Principles Of Education Research Articles

Pendidikan Multikultural dalam Diskursus Islam

This research focuses on understanding the relationship or relevance between multicultural education and Islam. Likewise, this research aims to explore and understand the relevance of the values ??and principles of multicultural education to Islam. This research also emphasizes that multicultural education harmonises with Islamic values ??and principles. This research was conducted using a qualitative approach, namely descriptive research emphasising analysis. The methodology of this research is a literature study. Multicultural education in Islam aims to create intelligent, religious, creative, educated individuals and accept society's diversity. Multicultural values ??are in accordance with Islamic values, including: tauhid, ummah, rahmah, musawah, tasamuh, tadhamun, ta'awun and kinship. Multicultural principles in Islam include pluralism, equality, and modesty in diversity. The relationship between Islamic beliefs and multicultural education is discussed in this article. Multicultural education shares many principles and characteristics with Islam and is closely related. Multicultural education is the basis for all educational components to foster an atmosphere of openness, tolerance, and mutual respect and develop students' character so they are ready to solve problems that arise in a pluralistic society.

Sociocultural Competence and Critical Consciousness: Stories of a Vietnamese Dual-Language Program in South Texas

ABSTRACT Drawing upon the theoretical underpinnings of sociocultural competence and critical consciousness as two key components in the guiding principles for dual-language and bilingual education (DLBE), this paper documents the purposeful curricular design and implementation of cultural aspects of a Vietnamese Dual-Language Program in South Texas. Findings reveal a robust multilayered integration of the sociocultural competence pillar at four levels: community, school, classroom, and transnational. These four levels altogether have had a positive impact on current students’ and alumni’s social well-being and attitudes toward bilingualism, biliteracy, and biculturalism. Further findings also point to the stakeholders’ critically conscious actions such as the strategic incorporation of sociocultural competence into the program’s curriculum and efforts of renegotiating power, reaffirming identities, and historicizing schools and programs. Those insights might have significant implications for future research and educational programs that foreground DLBE, especially among less-commonly-taught-language groups.

Rockin’ the Subsurface: Learning Geophysics with ‘Electromagnetic Odyssey’

In the education of applied geophysics, innovative learning tools are essential to bridge the gap between theory and practical field experience. Fieldwork is critical for reinforcing classroom knowledge and fostering peer interactions. However, it faces financial costs, physical accessibility, and logistical challenges, which can deter student participation and create equity concerns. To address these issues, adaptable educational models and digitalization are crucial. Integrating Information and Communication Technologies (ICT) has significantly enhanced learning processes, with alternatives like recorded fieldwork videos, high-resolution imagery, and virtual outcrop models gaining prominence, particularly during the COVID-19 pandemic. Through thoughtful design, video games offer educational potential by enhancing motivation and engagement. This paper introduces Electromagnetic Odyssey, an immersive learning tool to overcome traditional field trips’ financial and logistical constraints. The video game considers the application of Electromagnetic methods for groundwater exploration. Electromagnetic Odyssey aims to promote equitable access to quality education and motivate students through well-designed, technology-enhanced activities, aligning with educational principles emphasizing motivation’s importance in learning.

Joy and humanity in communication: A design-based research approach to developing and understanding the impact of a novel education programme on hospital staff, co-designed and facilitated by clown doctors.

Clown doctors have a unique skill set and role, particularly in paediatric settings. Yet, there is limited research on whether clown doctors themselves could play a role in sharing these skills with health professionals. Acknowledging uncertainty in what our intervention should be, we used a design-based research (DBR) approach with the aim of (i) shaping the educational design and content of communication skills-based workshops for clinicians and (ii) understanding the educational impact on participants. Data were collected from initial key stakeholder consultations, then through the delivery of evolving iterations of the workshop in the form of post-workshop group discussions, follow-up short participant surveys and observations of the workshops themselves. Reflexive thematic analysis of group discussions and short survey responses was undertaken to understand the impact. Forty participants participated in five workshops, including staff from medical, nursing, allied health and administrative backgrounds. Five educational principles emerged: self-awareness, curiosity, play, spirit and self-reflection. Four central themes regarding educational impact were generated: creating joy and breaking barriers; the heart, not the science of communication; workplace tensions challenge change; and communication training but not as we know it. A novel education programme facilitated by clown doctors at a hospital offered unique communication skill learnings, while bringing joy and connection to the workplace through education. The DBR approach enabled this programme to be shaped, implemented, and evaluated, with the results attesting to the value of more novel approaches to communication training. The challenge remains to embed, sustain, and potentially scale the programme to other settings.

