved accessibility and detecting cheating are the perceived benefits of AI as a tool for enhancing learning in higher education, while cost and infrastructure, academic misconduct, data privacy and security, bias and ethical concerns and lack of human interaction are the perceived challenges of AI as a tool for enhancing learning in higher education. Further, it was revealed that students are more accepting of using AI tools in the classroom because they think they are more effective and engaging. On the other hand, faculty were more cautious and skeptical about employing AI tools in the classroom because they worried about how it would affect their teaching methods and job security.Research limitations/implicationsThe data collection was not conducted face-to-face. To fully capture respondents’ emotional responses, feelings, facial expressions, reactions, or body language was challenging. However, a sufficient number of individuals who participated were very cooperative, and their knowledge was very beneficial in understanding the topic.Originality/valueA unique view of this study is a clear understanding of the perceived benefits and challenges of using AI as a tool for enhancing learning in higher education, as well as the variations in these perceptions among students and faculty. By examining the perspectives of both groups, this study provides a comprehensive understanding of the complex role of AI in higher education. Understanding the broader implications of AI in higher education can inform policy decisions and ensure that AI is used responsibly and ethically.

A STUDY ON ONLINE EDUCATION VS TRADITIONAL FACE TO FACE ADULTS LEARNER’S LEARNING OUTCOMES COMPARE AND CONTRAST

This study explores the comparative effectiveness of online education and traditional face-to-face instruction for adult learners, with a focus on their learning outcomes, preferences, and technological proficiency. Using a mixed-methods approach, data was collected from a diverse sample of adult learners in Arunachal Pradesh, India, through surveys and questionnaires. The results reveal that online education offers flexibility and personalised learning opportunities, contributing to positive perceptions among participants. However, concerns about social interaction and engagement in online courses were noted. In contrast, traditional face-to-face education provides immediate feedback and supports interpersonal skill development but may not be as accommodating for busy schedules. The study also highlights that the majority of participants prefer online education and possess technological proficiency. These findings have implications for instructional design and policy decisions in adult education, emphasising the need to enhance engagement in online courses and explore innovative blended learning approaches.

Should basic life support-defibrillator training be compulsory for newly licensed Italian physicians? An observational study.

Out-of-hospital cardiac arrest (OHCA) is a relevant event with a fatal outcome in most cases. Basic life support-defibrillator (BLSD) training is central to rescuing a patient in arrest and ensuring that the patient has a better chance of returning to spontaneous circulation. Despite this, BLSD training is not mandatory for newly licensed physicians. Our study aims to evaluate the preparedness of newly qualified doctors to manage an OHCA and the impact of BLSD training. We tested 120 newly qualified doctors, members of the 'Italian Society of Medicine and Scientific Divulgation' network, evaluating their practical and theoretical knowledge in managing an OHCA before and after a BLSD training course conducted according to the American Heart Association guidelines. Fifty-nine physicians (49.2%) had an adequate background of the theoretical basis of cardiopulmonary resuscitation (CPR); 37 (30.8%) were able to perform effective CPR on a mannequin, but only 19 (15.8%) were able to perform effective CPR with adequate depth and frequency of compressions. After the BLSD training course, 111 physicians (92.5%) were able to perform effective and quality CPR on a mannequin with feedback. In Italy, BLSD training for physicians is not mandatory, and newly licensed physicians showed good knowledge of the theoretical basis of CPR, but few of them performed compressions of adequate depth and frequency. These results should guide future educational policy decisions in Italian academies.

Assessing the Impact of Remote Learning on Learning Competencies of Senior High School Students in the Health Optimizing Physical Education (HOPE) Program

This study examined the impact of remote learning on the competencies of learning objectives within the HOPE program for Grades 11 and 12 students in Mabalacat City. Using a quantitative-descriptive survey design with 12 PE teachers and coordinators, the study employed the Context-Input-Process-Product (CIPP) model to evaluate the program’s effectiveness, focusing on the “product” aspect. Findings revealed positive outcomes, with students exceeding their learning objectives in key areas aligned with the K-12 curriculum. Students successfully demonstrated an understanding of physical activity’s role in stress management and engagement in moderate-to-vigorous activities. They also displayed an advanced grasp of personal safety protocols, suggesting readiness for potential careers in health and fitness. These findings contribute to the understanding of remote learning’s potential in achieving physical education goals. Further research could explore the long-term impact of these approaches and their applicability to wider contexts, informing curriculum development and educational policy decisions.

