Recommendations For Education Research Articles

Interventions employed to address vaccine hesitancy among Black populations outside of African and Caribbean countries: a scoping review

Abstract Background Black people are disproportionately affected by structural and social determinants of health, resulting in greater risks of exposure to and deaths from COVID-19. Structural and social determinants of health feed vaccine hesitancy and worsen health disparities. Objective This scoping review explored interventions that have been employed to address vaccine hesitancy among Black population outside of African and Caribbean countries. This review provides several strategies for addressing this deep-rooted public health problem. Methods The scoping review followed the five-step framework outlined by Arksey and O’Malley. It complies with reporting guidelines from the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Research studies that examined interventions utilized to promote vaccine confidence within Black populations living outside of African and Caribbean countries were reviewed. Findings A total of 20 articles met the inclusion criteria for this study: 17 were quantitative studies and three were mixed-method studies. This scoping review highlighted six themes: educational advancement, messaging, multi-component approaches, outreach efforts, enhancing healthcare access, and healthcare provider leadership. Conclusion The review identified effective interventions for addressing vaccine hesitancy among Black populations outside Africa and the Caribbean, emphasizing education, multidimensional approaches, and healthcare provider recommendations. It calls for more qualitative research and interventions in countries like Canada and the UK to enhance vaccine confidence and reduce mistrust.

Top Dyslexia-Oriented Transcription & Study Methods

Dyslexia is a prevalent learning disorder characterized by difficulties in reading, spelling, and writing, affecting academic performance and self-esteem. This review paper explores top dyslexia-oriented transcription and study methods, emphasizing the need for specialized strategies tailored to dyslexic learners' unique needs. The paper delves into the challenges faced by dyslexic students, including slow reading ability, difficulties in decoding words, and associated anxiety. It discusses various assistive technologies such as speech-to-text software, text-to-speech applications, and digital scanning pens that aid in transcription and study. Additionally, it highlights the benefits and limitations of these tools. The review also examines effective study methods, including reading assistance techniques, word processing and writing tools, and multisensory learning approaches, which enhance comprehension and retention. Practical recommendations for educators, parents, and policymakers are provided to ensure successful implementation and integration of these methods. The paper concludes with insights into future directions, emphasizing the importance of emerging technologies and ongoing research in developing more targeted interventions. By adopting these methods, dyslexic students can achieve improved academic outcomes and greater self-confidence.

Standardized Patient Education Focused on Equity Deserving Groups

Introduction Health professions training programs must train future healthcare providers to meet the needs of equity-deserving patient populations. Standardized patient (SP) programs are one mechanism by which this training can occur. Our aim was to develop a set of recommendations for SP programs and educators around planning, organizing, and delivering SP-based education involving equity-deserving groups. Methods We undertook a qualitative analysis of interview transcripts of SPs, educators, and trainers involved in SP work with equity-deserving groups. Subsequently, we conducted a three-stage modified Delphi process to generate recommendations. Results We derived 10 tips to help stakeholders improve SP-based education involving equity-deserving groups. The underlying themes included collaborative involvement, including co-creation and co-delivery of content with members of equity-deserving groups, as well as consistent prioritization of the needs of SPs throughout the process. Conclusions Our findings suggest ways in which SP programs and educators can better train future healthcare providers to meet the needs of equity-deserving patient populations.

Evaluating the Impact of an AI Critical Friend on Student Research Proposals, Critical AI Literacy, and Transparent Collaborative Assessment Practices

This paper presents a work-in-progress report on an innovative approach to integrating generative AI capabilities into the assessment process, focusing on research proposal development. Specifically, the study explores the impact of incorporating an AI-powered "critical friend" that provides targeted feedback and guidance to students as they craft their research proposals. The aim is to evaluate how this AI-powered support system affects students' critical AI literacy, the quality and transparency of the collaborative assessment process, and, ultimately, the strength of the final research proposals. Through a mixed-methods approach combining surveys, focus groups, and analysis of student work and interactions with generative AI, the researchers seek to uncover key insights on the benefits, challenges, and ethical considerations of leveraging AI to enhance the research proposal development experience. The findings from this study will contribute to the growing body of literature on the role of AI in academic assessments and provide practical recommendations for educators and institutions looking to responsibly integrate these emerging technologies.

