Educational Policy Makers Research Articles

A Comprehensive Approach to Water Literacy in the Context of Climate Change

Anthropogenic climate change is impacting human survival through its impact upon water quality and availability. An urgent ethical imperative is thus raised for education policy makers and schools, particularly in the Australian and Asia Pacific regions, to adopt a curriculum to help students mitigate and adapt to the dire consequences caused by a warming planet. Through a blue transdisciplinary school curriculum, students will better understand and respond to the broader aspects of what is referred to as the hydrosocial cycle. A school move towards a blue curriculum requires educational policy to mandate an emphasis on the climate change effects upon the water cycle. An effective shift to a blue curriculum also requires that teachers’ ethical perspectives and sensitivities are sharpened through their tertiary education courses. This is needed so they develop confidence and pedagogy for teaching anthropogenic climate change generally, something still missing from Australian and other classrooms around the world, and, more specifically, for teaching the hydrosocial cycle. The Four Component Model of Ethical Decision Making is offered as a useful framework to guide teachers in examining their values and motivations when teaching potentially confronting topics such as the impacts of climate change upon the hydrosocial cycle.

Transformation Management In Educational Institutions: A Qualitative Research

This research aims to explore and understand change management in educational institutions through a qualitative approach. The main focus of the research is on the processes, challenges and strategies implemented by stakeholders in dealing with change. Data were collected through in-depth interviews with principals, teachers and administrative staff in various educational institutions. The results of the analysis show that change management in educational institutions is influenced by factors such as leadership, organizational culture, communication, and active participation from all members of the organization. The findings reveal that adaptive leadership and effective communication are critical in facilitating successful change. In addition, the involvement of teachers and staff in the decision-making process strengthens the sense of ownership and commitment to the change. This study provides valuable insights for education practitioners and policy makers in developing more effective change management strategies in educational settings.

Are Australian students' academic skills declining? Interrogating 25 years of national and international standardised assessment data

AbstractStandardised tests of academic basic skills are an established feature of contemporary Australian schooling. Assessment results are widely reported and directly influence educational policymaking. Furthermore, Australian national educational priorities are linked to educational system accountability via the results of standardised tests. Given the influence and importance of assessment data, this paper aimed to collate publicly available data from four assessment programmes undertaken by Australian students, and document long‐term trends in average achievement across all available assessments. Results are reported from three international assessments, the Progress in International Reading Literacy Study, the Trends in International Mathematics and Science Study and the Programme for International Student Assessment (PISA), along with the only Australian assessment, the National Assessment Program: Literacy and Numeracy. Of these four, only PISA demonstrated systematic declines in average scores over time. For the remaining three programmes, results in the primary school years showed initial improvements that were subsequently maintained over remaining iterations of the tests. In secondary school, students' average results neither declined nor increased appreciably over time. The consensus of the four largest assessment programmes undertaken by Australian students since 1995 thus fails to support the prevailing narrative of a broadscale decline in academic skills attainment.

An Analytical Study of the National Education Policy 2020: Transformation, Issues, and Challenges

The National Education Policy 2020 (NEP2020) is embarked upon a vision of transforming the system to meet the needs of 21st century India. Education policies worldwide are increasingly being realigned to economic prosperity, vertical mobility, and social citizenship of the people. One of the fundamental principles of the NEP 2020 is “flexibility so that learners can choose their learning trajectories and programmes, and thereby choose their paths in life according to their talents and interests”. Here, the NEP 2020 shows us the way, as It recommends an interdisciplinary structure of programmes. Integrative thinking is the need of the hour and our education policymakers may very well start with themselves in this journey. There is an urgent need to re-examine our education policies at the regional level to provide an environment where individuals can utilize their education and training to gain employment, improve their living standards, and contribute to the social development of the area. The paper suggested some measures to preserve quality education and promote the transformation of educators towards the changing nature of work.

