Educational Practice Research Articles

ENVIRONMENTAL EDUCATION IN SCHOOLS: CHALLENGES AND INNOVATIVE PRACTICES

This study investigated how environmental education has been implemented in public schools and the main challenges faced in this process. The overall objective was to analyze environmental education practices in schools, identifying obstacles and opportunities. The methodology adopted was bibliographic, based on the analysis of books, articles and dissertations on the subject. The results revealed that, although environmental education is recognized as important, its implementation faces difficulties such as lack of infrastructure, lack of specific training for teachers and difficulty in integrating the topic into the disciplines. However, it was found that practical projects, linked to the local reality, have the potential to engage students and promote effective environmental awareness. The final considerations highlighted the need for greater teacher training and institutional support, in addition to suggesting new studies to broaden the understanding of the challenges and solutions for environmental education in public schools. The research contributes by identifying the main obstacles and suggesting improvements in educational practices focused on the environment.

How did educational institutions respond to students with special needs during COVID-19: considerations for policy?

This bibliometric study analyzes the scientific production on the educational response of institutions to families with children with special educational needs (SEN) during the COVID-19 pandemic. The research identifies emerging trends and distinctive characteristics, providing a foundation for improving strategies in schools. The analysis reveals an increase in publications from 2020 to 2023, peaking at 24 articles in 2022. A total of 246 researchers participated, with Castro-Kemp S and McIntyre LL standing out for their productivity and citations. Institutions such as UCL and the University of Oregon led in publications, while the University of California, Santa Barbara, topped the citations. In terms of scientific production, the United States had the most articles, followed by the United Kingdom and Spain. However, the United Kingdom led in global citations, indicating a high level of interest in the topic. The main journals in this field include Frontiers in Education and Education Science. Twelve collaboration networks among authors were identified, with a primary network of seven closely collaborating researchers. The pandemic exacerbated pre-existing difficulties in the education of children with SEN, increasing stress and emotional burden on parents. The transition to home education and the lack of adapted resources presented significant challenges. However, some strategies, such as dialogic literary gatherings and collaboration between schools and families, proved effective in mitigating negative impacts. The study underscores the need for inclusive public policies that address disparities in educational support and prioritize the psychological well-being of children with SEN. It recommends a proactive and equitable approach in school psychology training and educational practice. In conclusion, this analysis provides a solid foundation for future research and improvements in schools, promoting an inclusive and resilient educational environment.

Open AI Application Tools Utilization for Improving Academic Writing: A Study

The study aims to explore how open AI application tools can enhance academic writing. This reflects a growing interest in integrating artificial intelligence (AI) into educational practices, particularly in writing skills development. The abstract highlights the importance of AI in academic writing, suggesting that these technologies can assist students and researchers in improving their writing quality. This aligns with the broader trend of utilizing AI in educational settings to support learning outcomes. The study is situated within the context of higher education, where academic writing is a critical skill. The use of AI tools is examined in relation to their effectiveness in aiding students, particularly in English as a Foreign Language (EFL) contexts, as noted in related literature. The abstract emphasizes the role of AI tools in improving the quality of academic writing. These tools are seen as beneficial for students and researchers, helping them to refine their writing and express their ideas more clearly.

PEI: STRATEGIES FOR INDIVIDUALIZED EDUCATIONAL DEVELOPMENT

This study addressed the impact of Individualized Educational Planning (IEP) on the inclusion of students with intellectual disabilities, with the general objective of analyzing the strategies and practices associated with IEP and its effectiveness in the educational process. A literature review methodology was used to collect and analyze data from different relevant academic sources. The results revealed that IEP contributed to the adaptation of the curriculum and teaching methodologies to the individual needs of students, which improved their participation and academic performance. However, challenges related to the lack of training for educators and institutional resistance were identified, which impacted the effectiveness of IEP implementation. The analysis indicated that, despite the benefits, the implementation of IEP faced limitations that need to be overcome in order to optimize its practices. The final considerations highlighted the need for continuous improvement of IEP strategies, with an emphasis on training professionals and exploring new methodologies and technologies. It was suggested that future research address these areas to complement the findings and improve educational inclusion practices.

