Quality Of Education Research Articles

Learning for an uncertain future: artificial intelligence a challenge for Pakistani education system in the era of digital transformation

PurposeThe rapid advancement of AI in education brings both significant challenges and opportunities. In Pakistan, where the educational system is facing numerous issues, AI integration has raised significant concerns. Therefore, this study aims to explore the challenges AI poses to the Pakistani education system in the era of digital transformation.Design/methodology/approachA focus group was conducted with 13 participants, including educators and heads of departments from universities located in Rawalpindi and Islamabad. Thematic analysis was used to generate themes from the data.FindingsThe study findings indicated that AI integration in education can provide personalized and adaptive learning and teaching experiences by bridging the educational divide through easy access to quality education. Participants also highlighted the anxieties related to the digital divide as a great challenge for Pakistan. The integration of AI and automation in education is also raising concerns about job displacement for educators.Originality/valueIt highlighted that the integration of AI into the educational system can also bring both challenges and opportunities. To tackle these issues, potential strategies such as professional development and training programs to develop AI literacy among educators need to be introduced.

Boosting the efficacy of green accounting for better firm performance: artificial intelligence and accounting quality as moderators

Purpose This study aims to deepen our understanding of how conventional technologies and robust accounting education standards can impact the effectiveness of green accounting practices in enhancing firm performance. To achieve this, the paper explores the moderating effects of artificial intelligence (AI) and accounting education quality on the relationship between green accounting and firm performance. Design/methodology/approach Using generalized method of moments estimation, this research uses a comprehensive dataset comprising 32,680 firm-year observations of listed companies from ten prominent countries – Canada, the UK, the USA, China, France, Germany, India, Japan, South Korea and Italy – over the period from 2012 to 2022. These countries, selected based on their high gross domestic product rankings as reported by the International Monetary Fund, ensure a diverse representation of economic strengths and capture a wide range of green accounting practices. Findings The study shows that green accounting practices positively impact current firm performance. Country-level AI positively moderates this relationship, suggesting that advanced AI infrastructure enhances the benefits of green accounting through improved data accuracy and decision-making. However, country-level accountancy education quality negatively moderates the relationship, indicating that stringent implementation of green accounting standards in these regions may introduce complexities and costs that reduce firm performance. Practical implications Integrating AI enhances data processing, predictive analytics and decision-making, improving green accounting effectiveness. High-quality accounting education ensures accurate reporting and greater transparency. These insights, when applied, can empower businesses to optimize sustainability strategies, assist policymakers in developing targeted regulations and guide educators in preparing accountants for the evolving demands of green accounting. Originality/value To the best of the authors’ knowledge, this study is the first to explore the combined moderating effects of AI and accounting education quality on the relationship between green accounting and firm performance. By highlighting the synergistic role of digital innovation and robust educational standards, this research offers novel insights into how these factors can enhance the effectiveness of green accounting practices and improve financial outcomes.

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.

From classrooms to global impact

In today's fast-changing environment, the need for quality education is more crucial than ever. Therefore, this article examines how quality education can transform society and contribute to a sustainable, interconnected world. It highlights the essential role of quality education in navigating global complexities, asserting that it can drive sustainable development and promote responsible global citizenship. The study redefined the scope of quality education by advocating for a holistic approach that goes beyond academic excellence, emphasizing the development of essential 21st-century competencies, critical thinking, and creativity. The article aligned educational practices with the United Nations Sustainable Development Goals (SDGs), highlighting the importance of environmental stewardship and social responsibility. It discussed how quality education nurtured intercultural understanding, empathy, and civic engagement, thereby cultivating a sense of global responsibility among students. Furthermore, the article identified quality education as a catalyst for sustainable development, preparing learners for the green economy and equipping them with future-ready skills to address complex global challenges through interdisciplinary problem-solving. The implementation of transformative quality education was examined, focusing on policy frameworks, inclusive curricula, and empowering educators as agents of change. The article concluded with a call to action, showcasing successful models and inspiring case studies, while mobilizing stakeholders to prioritize quality education as a means to empower global citizens and shape a better future.