Pre-Service Teachers’ Assessment of ChatGPT’s Utility in Higher Education: SWOT and Content Analysis

ChatGPT (GPT-3.5), an intelligent Web-based tool capable of conducting text-based conversations akin to human interaction across various subjects, has recently gained significant popularity. This surge in interest has led researchers to examine its impact on numerous fields, including education. The aim of this paper is to investigate the perceptions of undergraduate students regarding ChatGPT’s utility in academic environments, focusing on its strengths, weaknesses, opportunities, and threats. It responds to emerging challenges in educational technology, such as the integration of artificial intelligence in teaching and learning processes. The study involved 257 students from two university departments in Greece—namely primary and early childhood education pre-service teachers. Data were collected using a structured questionnaire. Various methods were employed for data analysis, including descriptive statistics, inferential analysis, K-means clustering, and decision trees. Additional insights were obtained from a subset of students who undertook a project in an elective course, detailing the types of inquiries made to ChatGPT and their reasons for recommending (or not recommending) it to their peers. The findings offer valuable insights for tutors, researchers, educational policymakers, and ChatGPT developers. To the best of the authors’ knowledge, these issues have not been dealt with by other researchers.

Implementing CLIL Innovation in a Collaborative Teacher Education Ecosystem

AbstractThis paper reports on the implementation of a 6‐month collaborative teacher education project (CTEP) in China, designed to help teachers adopt CLIL in response to new primary school curriculum requirements. A multi‐site case study was conducted to track two focal teachers' changes in CLIL implementation and its sustainability. Adopting ecological theory, the study investigated how teachers' interactions with university‐based, district‐based, and school‐based teacher educators in the project contributed to their professional development. Our research focused on an innovative dimension of the project, namely, close collaboration among university researchers, teacher educators, and primary teachers who all contributed to the CTEP ecosystem. Data collection involved semi‐structured interviews at the pre‐stage, while‐stage, post‐stage, and delayed post‐stages of the project, classroom observation notes, lesson study minutes, field notes, informal exchanges, and project documents. Our data analysis revealed that although both teachers had a positive attitude towards CLIL, they exhibited different trajectories of changes in their pedagogical practices. The teachers' interactions with teacher educators within and across the four sub‐contexts in the CTEP ecosystem played a significant role in their professional development. Notably, the school‐based teacher educators contributed by establishing a collaborative teaching study group (TSG) that ensured sustainable professional development for the teachers. The findings of this study have important implications for educational policymaking and for designing and implementing collaborative teacher education programmes that offer an alternative to traditional top‐down modes of language teacher professional development.

Exploring educational trends and challenges in the MENA region amidst a global crisis: An empirical analysis of the pandemic’s impact on SDG4

The paper presents a cross-country analysis of seven countries in the MENA region and explores the effects of COVID-19 on educational policymaking. The paper uses a quasi-thematic literature review to highlight the emerging themes related to the quality of education during the pandemic. The paper investigates the educational trends in seven MENA region countries and provides descriptive analysis to understand if there were changes from 2016 to 2020. In order to investigate these trends, the study uses the conceptualization of Sustainable Development Goals (SDG 4) “Quality of education.” The analysis is based on the data from the World Bank Development indicators. The paper’s evidence identifies a difference in the level of government expenditure on education within the MENA region. Pre and during COVID-19 provides crucial insights such as all countries increased their government expenditure on education except Egypt and Bahrain. The paper further addresses the contributing factors to the educational gaps in the region, such as digital exclusion, inequality (income and gender), and the government’s budget constraints during the pandemic. This study presents recommendations to bridge these identified gaps in the post-pandemic era.