How to cross the line: design principles for interdisciplinary education

Background Interdisciplinary learning is gaining popularity in higher education worldwide. Currently, knowledge about how to appropriately design interdisciplinary education is still lacking. The current study presents the iterative development, pilot, and implementation of an interdisciplinary course in healthcare communication. Methods We used a design-based educational research approach in four phases to construct the program. In phase 1, we conducted a narrative review of the literature and distilled several prerequisites for interdisciplinary learning. In phase 2, we implemented two pilot courses with a focus on the content and the interdisciplinary context of the course. In research phase 3, we implemented the course during three consecutive years, with yearly evaluations of the course. In phase 4, we distilled design principles based on evaluation and reflection of the previous research phases. Results We elaborate on the various components of the design itself. Furthermore, using data from surveys, panel discussions and interviews, we reflect on the content and outcomes of the interdisciplinary course. We propose seven evidence-informed ‘crossing the line’ design principles for future interdisciplinary education. Conclusions The developed design principles pertain to interdisciplinary education in general and transcend subject-specific boundaries. The design principles are applicable in a wide range of higher education disciplines.

Safe, Transparent, and Ethical Artificial Intelligence

The increasing integration of artificial intelligence (AI) into educational environments necessitates a structured framework to ensure its safe and ethical use. A manifesto outlining seven core principles for safe AI in education has been proposed, emphasizing the protection of student data, alignment with institutional strategies, adherence to didactic practices, minimization of errors, comprehensive user interfaces, human oversight, and ethical transparency. These principles are designed to guide the deployment of AI technologies in educational settings, addressing potential risks such as privacy violations, misuse, and over-reliance on technology. Smart Learning Applications (SLApps) are also introduced, integrating AI into the existing institutional technological ecosystem, with special attention to the learning management systems, enabling secure, role-adaptive, and course-specific learning experiences. While large language models like GPT offer transformative potential in education, they also present challenges related to accuracy, ethical use, and pedagogical alignment. To navigate these complexities, a checklist based on the Safe AI in Education principles is recommended, providing educators and institutions with a framework to evaluate AI tools, ensuring they support academic integrity, enhance learning experiences, and uphold ethical standards.

Effect of high-intensity training on physiological parameters among soccer referee: A systematic review

This study explores the psycho-physiological impact of High-Intensity Interval Training (HIIT) on soccer referees, aiming to inform the development of training programmes that integrate educational psychology principles. It investigates how HIIT influences both mental health and physical performance, compared to alternative training methods, such as Small-Sided Games (SSG). A comprehensive review of 60 studies on the effects of HIIT on soccer referees was conducted, with 15 studies selected through rigorous screening. Credible databases were systematically searched, and biases were evaluated using the PICO (Patients, Intervention, Comparison, Outcome) framework to ensure methodological robustness. The study compared the physiological and psychological effects of HIIT and SSG therapies on soccer referees, incorporating funnel plot analysis to assess potential publication bias. The results indicated that SSG sprint training outperforms alternative methods in terms of sprint ability. However, HIIT was found to yield higher mental component summary scores, suggesting potential mental health benefits. The funnel plot revealed potential publication bias, and moderate heterogeneity was observed across studies, raising caution in interpreting the results. Despite these variations, HIIT demonstrated significant improvements in mental health and sprint performance compared to controls. The findings suggest that HIIT can be an effective method for enhancing both the mental and physical fitness of soccer referees. However, the observed heterogeneity and potential biases indicate the need for further research to validate these results and optimise training programmes. Tailored interventions based on these findings could improve officiating efficacy and promote the overall well-being of referees.

Manajemen Pembiayaan Pendidikan Islam di Sekolah

The purpose of this study is to find out the principles of Islamic education financing management management in schools. This study uses library research, so the method used in the research is literature study. Where the researcher is directly confronted with the data or text presented, not with field data or through eyewitnesses in the form of events, the researcher is only directly confronted with sources that are already in the library or ready-to-use data, as well as secondary data used. The results of this study show that financing in Islamic educational institutions must have financing management principles in managing Islamic educational institutions, namely the principles must be based on honesty and transparency that maintain integrity in all financial transactions, make accurate and open financial records. Therefore, it is concluded that by applying these principles, Islamic education financing management can run well, effectively, and in accordance with religious teachings, thereby supporting the achievement of quality and equitable education goals.