Structural and Functional Analysis of Complex Compound Sentences in Russian Syntax

This article examines the role of complex compound sentences (сложносочинённые предложения, or SSPs) in Russian syntax, focusing on their significance in expressing nuanced relationships between independent clauses. Utilizing both traditional and non-traditional linguistic frameworks, the study categorizes SSPs based on their coordinating conjunctions—connective, adversative, and disjunctive—and explores how each conjunction type impacts sentence meaning and structure. The findings highlight the syntactic independence of clauses within SSPs, which provides flexibility in creating cohesive, multi-layered sentences. The study also addresses pedagogical challenges for non-native learners, including punctuation errors and semantic misinterpretations, suggesting targeted teaching strategies to enhance learners’ proficiency. Recommendations for educators include exercises on differentiating SSPs from simple sentences with homogeneous parts and targeted practice with conjunction functions. Finally, the article suggests directions for future research on complex syntactic structures in Russian and their acquisition by learners from diverse linguistic backgrounds.

'Let's work together to pass medical school': a qualitative study of medical student attitudes to teamwork, competition and collaboration.

Teamwork is vital to all types of work, and graduates of higher education programmes must be prepared to contribute to a wide variety of professional teams. This is especially true in healthcare, where graduates will work in multidisciplinary teams (MDTs) under considerable pressure. This study is a follow-up to a previous study, where we described how competition between students is a barrier to constructive teamwork. Since then, we have made considerable enhancements to our transferable skills curriculum, moved away from norm referencing, and there have been national changes to the way that graduate Foundation training places are allocated. Here we present findings from a qualitative study of students from all six stages of our medical degree programme (5 years plus predegree foundation year). We explored whether there had been changes in how students perceived the importance of teamwork, their own teamwork development and how they collaborated with their peers. Following analysis of in-depth, semi-structured interviews, five themes emerged: (a) competition between students; (b) importance of teamwork; (c) what makes effective teamwork; (d) preparing for work in MDTs; and (e) recommendations for teamwork education. Competition between students was perceived as both positive and negative, but there has been a shift since our last study towards collaboration, with students now more willing to help each other succeed. Students also show more insight into their teamwork development, and were able to discuss what aspects of the programme, and higher education more broadly, were most valuable in helping them develop.

Optimal design of neural network-based fuzzy predictive control model for recommending educational resources in the context of information technology

Abstract As the information technology develops, educational resource recommendation system has become an indispensable part of the education field. At the same time, people’s demand for personalised educational resources is also growing; therefore, how to accurately predict user demand and provide personalised recommendations has become an important issue. In this study, a fuzzy predictive control model on the grounds of neural network is proposed to optimise the design of educational resource recommendation in the context of information technology. After experimental testing, the model recommendation fit reached 95.16 and 92.91% on the two test datasets, which are significantly higher than the control model. The average F1 values of the proposed model also reached 95.21 and 88.77%, which are higher than the control model. In other control experiments, the proposed model of this study also has a better performance. The relevant outcomes showcase that the predictive performance and recommendation effect of the model can be further enhanced by improving the structure of the neural network and the parameter optimisation method. Meanwhile, the proposed model has high performance in information overload and personalised demand, which offers a useful reference for the optimal design of educational resource recommendation system.

‘And then the helping relationship became different’: professional identity development through learning in a helping relationship course

ABSTRACT Professional identity is a dynamic process in which individuals come to view themselves as social workers. This process is enabled through utilizing transformative learning: involving the internalization of professional values, knowledge, approaches, skills, and interventions. This study examined the pedagogies that enhance the development of professional identity formation as occurred in a helping relationship course at an Israeli college. A qualitative methodology was used, in the collaborative autoethnography approach, based on systematic reflection on the participants’ experiences as social work educators. Each of the three educator-researchers documented all 12 weekly lessons, for a total of 36 journal entries. The findings point to four professional development phases during the course: self-awareness, confronting difficulties, acceptance, and integration of knowledge into practice. These findings are discussed in relation to transformative learning theory and Bion’s term of the unknown. Recommendations for social work educators are provided.