Standardized school-leaving exam in mathematics: manifold effects on teaching, teacher cooperation and satisfaction

The recent implementation of a standardized school-leaving exam (SSLE) in Austria enables research on the effects of this educational policy decision on mathematics teaching (use of tasks and digital tools) and on mathematics teachers (attitudes, cooperation, satisfaction and self-concept). An interview study with 10 teachers, each of whom prepared students several times for the traditional, individually designed as well as for the new, standardized school-leaving exam, reveals a multi-faceted picture. In particular, it shows that the SSLE as a steering instrument has great influence on the use of tasks in the classroom and has been able to advance the digitization of mathematics teaching within a short period of time. Cooperation among the teachers in the respective schools has clearly increased as a result of the SSLE, even though this is not perceived as unreservedly positive. Interestingly, the interviews did not reveal any evidence of harmful competition between teachers in a school regarding the performance of their students in the SSLE. While the study shows that teachers are basically positive about reforms and are willing to implement them, they also want changes to be well prepared, argued and communicated in time.

Secondary School Life Sciences Teachers’ Understanding of Indigenous Knowledge in Relation to their Views on its Integration into their Classroom Practice

The purpose of this study is to explore the relationship between life sciences teachers’ understanding of indigenous knowledge (IK) and their views of integrating Indigenous Knowledge in their teaching practice. A qualitative case study research approach was adopted, and purposive sampling strategy was used to select eight Grades 10–12 life sciences teachers in three peri-urban high schools. The Knowledge Synthesis model by Barnhardt and Kawagley is used as a framework for this study. Questionnaires and interviews were employed to collect qualitative data. Findings revealed that if teachers understand IK primarily as a body of inherited wisdom, they see the possibility of integration of IK as the use of local knowledge of the learners, as IK illustrations of life sciences curriculum constructs or as no integration in the science classroom at all. The latter group of teachers consider IK as an inherited body of knowledge in parallel with western science. If inclusion of IK is mandated, they suggest presenting IK separately, preferably by IK custodians. If teachers consider IK primarily as a holistic knowledge system including the physical and metaphysical world, they see integration opportunities at system level, for instance in teaching sustainability. Lastly, if IK is seen as a body of loosely connected science concepts, integration is possible where these concepts appear in the science curriculum documents. This study recommends that teachers should be involved in educational policy decision making since they have first-hand experience of learners in the classrooms and are involved with curricular and school matters. The implication of the findings from this study to science education is that the integration of both worldviews can be used as a tool to enhance science learning among high school learners taking life sciences by ensuring a culturally relevant science classroom.

The level of self-learning ability among university students in the light of dealing with innovative technologies