Content and language integrated learning in Cambodia's higher education: A study of an Introduction to ASEAN course

AbstractContent and language integrated learning (CLIL) is a European bilingual education model that focuses on the use of an additional language to enable simultaneous learning of content and language. This study used CLIL as a framework to examine educational stakeholders' perspectives and practices in an Introduction to ASEAN course taught as part of a Bachelor of English degree program at the World Language Institute (WLI) in Cambodia. Data were collected through classroom observations, semi‐structured interviews, and a focus group. The findings revealed three key themes: integrating disciplinary knowledge into a language subject, balancing and supporting content and language learning, and developing academic and subject literacies. The discussion focuses on the issue of content and language integration from CLIL standpoints and the conceptualization of integration with pedagogical implications. The article concludes with implications for teaching to help administrators, teachers, and students systematically approach content and language learning with keen attention to disciplinary knowledge and language mastery.

Broadening the purpose of education within performance-based accountability: policy (in)coherence and professional learning opportunities

ABSTRACT At a time of increasing global uncertainty, it is critical that school systems succeed at transforming their educational aims and practices. This article focuses on the Chilean System of Educational Quality Assurance as a policy case aimed at expanding the purpose of education by incorporating indicators of social and personal development (ISPD) within performance-based accountability (PBA) policy. The article analyses this phenomenon at organisational level, charting the emergence of organisational routines focusing on ‘if’ and ‘how’ professional conversations that engender a more holistic educational approach are allowed. Data comes from four school cases, each representing a different achievement combination (high-low) of learning standards and ISPD indicators. Results show that all cases develop new professional meetings believing in their capacity to facilitate teachers’ professional conversations. However, three of the four schools deviate from that pathway focusing on practice repetition and increased control to attain academic results, while all schools neglected the policy’s holistic goals. In the context of this disconnection, schools lack operational tools for building an existing language that enhances professional conversations related to broad education. Consequently, the reform does not motivate transformative learning but a reproductive type, hindering teachers’ practice possibilities for adjustments compatible with global challenges.

QuPath Edu and OpenMicroanatomy: Open‐source virtual microscopy tools for medical education

AbstractVirtual microscopy is becoming increasingly common in both medical education and routine clinical practice. Virtual microscopy software is typically designed either for (1) training students in anatomy, histology, and histopathology, or (2) quantitative analysis—but not both simultaneously. QuPath is one of the most widely used software applications for histopathology image analysis in research and provides a comprehensive set of computational tools to evaluate histology slides. We have enhanced QuPath by developing a new extension, QuPath Edu, which adapts the software to function as an intuitive microanatomy learning environment. Additionally, we have created an entirely new, complementary software platform called OpenMicroanatomy, which provides an alternative way to access QuPath Edu teaching content through a web interface. These tools have been used in teaching of first year medical and dentistry students at the University of Oulu Medical Faculty, and we conducted a user survey for the Class of 2023 to assess the usability and student experience. In general, the introduced annotation and quiz features were appreciated by the students and the system usability of OpenMicroanatomy was considered excellent (SUS score 84.8). Together, these freely available tools enable teachers to develop and deploy innovative training material for anatomy, histopathology, quantitative analysis, and artificial intelligence in a wide range of contexts. This unique combination can provide the next generation of students with essential multidisciplinary skills.

Computational transformations of early childhood education: Pathways toward child‐centred computing in two educational change projects

AbstractProgramming is becoming a key subject in early education globally, with surging problems of how computer science can become a subject for children of all ages and backgrounds. Problems of implementing new technologies in the old curricula have long been noted, and lately, concern over computer science education goals is often too narrow and skills‐based without concerns for the critical educational potential. This study follows the change process of two case preschool departments implementing programming with a floor robot across a seven‐month design process. Mixed analytical techniques based on activity theory are used to examine the tensions, conflicts and development of pedagogical alternatives. The studies show the strenuous change processes involving local transformations toward a child‐centred, inclusive early computer science education and development of projects centring making, children's exploration, tinkering and play as key parts of the learning process. It discusses how the considerable change processes enabled pedagogical solutions coherent with important concepts in computer programming and how computing education can build on child‐centred pedagogies through local adaptations and age‐appropriate designs. Practitioner notesWhat is already known about this topic Computer science and programming are becoming part of early education worldwide. Less is known about how to implement computing with ever‐younger age groups, especially for those under three. That technological change can be a strenuous change process building on societal, historical and educational tensions, requiring individual learning and organisational change. What this paper adds Two cases of change designing computing education for 1–2‐ and 3–5‐year‐olds. Design processes raising critical questions about current standard childhood programming materials being resolved to enable a child‐centred computing education. Challenges and potentials specific to early childhood in adopting computer science education. Implications for practice and/or policy Computing education challenges pedagogical notions, such as the role of failure in education. Computing education can be developed for very young children. However, there are considerable critical challenges to resolve in developing a child‐centred approach. Childhood fundamentals such as play‐based pedagogy can work synergistically with computer science activities, providing educational potential, also relevant for computer science education at large.