Financial Literacy in India

The Financial literacy is very important and plays a crucial role in individuals economic well-being and overall societal development. Financial Literacy is also important to learn money management. This research paper aims to provide a comprehensive analysis and information of the current state of financial literacy in India. This paper explores various terms and factors which influencing financial literacy levels, such as education, income, money management. It covers the why India need financial literacy into different areas. This research paper investigates the critical role of financial literacy in India. By examining the current state of financial literacy among Indian citizens, the study explores its impact on personal finance decisions, economic well-being, and overall quality of life. The paper analyzes the factors influencing financial literacy levels, including education, income, and access to financial services. Furthermore, it discusses the challenges and opportunities in promoting financial literacy in India and proposes recommendations for policymakers, educators, and financial institutions to enhance financial education

Unveiling the Dynamics: A Mixed-Methods Exploration of the Interplay Between Foreign Language Enjoyment, Risk-Taking, and Oral Corrective Feedback Preferences in English as a Foreign Language Classrooms

This exploratory mixed-methods study examined the relationships between foreign language enjoyment (FLE), risk-taking (RT), and oral corrective feedback (OCF) preferences among learners of English as a foreign language (EFL). Employing a triangulated research design, the study integrated quantitative data from a structured online questionnaire with qualitative insights from semi-structured interviews and reflective journals. The sample consisted of 523 Saudi students enrolled in a one-year preparatory program at a major public university in Saudi Arabia. The findings indicated a significant positive correlation between FLE and RT, which suggested that greater enjoyment in language learning was associated with increased willingness to engage in linguistic RT. The results also showed that the learners had moderate preferences for all types of OCF, with no single predominant method. Additionally, the study revealed that the learners’ preferences for specific types of OCF significantly influenced both their enjoyment and RT behavior. Gender differences were observed not only in FLE and RT but also in the OCF preferences, with the female learners exhibiting a stronger inclination toward interactive and participatory feedback forms. Furthermore, the study underscored the significant impact of FLE on English language proficiency, thereby affirming that greater enjoyment correlated with higher exam scores. The study offers pedagogical recommendations derived from its findings aimed at improving both the experience and outcomes of language learning. Received: 30 May 2024 / Accepted: 31 August 2024 / Published: 05 November 2024

Educational Recommendations for Medical Students Regarding Assessment and Management of Patients of Undifferentiated Criticality

Classical medical education teaches history and physical skills using scenarios wherein the criticality of a patient is predefined. This educational approach creates a gap in medical knowledge for students, who do not regularly define or establish patient criticality, and this gap is realized when it comes to the triage and management of critical patients. The purpose of this paper is to define an approach to patient assessment and management that is accessible to medical students regardless of criticality. This approach is algorithmic and defined by the use of three steps: (1) a primary survey, during which a general impression of the patient is formed, ABCDEs are assessed, and a criticality assessment is made; (2) a secondary survey, during which vitals, history, and exam data are all collected to form a working diagnosis; and (3) plan and treatment, during which supportive diagnostics, such as labs, imaging, and testing, are performed in the service of patient stabilization and intervention, consults/referrals are ordered/placed, and a final disposition is established. This model is intended to complement existing medical education and further expand it to encompass both critical and noncritical patients.

Exploring the Transformative Influence of Dramatic Arts Education on Academic Achievement and Personal Development of Grade 10 Students

This study examined how dramatic arts education affects students in Grade 10 through improving their academic performance and personal growth thereby changing their lives. Using interpretative paradigms based on social interpretative theoretical frameworks, the study used a mixed qualitative and quantitative research methodology. A questionnaire was used to collect data from a purposive sample of 120 Grade 10 dramatic arts students and seven teachers. The case study was conducted in two schools using a descriptive study methodology. An examination of the data showed strong correlations between involvement in the dramatic arts and academic achievement, and discernible behavioural and critical skill gains throughout a student's academic life. Results showed that, because of the topic matter covered, students of the dramatic arts modified their misbehaviours. The results demonstrated that dramatic arts is important for developing critical thinking, problem-solving, and practical communication skills. This study recommends that teachers receive training in dramatic arts teaching and that more students be enrolled in dramatic arts programmes. Even though students enjoy dramatic arts as a subject, the results of this study show that some students were concerned about getting parental approval to enrol in dramatic arts. The study emphasises the transformational potential of dramatic arts education in providing students with the necessary skills for coping in a rapidly shifting world and gives insightful recommendations for educators, legislators, and curriculum designers. The study concluded that studying dramatic arts benefits students’ academic performance and has a transformative effect on their personal lives. The study also found that parents greatly influenced the choice of dramatic arts as a subject taught in schools.