Prevalence of Child Fever, Acute Respiratory Infection, and Diarrhea and Their Risk Factors in Sierra Leone

Sierra Leone has the fourth-highest child mortality rate in Sub-Saharan Africa. This retrospective study aimed to estimate the nationwide prevalence of fever, acute respiratory infection (ARI), and diarrhea in children under 5 years in Sierra Leone, and to identify the risk factors associated with these diseases. We extracted patient information from the 2019 Sierra Leone Demographic and Health Survey data. Data were analyzed using multivariate logistic regression. In total, 8659, 8652, and 8650 children were included in the analyses of fever, ARI, and diarrhea, respectively. The analysis revealed that the nationwide prevalence rates of fever, ARI, and diarrhea were 16.8%, 14.2%, and 7.2%, respectively. Children aged 12–23 months were found to be the most susceptible. Compared to children consuming unimproved water, the highest prevalence rates of fever, ARI, and diarrhea were observed among children residing in households with tube wells or boreholes. The adjusted odds ratio for diarrhea prevalence among children drinking water from household tube wells or boreholes was 1.47 (95% confidence interval: 1.17–1.84, p < 0.001). This study has several limitations, including recall bias due to parental reporting. We suspect that the diseases may be associated with potential water contamination in tube wells or boreholes. We recommend national-level periodic inspections of water quality and community-level education on water supply management.

The Role of the School’s Committee in Implementing P5 in the Era of Independent Learning

The purpose of this study was to determine the role of the school committee and its contribution in improving the quality of education in the era of independent learning. This study was conducted at SMP Negeri West Jakarta Region 1. Interviews, observations, documentation, and literature reviews were the data collection tools used. This study is qualitative research with a descriptive analysis method. The data collection process was carried out through in-depth interviews and questioner. The technique of data analysis was classifying data based on the category, counting the frequency and percentage. This study found that the school committee, as part of the school element, is responsible for the smooth implementation of school programs in the current era of independent learning, the implementation of the Pancasila Student Profile Strengthening Project (P5), building relationships with the school community, improving facilities and infrastructure, and encouraging improvements in the quality of school resources. Here, the result of the percentage of each the categories they are: an advisory agency (consideration) as much as 25%, a support agency (supporter) as much as 25%. a controlling agency (controller) as much as 23% and a mediator as much as 27%.

Presenting a Model for the Evaluation of the Quality of e-learning at Payam Noor University

The current study aims to design a quality evaluation model of the electronic education system at Payam Noor University by applying a mixed methodology. The statistical population of the qualitative section includes twelve professors, researchers, and experts in the field of e-learning, who were selected by selective sampling. The conceptual model of the research was collected after conducting in-depth semi-structured interviews. The quantitative data based on a questionnaire designed by the researcher was collected from 274 professors and students with experience teaching or studying in the electronic education system of Payam Noor University. The data was analyzed using the structural equation modeling method in PLS3 software. The research results show that quality is a concept consisting of four categories behavioral, scientific, cognitive ability, and virtual learning experience. The study’ findings also reveal that cultural, pedagogical, learner, communication, infrastructural, and institutional factors affect the quality of Payam Noor University's electronic education system. Also, the results show that these characteristics will help universities achieve the four outcomes of competitiveness, job opportunities, economy, and reputation by establishing a quality education system. The ideal model for evaluating the quality of e-learning at Payam Noor University is a process approach in which the three dimensions of factors, quality indicators, and outputs are examined and measured. In other words, electronic education is successful when it can create a valuable experience of virtual education while empowering the learners scientifically, behaviorally, and cognitively to let all the stakeholders of higher education benefit from a valuable electronic education.

