Educational Practice Research Articles

Dataset on Financial Literacy, Financial Inclusion, Informal Financial Business Practices, and Intentions towards Formalization of Female Small Vendors in Lima, Peru

Abstract This article presents findings from a survey conducted in Lima, Peru, aimed at understanding the relationships between education, financial literacy, financial inclusion, and informal financial business practices among small female vendors. The study, which collected 118 valid responses, focused on the impact of these factors on vendors’ intentions toward formalization. Formality was assessed based on legal registration with tax authorities, emphasizing the informal practices viewed on a continuum. These practices were evaluated using a five-point gradation scale that depicted varying levels of formality. Financial literacy, financial inclusion, and formalization intentions were measured using a five-point Likert scale, while a dichotomous question captured the formality-informality of the businesses. The demographic variables included age, gender, business tenure, employee count, and business activity. Educational level, typically treated as demographic, was considered an antecedent to financial literacy. The dataset linked to this study included raw survey data. It serves as a valuable resource for researchers, industry representatives, public authorities, and stakeholders from developing countries to deal with informality and formalization. The survey methodology and data are adaptable for use in different national contexts, facilitating comparative analysis in developing countries.

Transformative impact of ai on multicultural education: A qualitative thematic analysis

This research explores the transformative impact of Artificial Intelligence (AI) on multicultural education through a qualitative thematic analysis of existing literature. The study aims to understand how AI technologies can be harnessed to foster inclusive and culturally responsive educational environments. By analyzing various case studies and scholarly articles, this paper identifies key themes such as personalized learning, cultural sensitivity, ethical concerns, and the digital divide. The findings highlight AI's potential to revolutionize educational practices, promote inclusivity, and prepare students for a globalized world, while also addressing significant challenges and proposing solutions to mitigate them.

Pedagogical tact at the intersection: optimizing educational practice amid intercultural and digital transformations

ABSTRACT This paper examines the challenge of mediating theory and practice in pedagogy, specifically focusing on the critical importance of educational tact as a mediator between the two. It first defines the role of pedagogical tact, underlining its significance as a vital skill for professionals. It also explores the qualities of teachers who embrace diversity and foster intercultural understanding, which is essential and crucial in our increasingly globalized world. Moreover, it underscores the unique role of pedagogical tact in haptic research, a field of growing significance in the digital age. Haptic research involving the sense of touch is pivotal in advancing digital technologies such as artificial intelligence. The paper concludes that modernizing pedagogical tact can forge a comprehensive learning environment that addresses the needs of the times.

Legal and Administrative Factors of the Transformation of the Content of Education under the Pressure of the COVID-19 Pandemic

The objective of this study is to examine the administrative and legal aspects impacting the transformation of educational content and form during the COVID-19 pandemic, with the aim of understanding their role in adapting educational systems to crisis conditions. This research is grounded in administrative law and educational theory, exploring how legal frameworks and administrative policies have shaped educational transformations during the pandemic. The IDEF0 method, a functional modeling methodology, provides a structured approach to analyzing these transformations. The methodology adopted for this research utilizes the IDEF0 method to model the administrative and legal influences on education during the pandemic. This approach involves a detailed analysis of existing legal documents, administrative guidelines, and educational policies that have been implemented in response to COVID-19. The analysis resulted in the development of an IDEF0 model that maps the key administrative and legal factors influencing educational transformation. The discussion contextualizes these findings within the broader framework of emergency education response and administrative law, highlighting the dynamic interplay between legal mandates and educational practices. The implications of this research are significant for policymakers and educational administrators as they provide insights into the effective legal and administrative strategies that can support educational continuity in crisis situations. These findings can inform future legislative and policy-making processes to enhance the resilience of educational systems. This study contributes to the literature by employing the IDEF0 method to model the influence of administrative and legal frameworks on education during a global health crisis.