생태학적 전환을 위한 미술교육 접근으로서 ‘존재 감각적 만들기’ : 팀 잉골드의 ‘만들기(making)’ 개념에 대한 철학적 고찰

This study explores the concept of "making" in art from a philosophical perspective, elucidating how art functions as a mode of activity for perceiving the presence of the Other and corresponding to it. It further proposes that this understanding of art can serve as a foundational principle for education that facilitates an ecological trun, not as an epistemological or curricular issue, but as a question concerning our ways of being. Drawing on Tim Ingold’s concept of “making,” the study reformulates the traditional notion of making in art—commonly reduced to a modernist sense of making—into “making-as- a-sense-of-being.” This expanded concept highlights art’s uniqueness and its potential for fostering ecological awareness. The findings position art education as: (1) a process of practicing “material thinking,” (2) an engagement in “doing-in-undergoing” within relational situations, and (3) an activity of “imprinting” rather than “expressing.” These insights reimagine art education as a practice of opening ourselves to the Other, dissolving rigid boundaries of the self, and rehearsing relational modes of existence, thereby contributing to ecological transformation.

Competence-based vocational agriculture education for sustainability in Burundi: perspectives from different educational stakeholders

ABSTRACT One of the most important goals for vocational agriculture education in Burundi (ITAB) is to develop the sustainable agriculture competencies of students. Competence-based education (CBE) is the current official approach for ITAB curriculum design. The present study aimed to examine to what extent the ITAB curriculum addresses sustainable agriculture competencies and fulfils CBE educational design principles from the perspectives of educational stakeholders. Survey data from a sample of 224 respondents, including teachers (N = 115), students (N = 96), and curriculum advisors (N = 13), were collected and analysed. Respondents felt that the ITAB curriculum does not sufficiently foster sustainable agriculture competencies from the curriculum content view, and that study programmes are only partially competence based in terms of educational design. These educational limitations were experienced much more by teachers and students, while for advisors, the current curriculum was already largely competence based. These findings have implications in terms of curriculum re-design. More concretely, study programmes should be regularly updated to reflect the changing dynamics of sustainable agriculture and to truly promote students’ sustainability competencies. Furthermore, and crucially, attitudinal aspects of competencies should be emphasised to enable behavioural changes in students with regards to their preparedness to constitute a pool of motivated sustainability change-agents.

Maladaptive eating habits in judo athletes and psychological side effects: Case studies

Originating in 19th-century Japan, judo blends traditional martial arts with modern educational principles. As a martial art rooted in the Budo tradition, it embodies a philosophy focused on the harmony of mind and body. In the West, however, the discipline evolved with an emphasis on competition and athleticism, which has led to increased competitive pressures among athletes. We report here the case studies of two Italian judokas who retired due to the development of unhealthy eating habits, extreme exercise and other unwanted psychological distress. It will be argued that the prevalent practice of weight cutting in combat sports poses substantial physical and psychological risks, particularly for young athletes. Despite regulatory efforts to mitigate extreme weight loss methods, there remains a critical need for improved education on safe practices. It sheds light on the complex interplay between athletic success, physical and mental health, and cultural perceptions of Judo in contemporary society.

Audio-visual aesthetic teaching methods in college students’ vocal music teaching by deep learning

In recent times, characterized by the rapid advancement of science and technology, the educational system has continuously evolved. Within this modern educational landscape, Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has emerged as a prominent pedagogical paradigm, gaining substantial popularity in college-level instruction and capturing widespread societal attention. Notably, the cultivation of audio-visual aesthetic proficiency occupies a central role within this educational approach, prioritizing the enhancement of aesthetic sensibilities. By ingeniously amalgamating scientific knowledge with emotional expression, this research assumes a crucial facet in the holistic development of individuals. The research aims to explore the cultivation of students’ audio-visual aesthetic abilities in university-level vocal music education by integrating deep learning and STEAM education principles. Drawing upon an extensive review of relevant literature, this research synthesizes the principles of STEAM education with those of deep learning, while considering the current cultural and societal context and the distinct realities faced by contemporary college students. Consequently, this research posits a novel conceptual framework for curriculum design and proposes a three-stage teaching process model. To substantiate the efficacy of this innovative educational model, an empirical investigation employing a questionnaire survey is conducted to assess its teaching effectiveness, confirming the marked superiority of this pioneering pedagogical approach. The results demonstrate that the new teaching model has led to notable enhancements in students’ audio-visual aesthetic abilities, self-confidence in learning, and learning efficiency. Additionally, compared to traditional educational methods, the curriculum primarily, which focused on STEAM education with the project as its core, emphasizes the logic of the learning process and its connection with other disciplines. In conclusion, the three-stage educational model combining STEAM education and deep learning fully considers students’ learning situations and utilizes the analytical capabilities of computers for educational purposes. This learner-centric approach significantly augments teaching efficiency and flexibility. Finally, the research concludes by summarizing its contributions and limitations, offering practical recommendations for the field. This research provides new insights and references for the practice and improvement of audio-visual aesthetic education in higher education institutions.