Factors bridging medical graduate students’ training and future academic achievements of dermatologists in China

Abstract Objectives Dermatology is highly competitive among medical students in China, yet, limited research has explored the factors influencing their career achievements during their studies. This study aims to examine how demographic and academic factors during training impact future career success in dermatology graduates. Methods A retrospective analysis of 61 dermatology graduates (2010–2020) from Wuhan Union Hospital was conducted. The correlation between demographic and academic data and career development indicators using Pearson’s chi-squared or Fisher’s exact test. Results The results revealed that pursuing a doctoral degree after completing master’s training, which entails a greater investment of time and effort, was closely associated with future career achievements. In contrast, the age of enrollment in graduate studies did not prove to be a determining factor. Additionally, in-depth training in research ability, demonstrated by the involvement in national research projects and the publication of high-quality science citation index (SCI) papers, exerted a positive influence on the future professional development. Besides, in terms of future promotions to administrative, teaching, and medical titles, male graduates exhibited a distinct advantage over their female counterparts. Conclusions These results suggest that in the medical field, the quality of education and training is more decisive for career development than other factors, such as the age of enrollment. On the other hand, the observed gender advantage in career promotions reflects potential structural inequalities within the medical profession, warranting further investigation and improvement.

Effectiveness of an Inquiry-Based Science Program on Enhancing Science Process Skills and Knowledge Among Moroccan Preschool Children

<p style="text-align:justify">This study evaluates the effectiveness of a twelve-week Inquiry-Based Science (IBS) program on enhancing science process skills and scientific knowledge among preschool children in Morocco. Conducted in a quasi-experimental setting, it involved 105 children (M = 60.46 months, SD = 4.32), with 37 in the IBS group and 68 in the control group. The program utilized the 5Es instructional model and the Engineering Design Process (EDP) to engage children in active, hands-on learning experiences. Statistical analysis demonstrated that the IBS group achieved substantial improvements in both science process skills and scientific knowledge relative to the control group, with between-group effect sizes (Cohen’s d) ranging from 1.02 and 2.31. These findings highlight the significant impact of structured inquiry-based approaches in early childhood education. The study underscores the need for integrating such methods into the preschool curriculum to foster scientific understanding and skills from a young age, thereby better preparing Moroccan children for future academic and professional challenges. The results advocate for educational stakeholders to consider adopting inquiry-based learning frameworks to enhance the overall quality of early childhood education in Morocco.</p>

Relationships between Faculty Concerns Teaching Methods in Online Education and Technology Use in Teaching

This study underscores the critical need to address faculty concerns and provide adequate support to enhance the effectiveness of online teaching. Conducted with 300 teachers from Jiangsu Vocational College and Information in China, the research explored correlations between faculty concerns, teaching methods, and technology use. The following are the findings: Faculty concerns and Technology Use: The study identified a significant correlation between faculty teaching methods, their use of technology, and their stages of concern about online teaching. Understanding the concerns helps identify barriers to effective online teaching. This relationship underscores the importance of supporting faculty in their use of technology and teaching strategies to improve online education Student Behavior Issues: Faculty expressed concerns about student engagement, participation, and adherence to rules in online learning environment highlighting the need for strategies to address these issues. Technology Utilization. The most frequently used technology used by teachers, was the web for sharing digital files, suggesting that teachers are creating a conducive online environment for their students. Teachers who ensure a positive online learning environment through effective use of technology and adaptable teaching methods significantly enhance the quality of online education . Addressing faculty concerns and fostering supportive teaching practices are essential to maximize the potential online learning platform

The Expanding Role of Designated Institutional Officials in Graduate Medical Education