Models of Valuing Used by Christian Religious Education Teachers to Enable Secondary School Learners Acquire Social, Spiritual and Moral Insights Secondary Schools in Kenya

This investigation was motivated by the extant evidence which indicates that social, economic and political vices are on the rise in Kenya. For example the Kenya police report indicates that nationally crime among the youths stood at 22% between the years 2004 and 2006 from 08% in the period 1998 to 2003. Kisumu East was among the most hit areas with the crime index at 38% in 2006. In addition to this school dropout stood at 31% whereas HIV and AIDS prevalence stood at 12.5% in the same period. This scenario created a need to examine the mechanisms put in place by the Kenyan society to enhance moral growth of the learner more so in Kisumu East district. The study sought to determine the valuing methods used by the Christian Religious Education (C.R.E) teachers in secondary schools with the view of establishing whether or not, the methods equipped the learners with the ability to use valuing models in societal context. The design of the study was descriptive survey and it was conducted in Kisumu East District of Nyanza Province in the Republic of Kenya. The study population consisted of forty seven schools, forty eight teachers and three thousand two hundred and twenty five form two students. Using stratified sampling technique, fifteen mixed secondary schools, five from each of the three administrative units in the district were randomly selected for the study. A population of three hundred and forty three students determined by use of the Fischer formula and then simple randomly sampled formed the sample. Added to the above sixteen C.R.E teachers within the study schools were sampled purposively for the study. Data was collected as follows: the teachers were observed using a rating scale as they taught C.R.E. Secondly, the learners were given a test to ascertain their affective achievements with regards to value identification in societal context and an in-depth interview was conducted with the teachers. Data was also generated through documents analysis in which the teacher's schemes of work, the syllabus and curriculum guides were scrutinized to determine their adequacy in addressing the learners' value needs. To ensure the usefulness of the instruments in collecting data, they were piloted to ascertain their reliability. They were also critiqued and corrected by the experts from the faculty of Education to determine their face validity. Quantitative data was analyzed by use of descriptive statistics such as frequency counts, means and percentages then presented in form of tables. Information from the interviews and documents was analyzed qualitatively by transcription and organization into categories as per the emergent themes then reported and presented in narrative form. The research revealed that the teachers were not acquainted with the valuing models that are supposed to be used in teaching morals to enable learners to acquire social and spiritual insights in societal context. The research concluded that moral decadence experienced in Kisumu East district is due to teachers' inability to use the right valuing models of teaching values using C.R.E. Due to this, there is an urgent need to review the C.R.E. teaching curriculum guide to emphasize on valuing skills. The findings of this study are useful to the designers of curriculum at Kenya Institute of Curriculum Development, the Quality Assurance and Standards Officers in the Ministry of Education as well as the C.R.E teachers in a secondary school classroom since it contributes to the theory and practice of value education.

응급구조학과 수업에서 빔(beam)을 이용한 동영상 교육과 QR code 동영상을 활용한 자가 학습의 자기효능감 비교 분석

Objectives The purpose of this study was to compare and analyze the impact of video practice education using beam technology and self-learning through QR code videos on the acquisition of emergency patient management skills in relation to self-efficacy. Methods The study was conducted from March 27, 2024, to March 31, 2024. It employed a randomized cross-pre-post-experimental design to assess the impact of emergency patient management skills on self-efficacy among 53 students enrolled in the Department of Paramedicine, using either beam technology or self-learning via QR code videos. Results The study found no significant difference in intravenous selection and insertion before training and during practical training using beams. However, there was a notable improvement in self-efficacy observed after viewing the QR code videos. Notably, participants who engaged in self-learning through QR code videos more than three times demonstrated the highest levels of self-efficacy, with a significant difference noted. Conclusions The findings suggest that learners enhanced their self-efficacy by repeatedly practicing difficult skill items through self-learning using QR code videos.