A Strategic Framework for ICT Integration in Namibian Secondary Schools: Insights from Windhoek

This study explores the integration of Information and Communication Technology (ICT) in secondary education within Namibia, focusing on the challenges and opportunities associated with its implementation. Through a comprehensive framework, the research identifies ten strategic approaches to effectively incorporate ICT into teaching and learning processes. Key findings reveal that successful ICT integration necessitates a multifaceted strategy involving collaboration among educators, administrators, and government stakeholders. The study emphasizes the importance of addressing digital literacy, equitable access to resources, and ongoing technical support, particularly for students in rural and disadvantaged areas. Additionally, the framework highlights the need for curriculum reform, professional development for teachers, and a supportive environment that fosters pedagogical innovation. By aligning educational practices with digital tools, Namibia can enhance student engagement and prepare its youth for the demands of the modern workforce. Future research directions include examining the impact of ICT across various subject areas to inform targeted educational policies. Overall, the study underscores the transformative potential of ICT integration in improving educational outcomes and equity in Namibia's secondary schools.

INCLUSIVE EDUCATION AND CULTURAL DIVERSITY

This study addressed the impact of cultural diversity on the implementation of inclusive educational practices in schools. The central problem investigated was: what are the difficulties in integrating the principles of inclusive education in educational contexts marked by high cultural diversity? The general objective was to analyze how cultural diversity influenced the effectiveness of inclusive practices, identifying barriers and opportunities. The methodology consisted of a bibliographic review, in which works and articles that argue the relationship between inclusive education and cultural diversity were analyzed. The results indicated that, although inclusive policies establish an important framework, their implementation depends on adaptations that consider the cultural specificities of students. The analysis revealed that cultural diversity, when properly integrated, can enrich the school environment and facilitate inclusion, but faces challenges such as the lack of resources and the need for training of educators. In the final considerations, it was highlighted that, for inclusion to be effective in diverse contexts, a continuous effort is necessary to adjust pedagogical practices and promote the appreciation of cultural diversity. The study also highlighted the need for further research that explores specific cases and the impact of educational policies in different cultural regions.

Educational leadership for social transformation: An inclusive approach for schools as places of belonging

Education is the medium through which society can be transformed to ensure we live in a world free from discrimination and exclusion, where human beings coexist peacefully. One of UNESCO’s sustainable developmental goals is quality education that is inclusive and equitable. ‘Education for all’ and ‘places of belonging’ are therefore imperatives for educators if this goal is to be realised. This paper reports on selected educational leaders’ views on implementing inclusive approaches in teaching-learning activities. A qualitative approach was employed to collect data from 242 educational leaders from Caribbean Visionary Educators across 25 countries. Most respondents see inclusive education as beneficial. Others view it as a theoretical construct that increases workload. Lack of resources, infrastructure, administrative support and professional learning are viewed as barriers to inclusive education practices. There appears to be some incongruity between educators’ professional learning in inclusive education and their ability to implement inclusive education practices. Respondents revealed that despite receiving professional learning in inclusive education, their current level of training has inadequately prepared them to teach in an inclusive environment. Therefore, an inclusive approach requires educators to be prepared to teach all learners regardless of their challenges, and learners must become active participants in their schooling. The paper, therefore, concludes that it is necessary for leaders to operate in a transformative mode to promote inclusive education. This action should make schools become places of belonging that will benefit all learners.

Eksplorasi Wawasan Pedagogis KH. Abdul Wahid Hasyim: Tinjauan Sistematis Terhadap Literatur Pendidikan

KH Abdul Wahid Hasyim is a prominent figure in Islamic education in Indonesia. This research explores his views on education, teaching methods, and their application in modern contexts. The aim is to understand his contributions deeply, evaluate the relevance of his concepts in current educational practices, and provide a foundation for innovation in progressive education systems. The research employs the Systematic Literature Review method to systematically explore Hasyim's pedagogical insights. Researchers gather, evaluate, and synthesize information from journals published between 2019-2024. Hasyim's educational perspective reflects the belief that education plays a strategic role in guiding individuals towards maturity, enhancing human dignity, and improving social conditions. The goal is to create individuals who are religious, knowledgeable, and intellectually sound, relevant in the modern educational context by integrating religious values with contemporary needs. Teaching methods like Wetonan, Sorongan, Hafalan, and Tutorial illustrate an adaptation between tradition and modernity, creating a holistic educational environment. According to Hasyim, teachers are agents of change, and students are active, creative, and independent learners. Hasyim's contributions in advocating inclusivity, liberalizing thought, reforming curricula, and establishing the Islamic University of Indonesia reflect his efforts to transform Islamic education to be more inclusive, progressive, and relevant to the times. Future research will focus on implementing Hasyim's teaching methods in modern education, evaluating the roles of teachers and students, and assessing his contributions to contemporary education, while promoting discussion forums to share thoughts on the implications of Hasyim's educational views in current educational practices.