Abstract The Accreditation Council for Graduate Medical Education (ACGME) plays a pivotal role in ensuring the quality of graduate medical education (GME) training across the United States. Central to the success of this mission are designated institutional officials (DIOs), who usually serve as chief GME officers within the ACGME-accredited sponsoring institutions (SIs). Despite the critical role of DIOs, the qualifications, level of administrative support, and responsibilities of DIOs are not defined and vary significantly among SIs. Although responsibilities mandated by ACGME Institutional Requirements provide a framework, the actual scope of work of DIOs often extends far beyond what is outlined in the ACGME Institutional Requirements, involving collaboration with a wide variety of institutional stakeholders and harnessing the GME enterprise to achieve institutional goals. Nearly all DIOs face a multitude of challenges, including adapting to new ACGME requirements and initiatives, addressing resident and fellow wellness concerns, promoting health equity, nurturing scholarly endeavors, and advocating for their residents and fellows. Additionally, emerging technologies and innovations as well as the changing financial climate for SIs and the health care facilities that host GME learners can present both educational opportunities and new challenges for DIOs in ensuring trainees are prepared for their roles as the next generation of physicians. As the health care landscape evolves, DIOs will continue to play a vital role in shaping the educational experiences of physicians in training while balancing institutional priorities and ensuring high-quality patient care.

Exploration of Business English Teaching Mode in Applied Undergraduate Colleges Based on OBE Concepts

In the context of globalization, the demand for business English professionals is increasing, placing the application-oriented undergraduate institutions under the critical responsibility of cultivating business English graduates with practical abilities and professional competencies. However, the traditional teaching model tends to prioritize the impartation of linguistic knowledge, neglecting the cultivation of actual application skills, which fails to meet market demands. The Outcome-Based Education (OBE) philosophy, which is guided by learning outcomes and emphasizes the development of students' abilities, offers new insights for educational reform. This article reviews the current state of research on business English teaching models in application-oriented undergraduate institutions, highlighting the shortcomings of traditional models. Based on the OBE concept, this article explores the reconstruction of training objectives, the optimization of curriculum systems, the reform of teaching methods, and the improvement of evaluation systems as four core elements, and proposes implementation strategies involving strengthening top-level design, faculty development, school-enterprise cooperation, and information technology construction. These measures not only enhance the quality of education but also boost students' competitiveness in the workplace, providing valuable references for the reform of business English teaching models in application-oriented undergraduate institutions.

Progress and prospect of digital transformation of higher education in China: Bibliometric and visualized analysis

SDG4 calls for ensuring inclusive and equitable quality education while promoting lifelong learning opportunities for everyone. To achieve this, there’s a need to advance digital education to support personalized and lifelong learning by broadening access to high-quality educational resources. Higher education models are continually evolving to seize new opportunities that facilitate the deep integration of digital technology with education. Chinese government holds high expectations for digital education, aiming to foster comprehensive individual development and contribute to the United Nations 2030 SDGs. This paper clarifies the distinction between the concepts of digital transformation in higher education and visualized analyses of academic achievements in this area. By utilizing bibliometrics and knowledge graph technology, this paper examines the general trends, evolutionary features, and frontier topics related to digital transformation in Chinese higher education. The analysis is based on relevant literature sourced from the CNKI database, covering the period from 2000 to 2023. Furthermore, this paper combines with the CIPP model to propose a comprehensive theoretical framework and practical guidance for digital transformation in higher education, addressing the aspects of context, input, process, and progress.

Research on the construction of campus football teaching content hierarchical system and flexible management

In response to the national requirements for the development of campus football and addressing the current imbalance in the development of campus football teaching in China, this study discusses the construction of a football teaching content hierarchical system and flexible management that aligns with China's national conditions. It also elaborates on management strategies for the implementation of categorized guidance, flexible management, and enhanced inspection and evaluation in football teaching. Based on the systematic principles of constructing a campus football teaching content hierarchical system, as well as the basic rules of football tactics and teaching practice, campus football teaching content is divided into three levels: primary, intermediate, and advanced, with ten proficiency levels. The content at each level includes corresponding basic theoretical knowledge of football, football techniques and tactics, mental health education, and physical development. When arranging the teaching content at each level, it is essential to fully consider the matching of football knowledge and tactics, and to organically integrate football knowledge, skills with physical training, and comprehensive quality education. The implementation of flexible management should be practical, proposing different requirements for football teaching in schools of different types and regions, implementing categorized guidance and management; it is necessary to strengthen institutional construction, and use inspection and evaluation as a driving force to promote the sustainable development of football teaching.

