Educational Practice Research Articles

Internet-based infrastructures and online architectural education on design studios: perceived instructional strategies and students engagement

The current study investigated the impact of perceived instructional strategies in online design studios on student engagement as a multidimensional construct. Given the rapid shift to online learning during the COVID-19 pandemic, understanding effective teaching strategies and their impacts on student engagement is crucial for enhancing overall student outcomes. The study also examined the role of learning motivation as a mediator in these relationships. A mixed-methods approach was employed, measuring a second-order construct of student engagement based on three reflective dimensions: cognitive, affective, and behavioral. Qualitative interviews with instructors revealed three main instructional strategies utilized in online design studios: learning by doing, learning with interaction, and learning from feedback. The present study analyzed self-report survey responses from 230 undergraduate architecture students across four major universities in Iran, utilizing partial least squares structural equation modeling (PLS-SEM). Based on the results, the perceived learning by doing (PLD) and learning with interaction (PLI) significantly improve student engagement. In contrast, the perceived learning from feedback (PLF) fails to influence student engagement directly. Additionally, intrinsic and extrinsic motivation mediated the impact of PLI and PLF on student engagement. These findings highlight the importance of effective instructional strategies in online design studios. Additionally, the results provide valuable insights for future pedagogical practices in online education, offering guidance for instructors aiming to enhance student outcomes in this dynamic learning environment.

Empowering Moroccan University Students Through Extracurricular Involvement in Collegiate Clubs: A Longitudinal Study

Extracurricular clubs stand out as transformative and accommodating hubs in the academic experience of university students, thereby offering opportunities for personal growth, community building, and effective academic engagement. This research investigates the profound influence of academic club participation on Moroccan university students, with a specific focus on experiences within clubs such as the Bookworms and Public Speaking Clubs at Ibn Zohr University. Employing a qualitative longitudinal approach, including qualitative case studies and longitudinal analysis, the research reveals three main themes: empowerment through inclusivity, increased academic engagement and excellence, and a sense of agency and achievement. Findings indicate that club participation fosters a sense of belonging, enhances academic motivation, and develops essential soft skills, leadership orientations and community engagement. The study calls for institutional support and integration of clubs into the curriculum to promote educational research and practice within Moroccan universities.

The effect of motivational interviewing techniques on the knowledge level of asthma control among mothers of children with allergic asthma

PurposeThis study aims to evaluate the effect of education given with motivational interviewing techniques on mothers of children with allergic asthma aged 4–11 years on asthma control and knowledge level. MethodsThe research was designed according to the CONSORT checklist with a randomized controlled design. 76 participants were randomly assigned to either an intervention (n = 38) or control group (n = 38). The intervention group received asthma education utilizing motivational interviewing techniques from a pediatric nurse. The control group received no further education. The Childhood Asthma Control Test and Asthma Knowledge Level Questionnaire were used to collect data. The control group received only education at the time of discharge. ResultsThe mothers' asthma control and asthma knowledge scores in the experimental group were significantly higher than in the control group (p < 0.001). In the experimental group, asthma control scores increased from 14.29 ± 4.27 to 21.37 ± 1.57 after education. The mean score of the asthma knowledge score increased from 54.74 ± 10.89 to 73.47 ± 7.17 after intervention. ConclusionsThe study showed that education using motivational interviewing techniques for mothers of children with allergic asthma increased their knowledge and positively affected asthma control. Implications to practiceEducation is important in improving mothers' knowledge about allergic asthma. Asthma education using motivational interviewing techniques should be provided when their children are newly diagnosed. Education practices should be implemented as a policy in hospitals and pediatric clinics, and nurses should be supported in ensuring the implementation of education practices.

The Untold Story of Training Students with Generative AI: Are We Preparing Students for True Learning or Just Personalization?

This special issue joins the recent but growing effort to expand understanding of integrating generative AI. While generative AI tools like ChatGPT offer great opportunities for personalized learning, it is important to think critically about what type of learning we are reinforcing through the convenience and customization offered by AI. The reliance on AI for scaffolding and personalized prompts can risk undermining students' independent thinking and problem-solving abilities. Additionally, the emphasis on personalized learning could deter the development of collaboration skills. As we continue to integrate AI into educational practices, we need to work towards balancing the benefits of personalization with the goal of fostering self-reliant, critical thinkers who can collaborate and evaluate AI-generated content.

Exploration and practice of ideological and political education in instrumental analysis courses: a case study on chromatography course teaching

Instrumental analysis is an important professional course for many chemistry majors. Its teaching content is rich, diverse and is closely related to daily life. Moreover, this course contains a large number of ideological and political resources. This study investigates chromatography technology in instrumental analysis as an example, focusing on aspects such as chromatography knowledge, solution preparation, standard operations, and guided experiments, to deeply explore the elements of ideological and political education and organically integrate them into the teaching of instrumental analysis courses. Academic teaching of professional knowledge increases the diversity and richness of the teaching content and enhances the innovative skills of the students. In addition, this teaching method can inspire students to establish life goals and great ideals, with the aim of ultimately cultivating moral people.