Ethnolinguistic educational practices in Udmurtia as a mechanism for preserving Udmurt ethnic identity

Ethnolinguistic educational practices in Udmurtia as a mechanism for preserving Udmurt ethnic identity

Future-Proofing mathematics education: Challenges from the pandemic to coping mechanisms and action planning

This study examines the resilience and adaptability of mathematics education during the COVID-19 pandemic, focusing on the challenges faced by teachers and the coping mechanisms they employed during the abrupt transition to new learning modalities in secondary schools in Baganga, Davao Oriental, Philippines. Employing a qualitative research design with a phenomenological approach, five respondents participated in in-depth interviews selected through purposive sampling. The research highlights three primary challenges: adapting to new teaching modality; efficiency of learning materials’ distribution and retrieval; and validating students’ learning. To address these challenges, teachers implemented several coping mechanisms, including the contextualization and adaptation of learning materials; adaption of digital platforms and educational apps; and the conduct of home visits. These strategies not only facilitated the continuation of mathematics education under constrained conditions but also offer insights into future-proofing educational practices. Aligned with Sustainable Development Goal (SDG) No. 4, Quality Education, this study underscores the need for strategic action planning to enhance the resilience and flexibility of mathematics education systems, ensuring they are better prepared for any future disruptions.

Investigating the role of teacher agency on adopting plurilingual methodologies in language teaching

This research paper explores the critical role of teacher agency in the implementation and effectiveness of plurilingual strategies in educational contexts. It investigates how teachers’ beliefs, identities, and capabilities influence their adoption of plurilingual methods and assesses the impact of these factors on curriculum design. The discussion focuses on the dualistic nature of teacher agency, which can both enable and limit teachers as they deal with the complexities of plurilingual education. The paper reviews literature that illuminates the challenges and possibilities created by teacher agency, providing insights into how it shapes educational strategies and outcomes. It offers recommendations on how teacher education programs can leverage this agency to enhance plurilingual education effectively. This paper not only clarifies essential concepts but also critically examines the role of agency in advancing plurilingual educational practices, deepening the understanding of its application across educational settings.

The Role of Employability Development Opportunities in Closing the Social Gap in the Finance Sector: A Case Study of a Post‐1992 UK Business School

ABSTRACTAmid growing concerns about social mobility in Britain's higher education system, our study delves into universities' role in addressing the social gap within the financial and professional services sectors. The social reproduction theory underscores how upper‐class students often benefit from greater exposure to dominant cultural and educational practices, providing them with a competitive advantage in navigating the higher education landscape. To combat these challenges, Higher Education Institutions (HEI) have invested heavily in Employability Development Opportunities (EDOs). Drawing on primary data from finance and accounting students and employability officers at one of these HEIs, our research aims to investigate which EDOs are perceived as most relevant for students to succeed in the financial and professional services industry. First, we confirm that both work experience and real‐life activities are most valuable and unavoidable, prompting business schools to include compulsory exposure to the finance industry as part of the curriculum. Second, we find that career development activities are useful as a starting point but not enough for students to secure an internship. Finally, while previous literature shows that extra‐curricular activities do not significantly impact student employability, we argue that some of these activities, for example, the Finance Society, are as valuable as real‐world exposure. Indeed, the Finance Society was found to be the most helpful source of information, advice and networking for finance students.