Guided listening as meaningful learning: A study of Israeli secular Jewish High School music programs

Guided listening is vital in music education, fostering self-expression, skill development, and academic achievement. Yet, its limited use in Israeli high schools creates a gap between its recognized value and practice. This mixed-method study examines guided listening integration in secular Jewish-Israeli high school music programs based on four philosophical and pedagogical approaches—esthetic, Praxial, active, and peer instruction—to understand teachers’ objectives, methodologies, implementation, and optimal learning environments. Data was collected from an online questionnaire, structured interviews, direct observations of Western Art Music History lessons, and the researcher’s reflective journal. Key findings: (1) teachers tend to use a repeated five-step teaching pattern (reviewing, lecturing, analyzing, listening while following a score, summarizing); (2) teachers usually do not write lesson plans with detailed, step-by-step guidelines; and (3) teachers use recommended guided listening approaches in a limited capacity, likely due to pressure from preparing students for exams, and the perception that such methods are not fully suitable for Israeli high school music students. The paper explores teachers’ challenges in adopting guided listening pedagogical methods while balancing curriculum demands and promoting inclusivity. It offers recommendations for policymakers and educators on professional development and curriculum revisions, emphasizing detailed lesson planning for effective learning outcomes.

Investigating EFL English-Majored Students’ Perceptions towards the Use of Technology in Language Teaching

This study investigates EFL English-majored students’ opinions of technology use in language learning at Nam Can Tho University, with an emphasis on both benefits and problems. The study uses a questionnaire survey with 85 participants to evaluate how technology affects students’ engagement, motivation, and overall learning experience. The findings show that students see major benefits from technology, such as increased engagement through multimedia materials, tailored learning experiences via applications, and access to real language input through online tools. Furthermore, students love the opportunity to communicate in real time with native speakers, which improves their language abilities and confidence. In contrast, the research cites a number of hurdles, including difficulty in integrating technology with the curriculum, technical concerns, possible diversions, and the need for more training and support. These findings emphasize the necessity of resolving these issues in order to maximize the usefulness of technology in language instruction, and they offer practical recommendations for educators and legislators.

Decoding motivation in English medium instruction: situated expectancy-value theory and student performance at a Chinese transnational university

ABSTRACT This study investigates English-medium instruction (EMI) academic motivation at a Chinese transnational university, aiming to bridge identified research gaps by employing the Situated Expectancy-Value Theory (SEVT). Specifically, it explores motivational predictors of EMI academic performance and the factors influencing these predictors. A longitudinal mixed-methods approach was adopted, utilising a validated Chinese EMI Student Academic Motivation Scale administered twice (n = 156) over a semester and semi-structured interviews with a subgroup of 15 participants. Results from multiple linear regression indicated that the combination of nine motivational variables had a moderate impact on EMI academic performance, and two of the predictor variables – expectations of success and emotional cost – were statistically significant predictors. Qualitative findings from the interviews revealed four key factors that influence the development of expectations of success: past learning experience, English language ability, learner autonomy, and socialisers’ influence; additionally, three main factors were identified as affecting the development of emotional cost: English language barriers, EMI curriculum, and peer pressure. The study concludes with practical pedagogical recommendations, drawn from both quantitative and qualitative data, aimed at enhancing EMI effectiveness in similar educational contexts.

Use of chatgpt-4 to explain kawasaki disease to parents and paediatric trainees

Abstract Background Paediatric trainees and parents of Kawasaki disease (KD) patients may face challenges when managing the disease due to insufficient accessibility to KD information. Chat Generative Pre-Trained Transformer (ChatGPT) based on large language models may help explain KD information to paediatric trainees and patient parents. Purpose This study aims to determine the usefulness of Chat Generative Pre- Trained Transformer -4 (ChatGPT-4) in explaining Kawasaki Disease (KD) and its management to parents and paediatric trainees managing KD patients. Methods We created 2 sets of clinical scenarios. In the first set, ChatGPT-4 was instructed to respond to 10 questions based on enquiries from parents of KD patients. Responses were scored in terms of "factual accuracy", "coherence", "comprehensiveness", and "humaneness" by 3 paediatric cardiologists using Likert scale of 0-10. Readability were calculated using Flesch reading-ease test. In the second set, ChatGPT-4 was instructed to respond to 8 KD-related questions based on enquiries from paediatric trainees. Responses are graded based on "relevance", "reliability" and "comprehensiveness" using Likert scale of 0-10 by 3 paediatric cardiologists independently. Reviewers would determine whether major advice from chatGPT-4 would be adopted in clinical judgement. Results For parent-targeted responses, ChatGPT-4 achieved the highest scores in ‘humaneness’ (median 9.00, IQR 8.00 to 9.00) and ‘coherence’ (median 8.00, IQR 7.00 to 8.00). Inaccurate information regarding disease prognosis, actions as well as prescription of medications and surgery is found in 80% of scenarios. Missing information regarding long-term coronary complications, antiplatelet management and cardiac assessments is found in all 10 scenarios. Mean readability of parent-targeted responses is 71.70 ± 6.26, a readability level easily understood by 12-year-olds. For paediatrician-targeted responses, ChatGPT-4 achieved the highest scores in ‘relevance’ (median 9.50, IQR 7.25 to 9.0). Inaccurate information regarding coronary interventions, patient education and immunization recommendations is spotted in 37.5% of the scenarios. Missing information regarding patient education and stress imaging is found in 25% of the scenarios. All reviewers would adopt ChatGPT-4’s advice in 87.5% of the scenarios. Conclusions ChatGPT-4 has significant limitations in accuracy and lacks salient information when providing KD recommendations for parents and paediatric trainees.Performance in parent-targeted questionsPerformance in trainee-targeted question