The Joint Effect of Competitive Strategies, Competitive Advantage, Ethical Values, and Corporate Reputation on Performance of Accredited Universities in Kenya

The broad objective of the study was to determine the joint effect of competitive strategies, competitive advantage, ethical values and corporate reputation on performance of accredited universities in Kenya. The corresponding null hypothesis stated that the joint effect of competitive strategies, competitive advantage, ethical values and corporate reputation on performance of accredited universities in Kenya is not significantly different from the independent effects of predictor variables. This study was anchored on Industrial organization theory, Stakeholders’ theory, Resource-based theory and Virtue’s ethics theory. Descriptive cross-sectional survey was used. The population of the study comprised 53 accredited universities. To collect data, semi structured questionnaires were administered online while a few were dropped and picked later. Data was analyzed using regression models. Findings from the test of hypotheses showed that the joint effect of competitive strategies, competitive advantage, ethical values and corporate reputation on performance was significantly different from the independent effects of predictor variables and thus the null hypothesis was rejected. The study outcomes contributed to theory, policy, and management practice where policy makers in higher education and university managers were recommended to establish a policy framework that observes ethical practices; quality programs, reliable training, research and adoption of competitive strategies such as market penetration, strategic alliances, product development focus, differentiation and cost leadership. A single respondent was deemed to introduce bias in choosing responses and was a limitation to the study. However, use of questionnaires reduced subjectivism in responses. For generalizability of results Longitudinal design was suggested for future studies.

Implementing Character Education Values in Lampung Regional Songs for Critical Reading Learning Materials in Junior High School: Critical Discourse Analysis

This study focuses on implementing character education values through the lyrics of regional songs from Lampung as learning material for critical reading in middle schools. Four regional songs from Lampung were selected for analysis, focusing on values such as caution, consistency, courage, and integrity. The method used in this research is critical discourse analysis, identifying how character values are contained in the lyrics and how they can be integrated into the critical reading curriculum in middle schools. The results of this study indicate that the lyrics of Lampung's regional songs contain various character values relevant to character education in schools. In addition, this study also shows the potential for integrating regional songs as innovative teaching material to develop students' critical reading skills. This research can serve as a reference for policy-making in character education and developing critical reading teaching material. Keywords: Character Education, Lampung Regional Songs, Critical Reading, Critical Discourse Analysis, Middle Schools

Exploring the Nexus of Organizational Culture, Digital Capabilities, and Organizational Readiness for Change in Primary School in Digital Transformation: A Quantitative Analysis

<p style="text-align:justify">In the context of Vietnam's primary schools undergoing a digital transformation, this research investigates the relationship between organizational culture (OC), digital capabilities (DC), and organizational readiness (OR) for change. This survey, which employs a quantitative methodology, includes 892 teachers and school managers from different elementary schools. Analyses were conducted using SPSS Statistics 26.0. The study shows a favorable relationship between digital skills and organizational readiness, suggesting that more digitally capable institutions are better equipped to handle change. Furthermore, a significant correlation exists between corporate culture, digital skills, and organizational readiness, indicating that schools with a creative and supportive culture are more prone to embrace digital change. These results advance knowledge of the variables affecting organizational change-readiness in Vietnam's primary school digital transformation. These results also have significant implications for educational policymakers, school administrators, and other stakeholders facilitating digital transformation in primary schools. By recognizing the benefits of digital capabilities and organizational culture for organizational change readiness, decision-makers can implement strategies to foster a supportive culture and enhance digital capabilities within educational institutions, ultimately leading to more successful and effective digital transformation initiatives.</p>

An Investigation of the Impact of Financial Literacy on Households’ Financial Well-Being: An Emerging Market Study

In view of the amplified inflation rates and economic stagnation in a number of countries in recent times, financial vulnerability became a key concern in both developed and developing economies. The current study advocates financial literacy is a key to lessen financial vulnerability and promote financial well-being. We propose and test a thorough model investigating the key mechanisms contributing to financial literacy, and how it contributes to individuals’ financial well-being in the context of an emerging market (i.e., Morocco). The mediating effects of indebtedness and financial behavior are also scrutinized. Based on survey data collected from a sample of 848 respondents from Morocco, the conceptual model was assessed using structural equation modeling. Our findings suggest financial literacy as a key to lessen financial vulnerability and promote financial well-being. Policy makers in Morocco and developing countries, where financial vulnerability is more prevalent, may use the current study findings to promote effective education programs to improve citizens’ financial literacy and well-being. Our findings also convey no impact of education on financial literacy, suggesting that education programs in Morocco are still not yet aware of the importance of financial literacy as a key shaping students’ career and financial well-being. Education policy makers are therefore urged to incorporate financial education and literacy as a key component in all education programs. Financial education programs should also take into consideration demographic disparities and therefore design financial education programs based on the target group to better delineate financial literacy in education programs.