Maligay: An Iconic Tausug Traditional Token for Pagtammat in the Sulu Archipelago

The Tausug reside in Lupah Sug (Sulu) and even in Northeastern Borneo, including parts of Indonesia and Malaysia. Historically, they were governed under the Sulu Sultanate. Today, the Tausug maintain a strong connection to their heritage, including the tradition of Pagtammat, using Maligay as an example of a valued cultural practice in rural communities in Sulu, Philippines. Maligay Pagtammat symbolizes the completion of Quranic studies by children, reflecting a strong attachment to traditional learning methods and the importance of Islamic education. It is largely unknown outside the Tausug community, particularly in Luzon and Visayas, due to limited available literature. Hence, this study explores Maligay Pagtammat among Tausug families in the municipalities of Parang, Panglima Estino, and Panamao in Sulu. Through participant observation and interviews with eight participants, all residents of the three localities with first-hand experience of the practice, descriptive thematic analysis of the data revealed the cultural significance, educational practices, and community values linked to Maligay Pagtammat among Tausug families. Despite challenges such as poverty and pastoral lifestyles, parents value Islamic education and express appreciation through this tradition. The ceremony involves extensive preparations, a procession, epic narratives, and a communal meal. Findings highlight the cultural and educational practices of Tausug families in rural Sulu, showcasing their resilience in preserving traditions amidst modernization. This study contributes to understanding Tausug identity and community cohesion through cultural practices.

Teachers’ Experiences of Transformational Professional Learning Through Master’s Level Study: Becoming, Being and Belonging As a Teacher and Researcher

ABSTRACT Teachers’ engagement in critical intellectual and research work in England has been challenged in recent years under hegemonic policies and practices in teacher education. Since 2019, centralisation, standardisation and accountability in teacher education have intensified, along with explicit criticism of university involvement. Some describe teaching in England as a ‘semi-profession’ where teachers are positioned as technicians and their engagement in wider ethical, moral and intellectual endeavours are discouraged. Within this challenging policy and practice context, this paper argues that there is a need to reconsider the space of professional learning over professional development for teachers, and that Master’s level qualifications can be site for potentially transformative learning experiences for teachers. An empirical research project is reported, where teachers’ lived experiences of engaging in critical intellectual and research work through part-time MA Education were systematically mapped and interrogated. Data was collected through semi-structured interviews and video diaries. Analysis of significant episodes of each teacher’s narrative unlocked an understanding of their shared journeys as ‘becoming’, ‘being’ and ‘belonging’ as a teacher and a researcher. Conclusions and recommendations are presented which challenge current reductive policies and practices along with a call to prioritise teachers’ critical and intellectual knowledge and research work.

A Content Analysis of Health Library Support for Australian Medical Training Programs

ABSTRACT Health libraries play a critical role in supporting medical training in Australia. Accreditation is an important means of ensuring a program of study and the education provider suitably equips trainees with the knowledge, skills and professional attributes necessary to practice in the profession. This study identifies a lack of consistency and specificity in Australian medical colleges accreditation requirements as they pertain to health libraries. The recommended accreditation standard developed in this study provides a benchmark for training providers that will ensure consistency of access to high-quality library collections, services and spaces for all medical trainees. Accreditation standards from 52 medical colleges and associations supporting Australian medical training programs were reviewed. Information extracted from accreditation documents was entered into a working text spreadsheet. Data was organized under three key categories: Collections, Services and Space. Additional categories were added to record the use of the noun Library and expectations for journal access. A data extraction tool was created in Microsoft Excel to note the requirements of each provider for libraries and collections, services and spaces. The results of the content analysis highlight a lack of consistency in accreditation providers’ expectations for library collections, services and spaces. Most providers (87% n = 45) required host organizations to provide access to collections. Requirements for library space were mandated by 54% of providers (n = 28). Less than 50% of providers (n = 22) specified library services as requirements. This content analysis highlights the role of health libraries in supporting medical education, research and evidence-based practice. It also reinforces the need for improved specificity, consistency and clarity in accreditation requirements for health libraries in post-graduate medical training. The recommended benchmark accreditation standard developed in this study is a step toward addressing these issues and ensuring equity of access to library services and facilities for all medical trainees in Australia.