Introduction. A crucial topic of investigation in modern education is the study of self-learning abilities among college students, especially in using innovative technologies. In order to improve educational practices and student results, it is crucial to understand how students adapt to and use digital tools and online resources for self-directed learning. This is because these resources are becoming increasingly important to academic performance. The purpose of this study is to explore how college students utilize digital tools and online resources for self-learning. Study participants and methods. This investigation, which involved 500 pupils, set out to answer four primary questions: (1) the confidence that college students have in their abilities to learn independently with the help of digital tools; (2) how students' use and familiarity with cutting-edge tools change as they progress through college; (3) whether there are any gender variations in students' ability to learn on their own using modern technology; and (4) whether or not there are any relationships between students' grades and their use of cutting-edge study tools, using a Likert-scale survey. Results. The results demonstrated that out of 500 college students, 60% had faith in self-directed learning through innovative technology, with 200 agreeing and 100 strongly agreeing. On the other side, nearly a quarter were uneasy, with seventeen percent remaining indifferent and sixty-five percent strongly opposing. Just 10% of first-year students reported often utilizing tools, indicating reduced tool utilization and comfort. Whereas half of the fourth-year students regularly used them, the other half used them more frequently and were more comfortable with them. The study did not find any notable difference in the usage of technology for self-learning based on gender. There was an association between grade point average and technology use; students whose GPAs were between 3.5 and 4.0 were more likely to use technology frequently (4.8 out of 5.0) and were more comfortable using it (4.5 out of 5.0). Practical significance. This study has the ability to shed light on current educational procedures and strategies, which is where its practical significance lies. Teachers can gain a better grasp of how students make use of and adjust to digital resources for independent study in order to incorporate these technologies into lessons in a way that may improve students' learning experiences and outcomes. Insights from this study regarding the link between tech use and higher GPAs can help schools design better online classrooms. More personalized and efficient methods of higher education instruction can be a result of the study's impact on educational technology policy decisions.

Assessing the performance of Peruvian education system from a governance perspective

This paper delves into the complexities of assessing educational performance and efficiency in the context of education governance. We propose a novel perspective on how governing features of educational systems influence their efficiency, focusing on the key features of public bodies responsible for local education management in Peru, known as UGELs. We characterize the educational production function using three inputs: planning conditions, human resources, and accountability mechanisms; and two outputs: student achievement and educational progress. Our efficiency estimation utilizes Robust Free Disposal Hull, Robust Data Envelopment Analysis, and Stochastic Non-parametric Envelopment approaches, leveraging unique government data from 2014. Additionally, we explore potential factors like infrastructure and internet access that could improve UGELs’ efficiency through conditional DEA analysis. Our findings highlight the need for nuanced methodologies in evaluating educational performance and reveal a significant gap in existing literature. This paper addresses this gap by offering a comprehensive evaluation framework, emphasizing the importance of thorough assessments for gauging educational institution efficiency. As policymakers increasingly rely on evidence-based decision-making, our research provides valuable insights that can inform and shape education policy decisions, making it a significant contribution to the field of education policy and governance.

A Study on Entrepreneurial Inclination and Characteristics of Students of Civil Engineering in Nepal- A Case Study of Himalayan Institute of Science and Technology (HIST), Nepal

A study conducted at the Himalayan Institute of Science and Technology (HIST) in Nepal explored entrepreneurial inclinations and characteristics among Civil Engineering students, aiming to achieve three objectives. Firstly, the study assessed entrepreneurial inclination among these students. Secondly, it examined demographic factors associated with entrepreneurial tendencies. Lastly, it identified and analyzed perceived entrepreneurial traits among engineering students. The study included students from all years of the Civil Engineering program, with over 80% responding to a questionnaire survey. Demographic analysis revealed a male majority across all age groups, with a significant portion falling within the 18-24 age range. Most fathers were engaged in occupations categorized as "Other," while mothers predominantly fell into the same category. Limited representation was observed in government sectors for both parents. Student engagement in extracurricular activities varied, with a notable increase in entrepreneurial activities among older age groups. T-test results highlighted gender disparities in certain areas, although both male and female students demonstrated entrepreneurial tendencies. These findings underscore the importance of entrepreneurial education and inform future research and policy decisions. T-test analyses further revealed nuanced insights into age groups and entrepreneurial aptitude, suggesting the need for tailored educational approaches. Successful entrepreneurship was associated with higher scores in networking, leadership, time management, and sales/marketing skills. The study emphasized the significance of adaptability, resilience, customer orientation, and efficient time management in entrepreneurship. These insights can inform entrepreneurship education programs, emphasizing key characteristics and addressing diverse perceptions among aspiring entrepreneurs. Further research is recommended to explore the underlying factors contributing to age-related entrepreneurial differences

DateLife: Leveraging Databases and Analytical Tools to Reveal the Dated Tree of Life.