Role of Symbolism in Reader Understanding and Interpretation in Nigeria

Purpose: The aim of the study was to assess the role of symbolism in reader understanding and interpretation in Nigeria. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The role of symbolism in reader understanding and interpretation is profound, as symbols serve as powerful tools for conveying deeper meanings and themes within literary works. Through symbolism, authors imbue objects, characters, and events with additional layers of significance, allowing readers to engage with the text on multiple levels. Symbolism facilitates the exploration of complex ideas, emotions, and societal issues, often transcending language barriers and resonating with diverse audiences. Moreover, it encourages readers to actively participate in the interpretation process, fostering personal connections and insights that enrich their reading experiences. Consequently, the study of symbolism underscores its crucial role in shaping reader comprehension and interpretation, highlighting its capacity to evoke profound reflections on the human condition and the world around us. Implications to Theory, Practice and Policy: Reader-response theory, semiotic theory and cognitive theory of metaphor may be used to anchor future studies on assessing the role of symbolism in reader understanding and interpretation in Nigeria. Educators should implement evidence-based instructional strategies for teaching symbolism in educational settings, including guided discussion, close reading, and scaffolded instruction. Educational policymakers should consider integrating symbolism into curriculum standards and assessments to ensure that students develop symbolic literacy skills alongside other critical reading competencies.

Educational Choice and the Willingness to Apply of Higher Vocational Students in Guangdong Province, China: The Mediating Role of Career Decision-making Self-efficacy

The purpose of this study was to explore the influence of educational choice on the intention to enter the examination, and the mediating role of career decision-making self-efficacy. A total of 1391 freshmen from six higher vocational colleges in Guangdong Province of China were investigated with Education Choices Scale, Career Decision-Making Self-Efficacy Scale and Willingness to Apply Scale. The results showed that educational choice and career decision-making self-efficacy had significant effects on the willingness to apply. Career decision-making self-efficacy plays a mediating role in the significant positive impact of educational choice on the willingness to apply. Therefore, China's educational institutions and policy makers should focus on cultivating vocational students' career decision-making self-efficacy and improving their confidence and ability in career decision-making. To help students better understand their interests, values, and career goals, and to help students better understand the career fields they face professionally.

Online marketing and brand awareness for HEI: A review and bibliometric analysis

Background This study conducted a comprehensive bibliometric analysis to identify the gaps in the existing literature related to Online marketing and brand awareness strategies for HEI. It has evaluated the current state of the literature on the given topic showing the pivotal role of online marketing and brand awareness in higher education for enrollment. Methods The study used a web-based application, Biblioshiny, which comes in the bibliometrix package. The study used the Scopus database to create the data set, given its conventional construction and quality of the sources. The analysis done is descriptive. By using the bibliometrix software, the study showed the authors name, articles, sources, citations, relevant journals and co-citation from the year 2017 to 2022. The time period selected by the study was five years which means that articles published from 2017 to 2022 have been taken for the study. Results We found that HEI online marketing and brand awareness have not been explored much as it has not reached the stage of maturity. Most of the publication was done during the time of Covid-19. Also, the role of brand awareness in student enrollment decisions for HEI requires more investigation. Top most publications their sources and top authors are identified. Conclusions Bibliometric analysis has provided valuable insights into the seminal work, emerging trends, and the gap in the study. This area of study has been explored but not as much as challenges, and the effectiveness of online marketing tools like seo, sem,ppc and more has not been measured. Further, this paper allows researchers to study by examining the pattern of publications by seeing the different authorships, co-authors, collaborations, relevant sources, and citations. The insights of this paper will help education policymakers devise more creative strategies to increase enrollment, ensuring sustained relevance and competitive advantage in higher education institutions .