Defending Discomfort: A Critical Social Work Case Against Trigger Warnings

ABSTRACT Trigger warnings have become a hotly contested practice in higher education, including within the field of social work. Learning to become a social worker can be a demanding process that requires in-depth study about often socially taboo and traumatic topics. The learning process can, understandably, cause discomfort that may result in a disconcerting or anxiety-provoking experience for social work students. However, the inclusion of challenging topics in social work education, including human rights violations, domestic violence, sexual abuse, racism, sexism, and many other social injustices is essential in the development of competency in social work practice. What remains unclear is the role and responsibility of universities and subsequently educators, in how we include or exclude trigger warnings, their relevance to social work education, and how we manage the expectations of students and their responses to the exposure of sensitive material. This article argues that trigger warnings may contribute to the pathologization of the experience of discomfort while simultaneously silencing oppressed students who may not identify with the language or experience of being triggered. This article investigates trigger warnings from a critical social work perspective and considers if the use of trigger warnings may potentially be more harmful than helpful.

The home literacy environment of school-age autistic children with high support needs.

As a group, autistic children with high support needs (with adaptive functioning in the range of an intellectual disability) are at risk of significant literacy difficulties. We investigated the parent-reported home literacy environment of this group of children. Sixty-two parents of autistic children (4.5 to 18.25 years) attending an autism-specific school completed a home literacy survey reporting on their child's: (1) alphabet knowledge, (2) interest in reading, (3) activities/interactions around books, (4) reading ability, and (5) writing ability. We found significant positive correlations between parent-reported child interest in reading and literacy-related interactions and skills, but not with child age. Children using spoken words to communicate obtained significantly greater scores on four home-literacy subscales, but not on reading interest. A better understanding of the home literacy activities of autistic children with high-support needs is needed to inform educational practices aimed at promoting literacy development in this vulnerable population.

The Main Provisions of the Concept of the Socio-Pedagogical System for the Development of Human Capital of a Teacher Training College Student

The problem of human capital development, which has recently acquired the status of a priority national agenda, actualizes the scientific search for conceptual grounds for creating effective systems of such development in vocational education. The purpose of the research is to develop and test the concept of a socio-pedagogical system for the development of human capital of a pedagogical college student. Methodology and methods of research. To achieve this goal, a set of scientific and methodological approaches (systemic, anthropological, socio-pedagogical, activity-based), principles (objectivity, determinism, development and interaction) and methods (analysis, synthesis, comparison, generalization, observation, survey, expert assessment) were used. The results of the study. The state of the conceptualized problem in modern educational practice and the degree of its scientific development have been established; the theoretical, methodological and experimental research base has been determined; the main provisions of the concept of human capital development of a pedagogical college student have been developed online; recommendations for their use have been formulated. The scientific novelty of the study lies in the fact that for the first time the concept of human capital development of a pedagogical college student has become the subject of scientific understanding and approbation; its conceptual and terminological apparatus, core and content-semantic concepts have been developed. Conclusion. The results of the study can serve as a basis for modulating the system of secondary vocational education as a sphere of human capital development.

Embracing Global Voices: An Exploration of Thai Teachers’ Attitudes and Practices on Culturally Diverse ELT Materials in a Northern Thai University

In recent times, the advancement of technology and globalization has significantly impacted educational practices worldwide, making teaching and learning increasingly complex and interconnected. In the field of English Language Teaching (ELT), these changes have challenged traditional approaches and necessitated the integration of more culturally diverse materials to reflect the global usage of English. Against this backdrop, this study aims to investigate teachers’ attitudes toward cultural diversity and their representation of cultures in ELT materials at a Thai university. Situated in Thailand’s diverse cultural landscape, the research explores how teachers’ cultural backgrounds, institutional policies, and student feedback influence the selection and depiction of cultural content. Utilizing a qualitative approach that employs semi-structured interviews, document analysis, and classroom observations, the study seeks to uncover the extent to which global cultures are represented in their ELT materials. In addition, it aims to identify trends in teachers’ practices and perceptions, highlighting a potential shift towards a more inclusive curriculum that mirrors the global context of English language teaching and learning. Consequently, this study contributes to the broader discourse on the importance of cultural diversity in education, offering practical recommendations for educators and policymakers in globalized educational environments.