Peran Teknologi dalam Mendukung Pendidikan Inklusif di Era Globalisasi: Kajian Filsafat Ilmu Pendidikan

This research aims to analyze the role of technology in supporting inclusive education in the era of globalization from the perspective of philosophy of education. The focus of this research is to explore the philosophy of education perspective and how the role of technology can strengthen the principles of inclusive education, such as equality, fairness and accessibility for all learners, including those with special needs. The method used is a literature review with a qualitative approach, where sources from the philosophy of education, inclusion studies, and technological developments in education are reviewed in depth. This research also applies a critical analysis approach to evaluate the challenges and opportunities presented by technology in the context of inclusive education. The results show that technology has great potential to improve access and active participation in the learning process, especially through personalization and adaptation of learning materials. However, the research also found that there are risks of disparities in access to technology as well as ethical implications related to the use of technology that can reduce social interaction in the learning environment. Therefore, a holistic approach is needed in the implementation of technology that not only focuses on efficiency, but also on human values and social justice in education.

Peace education strategies in Zacatecas, Mexico: Towards a culture of peaceful coexistence

This article examines and proposes educational strategies for establishing a culture of peace in Zacatecas, Mexico. The theoretical framework combines the principles of peace education and community development approaches, and the analysis of the socio-cultural context and the specific challenges faced by the region in terms of violence, inequality, and lack of social cohesion is based on this framework. Subsequently, the article delineates the pedagogical techniques employed, including participatory workshops in diverse sectors, awareness campaigns, peace circles, and initiatives undertaken by academic and governmental institutions. The methodology used was exploratory to study the phenomenon of peace and descriptive to detail the characteristics of the processes of the initiatives implemented. A qualitative approach was employed to gain a nuanced understanding of the phenomenon under study, contextualized within its social and cultural milieu. Data were collected through focus groups and participant observation. The findings indicate that these strategies facilitate conflict resolution, encourage intercultural dialogue, and reinforce the sense of belonging to the community. The article concludes by underscoring the value of multisectoral collaboration and the necessity for public policies that foster the sustainability of peace education initiatives in Zacatecas.

LEARNING CONTENT TYPOLOGIES AS A SUPPORT FOR TEACHING BIOCLIMATISM IN UNDERGRADUATE COURSES IN ARCHITECTURE AND URBAN PLANNING

This article addresses the impact of the learning content typologies proposed by Zabala (2007) on teaching planning. The study aims to analyze the impact of this theory on the learning of second-semester students of the Architecture and Urbanism course at the University of Brasília. The theoretical foundation is based on the didactic-pedagogical principles of education, especially teaching in Zabala (2007), Dantas (2007), Libâneo (2017), Pimenta, Anastasiou and Cavallet (2002), Masetto (2012) and, in learning, in Pozo (2009), among others. The methodology is qualitative, characterized as a case study. The experiment took place during the course of the discipline "Environmental Studies: Bioclimatism", organized considering the contents of a conceptual, procedural and attitudinal nature in the proposition of objectives, in the systematization of activities and in the evaluation of students. The research instrument consisted of document analysis (Discipline Plans and Pedagogical Project of the Course) and a questionnaire applied to the students. In the final stage of the discipline, the students answered the questionnaire, in order to evaluate the perception of the adequacy of each activity according to the intended objective. The results and conclusions indicated that the activities were evaluated as “very effective” or “effective”, indicating that the teaching planning based on the typologies of learning content had a positive impact on the teaching-learning process, and this planning approach can be used, without prejudice, in other disciplines in the context of Architecture and Urbanism, considering that all teachers must know and appropriate the didactic-pedagogical foundations to develop the teaching work successfully.