Experiences of emergency medical services personnel about barriers and facilitators in prehospital childbirth missions in Iran: a qualitative study

Objective: In Iran, the majority of emergency medical services (EMS) personnel are male; hence, one of their distinct and crucial missions is the prehospital childbirth mission, which might be significantly challenging for both personnel and patients. To obtain in-depth and authentic data, the present study was conducted to elucidate the barriers and facilitators of prehospital childbirth missions based on the experiences of EMS personnel. Methods: A qualitative study employing conventional content analysis was conducted in 2023. Participants were selected through purposive sampling from EMS personnel willing to participate in the study and who have experiences with missions leading to childbirth. Data saturation was reached through in-depth semi-structured interviews with 14 participants. Data accuracy and credibility were confirmed using the Lincoln & Guba criteria. Results: The results included two main themes including barriers and facilitators. Barriers were categorized into "gender-related barriers" and "personnel barriers." While "appropriate communication" and "efforts to preserve privacy" were the primary facilitator themes. Conclusion: The findings revealed that EMS personnel face considerable barriers in the process of these missions. Therefore, for optimal performance quality in this prominent mission, it is recommended that clinical and educational policymakers consider actively recruiting female personnel, focusing on enhancing communication and practical skills and securing the patient's privacy. These approaches can result in childbirth missions with lower stress levels for patients, families, and personnel who provide the service.

What I really want: Policy maker views on education in Southeast Asia

This paper reports the views and perceptions of randomly selected education policy makers in Southeast Asia, based on surveys of 651 senior public officials in 14 middle-income countries globally. The findings show that officials tend to prioritize increasing secondary school completion over improving learning quality, despite global evidence suggesting that improving learning quality is more crucial for economic growth. Additionally, the surveyed Southeast Asian officials severely underestimate learning poverty and do so at twice the rate of officials from other countries. Officials were most likely to cite system capacity as the primary constraint to improving learning. The findings show that officials’ support for gender equality and disability inclusion is high. Interviewed officials prefer to invest in in-service teacher training or early-grade reading compared to other options such as EdTech or inclusion for students with disabilities. This mix of alignment and misalignment between policy makers’ goals and the stated goals of development partners can inform future engagement in policy dialogue, analysis, and information campaigns.

Language and Identity: The Challenges of Language Adaptation and Cultural Identity for East Asian Immigrant Students in Western Educational Systems

This paper explores the challenges of language adaptation and cultural identity faced by East Asian immigrant students in Western educational systems. Through an analysis of relevant literature and case studies, the paper seeks to uncover how language adaptation impacts the academic performance, social interactions, and cultural identity of these students. Utilizing both qualitative and quantitative research methods, the study examines the language learning obstacles encountered by East Asian immigrant students and their effects on academic achievement, while also revealing the profound influence of language adaptation on cultural identity. The findings indicate that language barriers significantly affect students' academic performance and may also lead to social isolation and identity conflicts. To better support East Asian immigrant students in adapting to Western educational systems, the paper offers several strategic recommendations, including comprehensive language support, cultural sensitivity training, and enhanced mental health services. These measures aim to foster the holistic development of East Asian immigrant students, helping them to find self-identity in a new cultural environment. In conclusion, the paper calls on educational policymakers and schools to implement more inclusive and supportive measures to facilitate the successful integration of East Asian immigrant students into their new cultural contexts.

The Impact of Job Satisfaction on Teacher Mental Health: A Call to Action for Educational Policymakers

Abstract Job satisfaction significantly impacts teachers’ overall well-being and mental health. Research reveals a strong connection between employment status and mental health, with teaching being a particularly stressful profession. The COVID-19 pandemic exacerbated these challenges, with the shift to online education and limited support causing heightened stress, anxiety, and depression. This study analyses scientific literature exploring the link between job satisfaction and mental health (depression, stress, and anxiety) in teachers. By examining relevant articles in major databases like Web of Science, PSYNDEX, PsycINFO, MEDLINE, EMBASE, and Google Scholar, the research identifies numerous sociodemographic and institutional factors contributing to teachers’ mental health struggles, including workload, teaching experience, job satisfaction, gender, and the nature of online education. The findings highlight the urgent need for educational policymakers to develop policies prioritizing teacher well-being, especially during times of crisis. This involves addressing factors affecting job satisfaction and implementing strategies to promote mental health support for educators.