Chronograms-phylogenies with branch lengths proportional to time-represent key data on timing of evolutionary events, allowing us to study natural processes in many areas of biological research. Chronograms also provide valuable information that can be used for education, science communication, and conservation policy decisions. Yet, achieving a high-quality reconstruction of a chronogram is a difficult and resource-consuming task. Here we present DateLife, a phylogenetic software implemented as an R package and an R Shiny web application available at www.datelife.org, that provides services for efficient and easy discovery, summary, reuse, and reanalysis of node age data mined from a curated database of expert, peer-reviewed, and openly available chronograms. The main DateLife workflow starts with one or more scientific taxon names provided by a user. Names are processed and standardized to a unified taxonomy, allowing DateLife to run a name match across its local chronogram database that is curated from Open Tree of Life's phylogenetic repository, and extract all chronograms that contain at least two queried taxon names, along with their metadata. Finally, node ages from matching chronograms are mapped using the congruification algorithm to corresponding nodes on a tree topology, either extracted from Open Tree of Life's synthetic phylogeny or one provided by the user. Congruified node ages are used as secondary calibrations to date the chosen topology, with or without initial branch lengths, using different phylogenetic dating methods such as BLADJ, treePL, PATHd8, and MrBayes. We performed a cross-validation test to compare node ages resulting from a DateLife analysis (i.e, phylogenetic dating using secondary calibrations) to those from the original chronograms (i.e, obtained with primary calibrations), and found that DateLife's node age estimates are consistent with the age estimates from the original chronograms, with the largest variation in ages occurring around topologically deeper nodes. Because the results from any software for scientific analysis can only be as good as the data used as input, we highlight the importance of considering the results of a DateLife analysis in the context of the input chronograms. DateLife can help to increase awareness of the existing disparities among alternative hypotheses of dates for the same diversification events, and to support exploration of the effect of alternative chronogram hypotheses on downstream analyses, providing a framework for a more informed interpretation of evolutionary results.

Education in a pandemic, learning to guarantee inclusive education from an approach psychosocial

This paper pretends to investigate the effectiveness of distance education during the COVID-19 pandemic time. Its objective was to analyze variables that impacted the results of emergency distance education, the challenges that arise for teacher training and comprehensive and inclusive education during and after pandemic periods. It corresponds to a documentary investigation, uses qualitative content analysis, and is framed in a stage of initial results on peer-reviewed academic articles from the Web of Science and websites of institutions relevant to the topic studied. The total sample was 70 articles. The results identify variables mostly studied in the scientific literature that affected distance learning, related to socio-emotional, motivational, self-regulation and executive skills of the students, along with those coming from particular family and social contexts and the organization of schools. It is expected that the conclusions will contribute to educational policy decisions on teacher training and intersectoral actions to face future emergencies that involve school closures and constitute a set of evidence of the main barriers and facilitators of educational work in a period of health emergency available to the educational community, useful for the design of improvements in educational quality for the diversity of students in different scenarios.

Exploring school factors of academic achievement in Macau: The application of educational data mining in Progress in International Reading Literacy Study (PIRLS) 2016 assessment

International large-scale assessments, provide structured and static data, and due to their extensive databases, they can be considered as a valuable resource for Big Data in Education. In this paper, we propose an educational data mining approach to detect and analyze factors linked to academic performance in Macau schools using data from the Progress in International Reading Literacy Study (PIRLS) 2016. We conducted a secondary data analysis based on a set of socioeconomic, process, and outcome variables from PIRLS and other sources, and built decision trees to obtain a predictive model of school performance. By doing so, we were able to identify the school and student-level variables that are most significant in predicting student performance in Macau. These findings will be useful for informing educational policy decisions and shedding light on the causes of poor performance in Macau schools. Overall, our study highlights the potential of educational data mining approaches in analyzing large-scale assessment data and generating insights for educational research and practice.