Discourses in Swedish preschool music teachers’ conversations: proficiency, subordination and resistance

ABSTRACT In recent years, Swedish preschool has been subjected to significant changes. As there is a lack of studies examining how teachers in music rhetorically position themselves within this context, the aim is to study subject positions that are constructed in conversations between preschool music teachers (PMTs) and to discuss these positions in relation to the quality of preschool practice in music education. The theoretical and methodological framework is grounded in social constructionist theories and the empirical material consists of group conversations with PMTs. The results reveal three prominent discourses, the discourses of Proficiency, of Subordination and of Resistance. In conclusion, the PMTs show that they are opposed by other pedagogues in various ways. This makes the possibility of establishing a music-teaching practice on their level of expertise severely restricted, which in turn has an impact on the quality of the preschool practice in music education.

Clinical Nurses’ Perceptions of Change Agent Competency for Quality Improvement in Nursing Practice: A Qualitative Study

Changes in the healthcare system directly impact the nursing profession. Nursing is a vital profession, and nurses face many challenges and the need for changes in healthcare. This first-time study aimed to describe the change agent competency of clinical nurses from their perspectives in the Thai healthcare context. The researchers conducted a qualitative descriptive study. In-depth interviews were conducted among 12 clinical registered nurses in a Thailand Quality Award recipient super-tertiary university hospital in southern Thailand using semi-structured interviews, audio-recording, and observation record forms during October to December 2021. Purposive and snowball sampling were used to select participants. Using content analysis, seven themes of change agent competency were revealed: 1) improving quality of care, 2) commitment to achieving change, 3) clinical ability, 4) enhancing engagement in improvement, 5) using information efficiently, 6) knowing how to seek useful resources, and 7) improving after receiving feedback contributing to the conceptual structure of change agent competency. Trustworthiness was assessed using member checking and peer debriefing to ensure the quality of the study. The findings are helpful for nurses and health leaders to better understand the potential of nurses as change agents in reforming practice. The findings of this study also form a foundation for nurse educators to incorporate change agent theory and practices in education and training. However, since this was a first time study on the topic with clinical nurses in Thailand, much more research is needed, including developing a standard tool to measure and develop change agent competency of Thai clinical nurses, given there is no such instrument in the country

Collaborative research networks in Higher Education An integrative review

This study investigates the determining factors for the success of collaborative research networks in higher education, focusing on the formation, development, and operation of these networks. Despite the growing recognition of the importance of collaborative networks, there is a lack of studies that comprehensively identify the critical factors for their success. Utilizing an integrative literature review, the research was conducted in the ERIC, Web of Science (WOS), and Scopus databases. The main research question is: what factors influence the success of collaborative research networks in higher education? The findings indicate that the effectiveness of these networks is influenced by structural, functional, and evaluative factors. The integration of information and communication technologies (ICT) is essential for effective collaboration, allowing geographically dispersed teams to work together efficiently. The study concludes that public policies that value collaborative networks are necessary to promote an environment conducive to integration and scientific collaboration. This study contributes to the understanding of the elements that influence the success of collaborative research networks, highlighting the importance of integration, diversity, funding, and knowledge sharing, with significant implications for the formulation of policies and practices in higher education.

The Effects of High-Impact Educational Practices on Academic Outcomes and Key Competencies of University Students: The Mediation Effect of Learning Participation

The Effects of High-Impact Educational Practices on Academic Outcomes and Key Competencies of University Students: The Mediation Effect of Learning Participation

Transforming higher education: a decade of integrating wikipedia and wikidata for literacy enhancement and social impact

AbstractThis study examines a decade-long implementation of a course model leveraging Wikipedia and Wikidata as primary educational platforms in higher education. In alignment with the UNs’ SDG 4, this initiative emphasized inclusive, equitable education and lifelong learning opportunities. The study scrutinizes the formulation and deployment of three elective courses, rooted in this model, which were designed to augment students’ academic, digital, collaborative, and communication skills through the creation of Open Educational Resources (OERs), achieving significant social impact—evidenced by over 2000 new and 7000 edited articles, accruing 75 million public views. The research addresses three principal areas: the development and application of the model; course outcomes, including OERs produced, academic achievements, and students’ learning experiences; perceived challenges and benefits from the perspective of both students and faculty. A mixed-methods approach was employed to examine data from 17 iterations, involving 616 participants. Students’ learning experience was extracted from post-course questionnaires completed by 70% (n = 429). Findings demonstrate the role of Wikipedia and Wikidata in fostering knowledge creation, digital and data literacies and critical thinking, with the research contributing to the conversation surrounding Open Educational Practices. Findings include details on incorporating issues of diversity, equity, inclusion (DEI) and knowledge gaps into the curriculum design, and map challenges and benefit for students and faculty. This extensive study offers valuable insights into the effectiveness of embedding OERs in higher education, spotlighting the pedagogical implications and social impact of this approach. It discusses the relevance of this educational strategy in the context of Generative AI technologies.