The Psychological Tapestry of Orthorexia Nervosa: Unpacking its Intricate Relationship with Self-Esteem, Anxiety, and Eating Attitude

ABSTRACT Background Orthorexia nervosa is a pathological obsession concerning healthy eating with associated restrictive behavior. They firmly restrict their diet, eating only things that they believe are pure or beneficial. Purpose This study aimed to understand the orthorexia nervosa tendencies among young adults and their association with anxiety, self-esteem, and eating attitude. Method Purposive sampling was employed for selecting 274 young individuals to participate in this cross-sectional research. Data was collected from an online survey using Test of Orthorexia Nervosa-17, generalized anxiety disorder-7, Rosenberg self-esteem inventory, and eating attitude test-26. Result There were 210 females and 64 males. We identified a tendency of orthorexia nervosa in 105 (38.32%) of participants. A high score on disordered eating attitude was found in people with a tendency for orthorexia nervosa. Level of education (negative), self-esteem and eating attitude (positive) predicted orthorexia nervosa. Discussion Study has shown a statistically significant relationship between orthorexia nervosa and eating attitude. Further clinical study is necessary to determine the cause-and-effect link to psychiatric comorbidities. Translation to Health Education Practice Focusing on consuming healthy food is desirable; however, young adults need education regarding the physiological and mental implications of pathological obsession of eating healthy food.

Analyzing the Efficacy of Digital Tools in Enhancing Imaginative Writing Abilities

Several facets of learning, include imaginative writing transformed from digital technologies. Writing creatively fosters students' creativity and critical thinking abilities, an essential part of literacy education. The long-term effects of digital technologies on imaginative writing skills (IWS), despite the increasing usage. The potential of digital tools diversions might constitute the intended benefits and the application of these technologies utilized in educational institutions. The study aims to investigate how digital tool improve writing skills and develop innovative writing abilities by fostering creativity. The research intends to identify which digital tools offer the most significant benefits and how integrated into educational practices to support imaginative writing development. This study included a total of 60 participants, including males (28) and females (32) for imaginative writing skills. Utilizing SPSS software, a statistical analysis of the data was carried out. The data was analyzed using a t-test, ANOVA, and regression analyses. These analyses demonstrated imaginative writing skills. The research findings demonstrated that digital tools greatly enhanced participant’s creative writing skills, vocabulary growth and story structure. The use of digital tools could significantly improve participant’s capacity for imaginative writing skill development.

Association Between Socio-Emotional Health, Physical Activity and Screen Time Among Children

ABSTRACT Background Technological advancements have led to increased screen time and decreased Moderate to Vigorous Physical Activities (MVPA) among children. The impact of MVPA on children’s mental health is less explored compared to adults. Purpose This study investigated the relationship between children’s social-emotional health, MVPA, and screen time across different socioeconomic statuses (SES) in Bandar Abbas, Iran. Methods Primary school children completed questionnaires (n = 1041), analyzed for MVPA, screen time, and emotional health indicators. Results Lower SES children showed higher MVPA levels (23.11% active) than higher SES counterparts (11.8% active), but higher SES children exceeded 2 hours of screen time more (58.7% vs. 44.5%). Happiness correlated positively with MVPA, while worries negatively impacted MVPA. Sadness and worries increased screen time. Discussion Poor socio-emotional health was linked to increased screen time and decreased MVPA, limiting physical activity opportunities. Significant SES disparities suggest tailored interventions are crucial. Translation to Health Education Practice Addressing socio-emotional well-being is vital for promoting healthier lifestyles among Iranian children, emphasizing strategies to mitigate screen time and enhance MVPA.

Exploring the implicit meanings of 'cultural diversity': a critical conceptual analysis of commonly used approaches in medical education.