There’s power in the community: a sociomaterial analysis of university learning spaces

AbstractInternationally, the significance of the relationship between the university environment and the student experience is well-documented. In response, UK university leaders have driven forward policies that focus on estates’ expansion and regeneration. The restrictions necessitated by the COVID-19 pandemic presented an opportunity to explore questions around the importance of the materiality of campus and its impact on the student experience. This case study examines students’ experiences over time within a post-1992 UK university during the 2020/2021 academic year and makes a tri-fold contribution. First, it explores how restrictions placed on learning spaces can foreground the relationship(s) between space and learning practice. Second, through adopting a sociomateriality perspective, the paper examines students’ reactions to the top-down approach taken to Higher Education (HE) policymaking, and the potential for exposing manifestations of power within the student experience. Third, the paper illustrates how photovoice methodology can encourage reflections on the impact of materiality on the student experience. The findings reveal two principal themes: power dynamics and community participation. The authors make recommendations for university leaders to adopt a community-first, co-creation approach towards future policymaking that enables meaningful dialogue with students and educators and drives forward sustainable, inclusive change.

Influence of Higher Education E-Service Quality on E-Learning Student Satisfaction; As Moderated By Digital Literacy: A Mixed Method Research Approach

Introduction: This paper explores the impact of college e-service quality on student satisfaction in the context of the innovative practice of "Internet + Education" in order to research whether there is any difference in students' perception of college e-service quality under the influence of different levels of digital literacy. The research object of this paper is students of universities in Kunming, and the SERVQUAL model is extended. Among them, the independent variables are the five dimensions of e-service quality. The dependent variable is online education student satisfaction. The moderating variable is digital literacy. This research is based on relevant service theories. A combination of quantitative and qualitative methods is used. The results of the research show that the impact of service quality on college students' e-learning satisfaction is different under different levels of digital literacy. Objective: The research objective of this paper is to investigate the impact of the quality of e-services in higher education on student satisfaction in order to research whether there are differences in students' perceptions of the quality of e-services in higher education under the influence of different levels of digital literacy. Theoretical Framework: This research was expanded with the SERVQUAL model and followed the exploratory sequential mixed methods process of scientific investigation, from the initial selection of variables to the final discussion of recommendations and countermeasures. Method: In this study, the scientific survey process of exploratory sequential mixed methods was used to research the satisfaction of college students with online education based on the theory of digital literacy and service quality, using college students in Kunming, China, as the target of the survey, and a combination of quantitative and qualitative research methods. Results and Discussion: The results of the analysis showed that the independent variable: the five factors of e-services (the higher, the higher the satisfaction of students. And under the moderating variable, digital literacy moderated all the other factors, only the relationship between responsibility and e-learning student satisfaction had no significant moderating effect. [synthesize the main results of the research]. In the discussion section, these results will be correlated according to the theoretical framework, highlighting the identified effects and relationships. This section also considers possible limitations of the research. Research Implications: 1. theoretical significance: by constructing a comprehensive theoretical model, this research aims to provide new insights into the field of e-learning. It not only helps to understand the impact of E-learning platform design and service quality, but also emphasizes digital literacy as an important moderating variable. 2. Practical significance: The research results will provide value to educational technology developers and educational policy makers, helping them to optimize e-learning platforms to enhance user experience and learning outcomes. Originality/Value: This research expands the SERVQUAL model by taking online education as the background, combining the actual situation of online education in China, and taking digital literacy as the variable. It allows colleges and universities to break through the original traditional education model. And lifelong learning and personalized learning are the focus of the reform of continuing education in colleges and universities. The results of this research will promote colleges and universities to continuously improve the quality of online education and provide reference for schools and teachers to carry out online education and continuing education.