Neuroscience-Informed Design of Learning Materials: Examining the Impact of Emotion, Interest, and Attention on Learning

The impact of emotional design on learning, particularly related to emotional valence, is a topic of interest in the domain of online and distance learning. This study, situated in the South African private higher education context, sought to explore how students learn and why certain learning materials better promote learning than others. The study used psychophysiological assessments, including eye-tracking, galvanic skin responses, and facial expressions, to explore the relationship between emotional arousal, interest, and attention in online learning. Nineteen students aged 18 to 24 were shown 11 different variations of an online module's first page, each differing in design elements, for 9 seconds to gauge their initial reactions. Emotional responses were measured using the Self-Assessment Manikin (SAM), and qualitative discussions provided further insights into students' preferences. The findings produced valuable recommendations for instructional design that fosters interest and enhances the learning experience. By integrating neuroscience techniques and educational psychology principles, the study established a link between emotion, interest and attention as key factors influencing student engagement and memory retention. This finding is significant as it highlights the importance of designing learning materials that capture students' initial interest, providing valuable insights into the universal principles of effective learning design. It emphasises the importance of emotional design in learning materials and the need for a balance between emotional arousal that generates interest but avoiding cognitive overload. The study underscores the critical role of purposeful learning design in creating engaging and effective learning experiences for students.

Enhancing technological sustainability in academia: leveraging ChatGPT for teaching, learning and evaluation

Purpose This study aims to investigate the evolving role and impact of ChatGPT in higher education. It seeks to understand the applications, benefits and challenges associated with ChatGPT, focusing on its potential to enhance teaching, learning and assessment while addressing ethical considerations in the educational context. Design/methodology/approach Using a comprehensive literature review approach, this study systematically examined 29 existing studies and scholarly works related to ChatGPT in higher education. Synthesizing these findings offers a multifaceted view of the subject, encompassing applications, advantages, limitations and ethical implications. Findings The study indicates that ChatGPT can have a significant impact on personalized learning, lesson planning, providing feedback, creating study materials, generating quizzes and exam questions, supporting language learning, offering virtual teaching assistance, tutoring and fostering critical thinking. However, it also sheds light on the ethical issues and challenges associated with its use, including privacy and data protection, transparency and alignment with educational principles. Practical implications This study underscores the practical applications of ChatGPT in higher education, offering insights that can significantly enhance teaching, learning and assessment practices. By leveraging ChatGPT, institutions can personalize learning experiences and provide tailored feedback and streamlined assessment processes, thereby improving student engagement and understanding. In addition, the integration of ChatGPT as a virtual teaching assistant can enhance teaching effectiveness and efficiency by supporting classroom activities, providing additional resources and answering students’ questions in real-time. Originality/value The originality of this study lies in its comprehensive exploration of ChatGPT’s applications in higher education, offering a balanced perspective on opportunities and ethical considerations. By providing valuable insights, it equips educators and institutions with a deeper understanding of the ChatGPT’s potential and challenges in the educational landscape.

Legal Entity State Universities Don't Have the Authority as Goods or Services Providers in the Perspective of Sharia Economic Law

The realization of cooperation ties between Legal Entity State Universities (PTN BH) and work partners, in practice, still has legal ties mechanisms that position PTN BH as goods/services providers. This research aims to determine the competence of PTN BH, which does not have a legal position as a goods/services provider in conducting legal ties with government and non-government partners. This renewable research was conducted to explore/understand PTN BH's competence in managing collaboration. In have rights practice, the realization of cooperation still shows that PTN BH is a provider of goods/services in carrying out cooperative relationships with Government and non-government partners. This research uses a normative doctrinal approach or normative juridical legal research, which examines the internal aspects of positive law or legislation. The data collection technique was carried out through a literature study in the form of secondary data in the form of articles that have been published in journals as basic research material. The results of this research show that there are basic principles for PTN BH in collaborating with partners, namely the non-profit principle, the tri dharma principle of higher education, and the principle of truth and justice from a Sharia perspective. Economic law following Sharia economic law principles.

Assessing Needs for Quality Improvement: A Study of Nature-Based Education Principles (Sekolah Alam Way) at Saga Lifeschool, Indonesia

Assessing Needs for Quality Improvement: A Study of Nature-Based Education Principles (Sekolah Alam Way) at Saga Lifeschool, Indonesia

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.