Financial implications of unpaid clinical placements for allied health, dentistry, medical, and nursing students in Australia: a scoping review with recommendations for policy, research, and practice.

Investing in allied health, dentistry, medical, and nursing undergraduate and postgraduate qualifying education is critical to meet a growing demand on global health care systems. Clinical placements are an integral component of qualifying training and are conventionally unpaid. Widespread economic challenges, attributed to a post-COVID-19 pandemic recovery era and global unrest, have led to growing economic hardship for populations, even in high-income countries like Australia. Allied health, dentistry, medical, and nursing undergraduate and postgraduate students undertaking unpaid clinical placements are not immune from these stressors, which has implications for education providers, ageing populations, the future health care system, and policy-makers. The purpose of this review was to better understand these stressors by scoping the financial implications of unpaid clinical placements for allied health, dentistry, medical, and nursing students in Australian research. The Joanna Briggs Institute's scoping review methodology was used. This involved a search of academic databases and an extensive search of grey literature sources. Literature published from 1 January 2014 was included. Citations were independently screened by two reviewers. Thirty-three research studies were included. Most studies focused on allied health students (n = 12), followed by nursing (n = 11), and medical students (n = 5), with an additional five studies focused on multiple disciplines, including dentistry. One study had an interventional component. Findings were grouped around four concepts: reliance on self-reported measures of financial implications, costs of unpaid clinical placements for students, implications of costs for students, and an urgent need for targeted strategies to redress. The financial implications of unpaid clinical placements for allied health, dentistry, medical, and nursing students in Australia are well-established in research. Impacts are significant for the future of Australia's health workforce and health system. Research findings have been consistent over the past decade in advocating for greater financial support for students undertaking unpaid clinical placements and flexibility of placement models to mitigate the indirect costs of placements. Collaboration between state and federal government, universities, peak professional bodies, and placement host organisations is imperative to implement a suite of strategies to redress the financial burden experienced by students and secure the future of Australia's health workforce.

Commentary: Access to quality education: the “new elite”?

Commentary: Access to <i>quality education</i>: the “new elite”?

Harnessing the power of peer dialogue to support GTAs’ professional development: Two reflective stories

Graduate teaching assistants (GTAs) have played an essential role in supporting teaching and learning in higher education institutions (HEIs) across the globe. Enhancing GTAs’ professional development (PD) is critical for ensuring the quality of higher education. The influence of peers in GTA’s PD has been widely acknowledged (e.g., Bale &amp; Moran, 2020; Dobbins et al., 2021). However, there is limited research on the benefits of peer dialogue, one of the most accessible means of harnessing peer powers in GTAs’ PD. This qualitative study aims to explore how peer dialogue can contribute to GTAs’ PD. This study will use data from two narratives detailing the experiences of peer dialogue, completed independently by two senior GTAs in a UK-based university, who are also the first and second authors of this study. Through thematic analysis, the two researchers will first identify the themes of the data separately and then work together to synthesize the key themes from the data, to uncover the key benefits of peer dialogue in promoting GTAs’ PD. The findings of this study will add to the literature on the power of peers in GTAs’ PD and provide insights into the positive impacts of engaging in peer dialogue activities to promote GTAs’ PD. This study will have significant implications for GTAs interested in seeking PD opportunities and for stakeholders who support GTAs in higher education. By highlighting the benefits of peer dialogue, this study also underscores the need to create a supportive environment or platform for GTAs to be engaged in open and collaborative peer dialogue.