Mitigating Losses Through Application of ICT as Perceived by Generation Z – Study Results

The study presents a comprehensive analysis of the opinions of Generation Z representatives concerning technology, the passage of time, and the losses that they experience due to multifaceted crises occurring at present. The research using a survey questionnaire (CAWI technique) was carried out in 2022 and 2023 among resenting students from Warsaw universities, representatives of Generation Z. The findings revealed that in most cases, new technologies had a neutral or positive impact on minimizing losses, particularly in areas such as maintaining relationships, health, and preserving social life. However, there were exceptions, with technology having a detrimental effect on the perception of reality and personal freedom. The research findings provide insights into how Generation Z perceives the impact of technology on their lives, which is vital for shaping educational strategies and policy decisions concerning technological developments that cater to the needs and concerns of this generation, ultimately shaping their well-being and future interactions with technology.

Does Emotional Intelligence Make You an Effective Teacher? A Study of Higher Education Institutions

The study aims to analyze the impact of Emotional Intelligence (EI) on Teacher Effectiveness (TE). 300 teachers from Management and Engineering Department of Higher Education Institutions participated in this study. The data were analyzed through SMART PLS version 4. Findings revealed that there is a significant relationship between Emotional Intelligence and Teacher Effectiveness. The research offers new insights and suggestions for higher education institutions regarding the significance of hiring new instructors who possess strong emotional intelligence (EI) abilities and conducting training programs to enhance the EI skills of existing educators. The study has implications for teachers and those involved in policy decisions in higher education.

The Effectiveness of Virtual Simulation in Knowledge of Nurses: A Protocol for Systematic Review and Meta-Analysis of Randomized Controlled Trials

Abstract:
 Background: Nursing education is evolving with technological advancements, including the adoption of virtual simulation. This protocol outlines a systematic review and meta-analysis aimed at evaluating the effectiveness of virtual simulation in improving nurses' knowledge.
 Methods: The study adheres to PRISMA guidelines and is registered in PROSPERO (registration number CRD42022352907). Eligible studies encompass randomized controlled trials (RCTs) that examine virtual simulation's impact on registered nurses, student nurses, or nursing professionals. The intervention involves various virtual simulation tools (virtual reality, augmented reality, serious games) compared against traditional methods or control groups. The primary outcome is improved nursing knowledge, measured through validated assessment tools. Methodological quality will be assessed using the Cochrane Risk of Bias tool.
 Results: Electronic databases (PubMed, Scopus, Web of Science, PsycINFO) will be systematically searched for eligible studies. The search strategy combines controlled vocabulary terms and keywords to ensure comprehensive retrieval. Two reviewers will independently screen titles, abstracts, and full texts. Data extraction will be standardized to collect study details, participant characteristics, intervention specifics, outcome measures, and findings related to knowledge enhancement.
 Analysis: Quantitative synthesis (meta-analysis) will be conducted if sufficient homogeneity exists among the included studies. Heterogeneity will be assessed using statistical tests, with subgroup and sensitivity analyses for further exploration. The GRADE approach will assess evidence quality and recommendation strength, considering bias risk, heterogeneity, indirectness, precision, and publication bias.
 Conclusion: The systematic review aims to provide evidence-based insights into the impact of virtual simulation on nurses' knowledge enhancement. By synthesizing data from RCTs, the study intends to guide educational practices and policy decisions for optimizing nursing education through innovative methods.

Contextual Considerations for Communicative Language Teaching Adoption: A Case Study of China

This paper presents a summary of the main argument raised by Liao (2004) regarding the adoption of communicative language teaching (CLT) in the Chinese context. The author discusses the critical argument made by other researchers regarding CLT and emphasises the significance of considering the teaching context. The conclusion section of the research article is also summarized, highlighting the challenges associated with implementing CLT in China and the proposed solutions. The paper suggests that CLT, being a Western approach, may not be suitable for adoption in China due to the lack of contextual consideration. It further examines the difficulties faced by teachers in conducting a needs analysis and implementing the proposed context approach. The article concludes by emphasizing the need for further research and training to improve CLT practices in Chinese classrooms and raises broader questions about the applicability of these solutions in other teaching contexts, such as Saudi Arabia. The research paper addresses important issues related to CLT adoption as an education policy decision and offers potential insights for improving language teaching practices.