Existing approaches to cultural diversity in medical education may be implicitly based on different conceptualisations of culture. Research has demonstrated that such interpretations matter to practices and people concerned. We therefore sought to identify the different conceptualisations espoused by these approaches and investigated their implications for education. We critically reviewed 52 articles from eight top medical education journals and subjected these to a conceptual analysis. Via open coding, we looked for references to approaches, their objectives, implicit notions of culture, and to implementation practices. We iteratively developed themes from the collected findings. We identified several approaches to cultural diversity teaching that used four different ways to conceptualise cultural diversity: culture as 'fixed patient characteristic', as 'multiple fixed characteristics', as 'dynamic outcome impacting social interactions', and as 'power dynamics'. We discussed the assumptions underlying these different notions, and reflected upon limitations and implications for educational practice. The notion of 'cultural diversity' challenges learners' communication skills, touches upon inherent inequalities and impacts how the field constructs knowledge. This study adds insights into how inherent inequalities in biomedical knowledge construction are rooted in methodological, ontological, and epistemological principles. Although these insights carry laborious implications for educational implementation, educators can learn from first initiatives, such as: standardly include information on patients' multiple identities and lived experiences in case descriptions, stimulate more reflection on teachers' and students' own values and hierarchical position, acknowledge Western epistemological hegemony, explicitly include literature from diverse sources, and monitor diversity-integrated topics in the curriculum.

Accessible practices and accommodations during lectures for students who are deaf or hard of hearing in higher education

ABSTRACT During the last decades, several students who are deaf or hard of hearing (SDHH) attend higher education institutions. The level of lecturers’ awareness regarding accessible practices and the provision of such practices or accommodations during lectures play a major role in students’ access. The purpose of this study was to investigate the educational practices and accommodations that lecturers used during lectures to enhance academic access to SDHH. In total, 51 lecturers were interviewed. The interviews were analysed using a thematic analysis and a three-stage coding procedure. Lecturers adopted various practices and accommodations that enhanced the access of SDHH during lectures, such as using visual educational tools, explaining difficult terms, monitoring comprehension, maintaining visual contact, repeating and providing environmental accommodations. Lecturers pointed out the importance of accessible educational practices for all students. The study indicates the need to make lecturers aware of the use of flexible teaching approaches and accommodations that benefit SDHH and other students promoting a culture of inclusion.

Systematic Review: Revisiting Challenge-Based Learning Teaching Practices in Higher Education

Systematic Review: Revisiting Challenge-Based Learning Teaching Practices in Higher Education

From Background to Foreground: A Retrospective Self-Study of Critical Social Studies Teacher Educating

ABSTRACT In this retrospective collaborative self-study, we examined our development as justice-based social studies teacher educators. Rooted in frameworks centered on critical social studies and teacher educator knowledge and practice, an analysis of discussions and curricular-instructional materials spanning 12 years found that justice was treated as optional in early iterations of our methods courses. Yet over time, we have taken steps to move justice from the background to the foreground of our work. We discuss and offer explanations for this growth, concluding with implications for our own practice as well as those charged with structuring (and teaching within) teacher educator preparation and induction programs.