Innovative Technologies in Education for Socio-Economic Development in Africa

The continent of Africa faces numerous socio-economic challenges that impede her development. Despite the abundance of natural and mineral resources, Africa has over 2000 tertiary institutions, with Nigeria alone having over 200 universities, polytechnics, colleges of agriculture, and colleges of education. All these tertiary education institutes in Africa/Nigeria boast of having well over 4000 professors. In spite of all these educational establishments, only a few of these innovative technologies emanate from Africa. This paper presents a working definition of the term innovative technology and how it stands as a promising hope for addressing these challenges and fostering socio-economic development. Innovations such as e-learning platforms, learning management systems, mobile learning, virtual and augmented reality, open educational resources, blockchain for credentials, and renewable energy solutions offer potential solutions to improve educational access and quality. The successful implementation of these technologies can enhance educational outcomes, reduce poverty, and support sustainable development across the continent. This review also identifies the barriers to the full realization of these technologies, such as poor infrastructure, digital divides, and socio-economic disparities. It offers suggestions for policymakers, educators, and stakeholders on how to leverage technology for sustainable socio-economic growth. The ultimate goal is to foster an inclusive and equitable educational environment that empowers all African learners and contributes to the continent's overall development. Keywords: Innovative Technologies, Education, Socio-economic Development in Africa.

Exploring the dynamics of ultrasound training in medical education: current trends, debates, and approaches to didactics and hands-on learning.

Medical education, especially in ultrasound training, is undergoing significant changes. This study examines practical issues in ultrasound medical education, emphasizing state-of-the-art teaching methods, their effectiveness, and implementation challenges. The study analyzed advancements in ultrasound education, including randomized controlled trials comparing peer-to-peer teaching with traditional faculty-led instruction. It evaluated the effectiveness of collaborative small-group training and group size impact in simulation-based training. The study also assessed practical training components outlined in the WFUMB Position Paper Part II. Findings indicate that peer-to-peer and collaborative small-group training are effective and cost-efficient. Group size did not significantly affect training outcomes. Key practical training elements, including early hands-on sessions and exposure to various equipment, substantially improved learning outcomes. Simulation tools like virtual reality (VR), augmented reality (AR), and phantoms were crucial for teaching standardized procedures and rare pathologies. Challenges identified include developing robust image acquisition skills, scarcity of qualified student tutors, and the need for reliable ultrasound skill assessment methods. Integrating peer-to-peer teaching and advanced simulation technologies significantly advances ultrasound medical education. These methods enhance cognitive and psychomotor skills but also present challenges such as ensuring quality education and developing effective assessment methods. Future research should compare different simulation tools and establish objective ultrasound proficiency assessment criteria. Continual method evaluation and improvement are essential for effective and standardized ultrasound training, ultimately enhancing patient care and clinical outcomes.

Isu-Isu Politik dalam Kampanye Calon Presiden RI terhadap Preferensi Pemilih di Nusa Tenggara Barat

This study examines the preferences of voters in West Nusa Tenggara (NTB) in the context of the 2024 Indonesian presidential election and how various political issues influence their choices. Utilizing a quantitative approach and descriptive survey, data was collected from 2,672 respondents representing diverse educational and occupational backgrounds in the NTB region. The findings reveal various political issues affecting voter preferences, including economic, social, environmental, security, leadership, and other issues. The most dominant issue in NTB voters' preferences is Nationalist Religious Issues, with about 24% of respondents considering it the most important issue. Socialism and Cultural Issues also receive significant attention, reflecting concern for the preservation of local culture and social integration. Additionally, Education and Public Health Issues are high priorities for NTB voters, indicating the need for access to quality education and good healthcare services. This research provides a deeper understanding of the political dynamics in NTB and the factors influencing voter decisions. The results can guide presidential candidates and political parties in designing campaign platforms relevant to the needs of this region. Furthermore, this study can help enhance political participation, advance important issues, and strengthen political representation at the local level. Recommendations are given for further studies on the role of religion in NTB politics, evaluation of issue fulfillment in public policy, analysis of demographic changes, and studies on political participation in NTB. This research is expected to provide valuable contributions to understanding regional politics in Indonesia and voter preferences that could influence the outcome of the 2024 presidential election in NTB.