Designing Digital Resources for Multimodal Composition in the Kindergarten Environment

In the contextual field of environmental composition in kindergarten, transforming it into a space for cognitive, social, emotional, i.e., holistic formation and development of the child, multimodality operates with authenticity, magnetism, multilevelity, multidimensionality, and dynamism to overcome schematicity and linearity of thinking, thus stimulating imagination. Leading the way is the understanding that the environmental composing of multimodality in kindergarten is the foundation of quality for the child’s cognitive, affective, sensory cognition and self-knowledge. This paper outlines the parameters of evaluating multimodal digital resources designed by students preparing for future kindergarten teachers. The starting points for their expertise in the relations of autonomy, coherence, justification, adequacy and authenticity as subjectively significant and objective wholes of multimodal composing are argued. Criteria and indicators for the expert evaluation of digital resources for multimodal environmental composing in kindergarten, as modeling and provoking and enriching the individual sensory experience of the child, as an opportunity to stimulate cognitive and personal activity are derived. It is necessary to conclude that through the design of multimodal digital resources, the existing contradictions in the starting conditions of the pedagogical interaction in the kindergarten will be overcome. The main recommendation points to the need for specific training of future children’s teachers for multimodal environmental composition of educational practices in kindergarten, synergizing different modalities, rather than their linear sequential environmental combination.

THE EFFECT OF ICE BREAKING ON THE CONCENTRATION OF EARLY CHILDHOOD LEARNING AT TK IT IBNU KALDUN CIREBON

This study aims to examine the influence of the ice breaking method on early childhood learning concentration at Ibnu Kaldun Cirebon IT Kindergarten. Along with the importance of concentration in the learning process, this study uses a quantitative approach with an experimental design. The study subjects consisted of 30 children aged 5-6 years who were divided into two groups: an experimental group that applied the ice breaking method and a control group that did not use it. Data was collected through observations and questionnaires filled out by educators. The results of the analysis showed that the experimental group experienced a significant increase in learning concentration compared to the control group, with a p value &lt; 0.05. This indicates that the ice breaking method plays an important role in increasing children's attention and involvement in learning. This study recommends the application of ice breaking techniques as part of the teaching method in kindergarten to help children focus and improve their learning outcomes. These findings are expected to provide a positive sensation to educational practices at the early childhood level and provide guidance for educators in designing effective activities.

The influence of self-directed learning ability and peer group caring behaviors on confidence in performing core nursing skills in fundamental nursing practice education utilizing peer evaluation: A mixed methods study

The influence of self-directed learning ability and peer group caring behaviors on confidence in performing core nursing skills in fundamental nursing practice education utilizing peer evaluation: A mixed methods study

Looking back to move forward: re-examining “alternative” certification as a site for teacher learning

ABSTRACT Alternative teacher certification programs (ATCPs) are popular policy responses to the growing US teacher shortage problem, yet debates around these programs often fail to recognise the unique experiences of beginning teachers in this licensure pathway. In this essay, I draw on Dewey’s (1904) essay ‘The Relation of Theory to Practice in Education’ to clarify the meaning and implications of so-called ‘alternative’ programs. I argue that by analysing the time, placement, and methods of practice work reveals how ATCP teachers are both under-supported and closely surveilled. I conclude with a call for ATCP designs to intentionally prepare teachers for this reality.

The Viennese dissection course-Amodel for Habsburg medical teaching (1787-1848).

This article delves into the beginnings of the dissection course, ateaching practice which today is still in place in Vienna and continues to shape future medical practitioners. Based on acomparison of different historical sources the article shows that the Viennese tradition of adissection course dates back to the 1780s and the initiative of the anatomist Joseph Barth to build adissection institute and to implement adissection course, two endeavors that coincided with JosephII's reform ideas regarding apractically orientated medical and surgical education and aEurope-wide practice turn. Additionally, this paper shows the role of the Viennese dissection course as model for other Habsburg universities and, thus, explains the similarities of today's dissection courses in different former Habsburg universities.

Harnessing the potential of AI applications in Education: Opportunities, challenges, and future directions

The potential of artificial intelligence (AI) applications in education to revolutionize teaching and learning has attracted a lot of interest in recent years. This research paper presents an in-depth review of the many AI uses in education, such as virtual reality simulations, automated grading systems, intelligent tutoring systems, and personalized learning platforms. This article explores the potential that AI technologies offer to improve educational practices, including individualized instruction, better learning outcomes, and increased student engagement. It does this by drawing on current literature and empirical data. It also discusses the challenges and ethical encounters that come with incorporating AI into the classroom, like algorithmic bias, data privacy issues, and the digital divide. This paper delves deeper into a several possibilities for future research and development in artificial intelligence (AI) applications in education, highlighting the significance of interdisciplinary collaboration, building robust frameworks for assessment, and promoting equity and inclusivity in AI-powered learning environments.