Inclusive Education Practices of Technology and Livelihood Education Teachers in Public Junior High Schools at Lipa City, Batangas

Inclusive education is an approach that ensures every student, regardless of their learning needs, has fair access to quality education. This study delved into the inclusive education practices, difficulties, and recommendations of Technology and Livelihood Education (TLE) teachers in public junior high schools in Lipa City, Batangas, Philippines. Drawing inspiration from frameworks, like the Salamanca Statement, Gardner’s Theory of Multiple Intelligences and Vygotsky’s Social Constructivism, the research explored how TLE teachers incorporated education into their curriculum design, instructional strategies, and assessment of learning. Using a descriptive-quantitative research design, this research surveyed 81 TLE teachers from 21 public junior high schools. Their demographic profiles were collected, along with their inclusive education practices in the aspects of curriculum design, instructional strategies and assessment of learning. Significant differences were observed in the teachers’ curriculum design and instructional practices while there was no significant difference in their assessment of learning when grouped according to their ages and educational attainment. No significant difference was observed in the three aspects of their inclusive education practices when grouped according to their sex, number of years in teaching, areas of specialization, and length of inclusive education training attended. A comprehensive professional development program for TLE teachers in Lipa is proposed as a way of addressing key challenges and opportunities in the practice of inclusive education. It emphasizes inclusivity in practices and acknowledges the significance of equal provision of high-quality education for all students, stakeholder collaboration, sufficient fund allocation, and continuous professional development to further improve inclusivity and ensuring that no student is left behind in any learning process.

Mental Health Literacy and School Behavioral Health: Introduction to the Special Issue

ABSTRACT Background Mental health literacy is a promising approach to meeting the growing behavioral health needs of youth, and schools offer an ideal setting for this work. Purpose In the introduction to this special issue, we provide an overview of mental health literacy and discuss the connection between mental health literacy and school behavioral health. Methods Literature on mental health literacy and research on school mental health literacy programs are synthesized, followed by an overview of the six papers included in this issue. Results The key components of mental health literacy are defined and contextualized alongside the importance of mental health literacy for promoting well-being. A brief history of research on mental health literacy programs is provided, noting the growth in application to school settings. Discussion Connections between mental health literacy and school behavioral health are discussed, highlighting opportunities for integration with schools’ multi-tiered systems of support. Translation to Health Education Practice This introduction concludes with a discussion of implications for aligning mental health literacy with Health Education.

Using Eye-Tracking to Assess Dyslexia: A Systematic Review of Emerging Evidence

Reading is a complex skill that requires accurate word recognition, fluent decoding, and effective comprehension. Children with dyslexia often face challenges in these areas, resulting in ongoing reading difficulties. This study systematically reviews the use of eye-tracking technology to assess dyslexia, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. The review identifies the specific types of eye-tracking technologies used, examines the cognitive and behavioral abilities assessed (such as reading fluency and attention), and evaluates the primary purposes of these evaluations—screening, assessment, and diagnosis. This study explores key questions, including how eye-tracking outcomes guide intervention strategies and influence educational practices, and assesses the practicality and time efficiency of these evaluations in real-world settings. Furthermore, it considers whether eye-tracking provides a holistic developmental profile or a targeted analysis of specific skills and evaluates the generalizability of eye-tracking results across diverse populations. Gaps in the literature are highlighted, with recommendations proposed to improve eye-tracking’s precision and applicability for early dyslexia intervention. The findings underscore the potential of eye-tracking to enhance diagnostic accuracy through metrics such as fixation counts, saccadic patterns, and processing speed, key indicators that distinguish dyslexic from typical reading behaviors. Additionally, studies show that integrating machine learning with eye-tracking data can enhance classification accuracy, suggesting promising applications for scalable, early dyslexia screening in educational settings. This review provides new insights into the value of eye-tracking technology in identifying dyslexia, emphasizing the need for further research to refine these methods and support their adoption in classrooms and clinics.

The Double-Edged Sword of Artificial Intelligence (AI) in Education

Objective: The purpose of this paper is to conduct a thorough review and investigation on the function and importance of AI in education. The development of technology in the sector, and the emergence of raising interest to apply this AI technologies with a view to enable disruptive efficiencies across all aspects of education. Methodology: The study uses a systematic review of literature for exploring the existing literatures and research findings about AI implementation in Education. For learning it tells you good & bad about AI of bunchy resources, And changes because of the whether educational practices. Results: The results suggest that AI can greatly improve the personalization of learning, being able to provide tailored activities beyond traditional strategies. But the review also highlights worries over inequalities that may arise if only a specialist few can call upon top-notch AI tools possibly deepening of the achievement gap. Furthermore, a sanguine reliance on automated solutions could compromise the core human element in education and stymie social-emotional development for our students. Originality/value: Given the tendency for increased transparency, accountability and potential bias of AI systems in this critical domain leading to possible discrimination practices (e.g. admissions, grading etc) it is felt that the paper has great value contribution. There needs to be a spirit among policymakers, educators and developers working together to ensure that AI in education is implemented following certain principles.