Perceptions of ChatGPT in healthcare: usefulness, trust, and risk

IntroductionThis study explores the perceptions of ChatGPT in healthcare settings in Taiwan, focusing on its usefulness, trust, and associated risks. As AI technologies like ChatGPT increasingly influence various sectors, their potential in public health education, promotion, medical education, and clinical practice is significant but not without challenges. The study aims to assess how individuals with and without healthcare-related education perceive and adopt ChatGPT, contributing to a deeper understanding of AI’s role in enhancing public health outcomes.MethodsAn online survey was conducted among 659 university and graduate students, all of whom had prior experience using ChatGPT. The survey measured perceptions of ChatGPT’s ease of use, novelty, usefulness, trust, and risk, particularly within clinical practice, medical education, and research settings. Multiple linear regression models were used to analyze how these factors influence perception in healthcare applications, comparing responses between healthcare majors and non-healthcare majors.ResultsThe study revealed that both healthcare and non-healthcare majors find ChatGPT more useful in medical education and research than in clinical practice. Regression analysis revealed that for healthcare majors, general trust is crucial for ChatGPT’s adoption in clinical practice and influences its use in medical education and research. For non-healthcare majors, novelty, perceived general usefulness, and trust are key predictors. Interestingly, while healthcare majors were cautious about ease of use, fearing it might increase risk, non-healthcare majors associated increased complexity with greater trust.ConclusionThis study highlights the varying expectations between healthcare and non-healthcare majors regarding ChatGPT’s role in healthcare. The findings suggest the need for AI applications to be tailored to address specific user needs, particularly in clinical practice, where trust and reliability are paramount. Additionally, the potential of AI tools like ChatGPT to contribute to public health education and promotion is significant, as these technologies can enhance health literacy and encourage behavior change. These insights can inform future healthcare practices and policies by guiding the thoughtful and effective integration of AI tools like ChatGPT, ensuring they complement clinical judgment, enhance educational outcomes, support research integrity, and ultimately contribute to improved public health outcomes.

Furthering decent work by expanding the role of occupational safety and health.

The International Labour Organization (ILO) and the United Nations (UN) have promoted the concept of decent work as a Sustainable Development Goal for 2030 to address critical global problems. Occupational safety and health (OSH) are components of decent work, primarily through the ILO social protection objective of the goal, and are linked to various other objectives. This Commentary applies a previously published staging framework to stimulate thinking about how the OSH field can contribute further to the achievement of decent work. To advance the contribution of the framework, the different functions of OSH (research, practice, advocacy, governance, and professional education) were used to identify impediments to achieving decent work and develop recommendations for each determinant in the framework. Promoting and achieving decent work are complex issues that require a multifactorial approach. Numerous recommendations supporting systems thinking and transdisciplinary approaches are provided. The OSH field can expand to further address decent work.

The academic achievement gap between students with and without special educational needs and disabilities

ABSTRACT Legislative frameworks in England have been designed to support children with special educational needs and disabilities (SEND). Despite efforts from policy makers, achievement gaps persist between students with SEND and their typically developing peers. This study examines the extent and persistence of academic achievement gaps between students with various SEND classifications and their peers. Utilising data from the National Pupil Database, a comprehensive analysis of approximately 2.5 million Year 6 students across four academic years was conducted. The analysis focused on reading, mathematics, and writing achievements, exploring variations by SEND type and assessing changes over time. The findings revealed substantial, persistent gaps across all examined subjects, with the largest discrepancies noted in students with intellectual disabilities. Although some variability was observed based on the type of SEND, all students with SEND performed, on average, below their peers, with gaps widening over the examined period. The results underscore the need for a critical re-evaluation of educational practices and policies intended to support students with SEND.

Fostering sustainable mindsets: A critical exploration of educational psychology in business education

This research investigates the potential of learning psychology to cultivate a sustainability mindset within individuals and organizations. It aims to explore how learning principles can equip individuals with the necessary skills to navigate the complexities of sustainable development, foster pro-environmental behaviors, develop sustainable leadership qualities, and promote social awareness and inclusivity. The study utilizes a systematic review of existing research and case studies from Vietnamese higher educational institutions. It focuses on integrating learning psychology principles into curriculum design, teaching methods, and assessment practices. Qualitative analysis techniques are employed to identify strategies for equipping individuals to address sustainability challenges. The research identifies successful applications of learning psychology in both business and societal contexts, demonstrating how these principles can motivate individuals and organizations towards sustainable practices. It highlights specific strategies for fostering pro-environmental behaviors, developing sustainable leadership qualities, and promoting social awareness and inclusivity. The study concludes that learning psychology can effectively design interventions for behavioral change and build collaborative cultures to address social inequities. It emphasizes the importance of integrating learning psychology principles into educational practices to cultivate sustainability mindsets and equip individuals with the skills needed to navigate sustainability challenges.