Enhancing Pre-Service Teacher Education: Crafting a Technology-Responsive Curriculum for Modern Classrooms and Adaptive Learners

This study examines the incorporation of technology in pre-service teacher education, specifically emphasising creating a curriculum sensitive to the needs of contemporary classrooms and adaptable learners. The research examines the current literature using a scoping review methodology to find significant patterns, difficulties, and most effective approaches. After conducting an extensive search on various databases, a total of 345 publications were found. Of these, 54 articles that had undergone peer review and were published between 2010 and 2024 were chosen for in-depth examination. The results emphasise the crucial importance of technology in improving teaching and learning methods, underscoring the need for teacher education programmes to integrate digital tools and teaching methods properly. The review highlights several key topics, including the significance of practical training, the necessity for ongoing professional growth, and the influence of institutional support on promoting technology integration. Furthermore, the study emphasises the importance of creating versatile and responsive curricula to cater to learners' varied requirements in modern educational environments. This research offers helpful recommendations for policymakers, educators, and curriculum creators who want to provide future teachers with the necessary skills to succeed in technology-rich learning environments. These recommendations are based on a combination of empirical facts and theoretical ideas. The report asserts that a meticulously organised curriculum incorporating technology is crucial in equipping pre-service teachers with the skills to develop captivating, inclusive, and efficient learning opportunities for all students.

Digital Device Usage and Childhood Cognitive Development: Exploring Effects on Cognitive Abilities

The increasing ubiquity of digital devices in childhood had outpaced the understanding of their effects on cognitive development, creating a significant research gap regarding their long-term impact. Objective: The present narrative overview explored the complex relationship between digital device usage and cognitive development in childhood. Methods: We conducted a comprehensive literature search across multiple databases, including PubMed, Embase, Scopus, and Web of Science, to critically assess cognitive domains such as attention, memory, executive functions, problem-solving skills, and social cognition. Incorporating over 157 peer-reviewed studies published between 2001 and 2024, we used strict inclusion and exclusion criteria to ensure scientific rigor. Results: The review integrated empirical findings with established theoretical frameworks, particularly from cognitive development and media psychology, to highlight both the advantages and risks of early, frequent exposure to technology. The potential for digital devices to enhance cognitive skills, such as multitasking and information processing, was weighed against risks such as cognitive overload, diminished attention spans, and impaired social skills. We also examined psychological and behavioral outcomes, including identity formation, emotional regulation, and maladaptive behaviors associated with excessive screen time. Additionally, we identified strategies to mitigate negative effects, emphasizing structured digital engagement and parental involvement to support healthy cognitive and psychological growth. Our findings provided actionable recommendations for parents, educators, and policymakers, promoting optimal digital practices that enhanced cognitive development while safeguarding against potential harms. Conclusions: The review offered essential insights for stakeholders in child development, education, and policy-making, highlighting the need for balanced integration of digital tools in childhood learning environments.

Curriculum, Instruction, and Assessment in Middle Level Teacher Development: A Research Synthesis

We used Standards 3 and 4 of the Association of Middle Level Education (AMLE) 2022 Revised Middle Level Teacher Preparation Standards and The Successful Middle School: This We Believe characteristics as frameworks and presented a synthesis of the research literature (2015–2024) on the curriculum, instruction, and assessment related to middle-level teacher development. This review was part of a larger exploration of middle-level teacher development. Initially, we located 63 articles through our search terms on the curriculum, instruction, and assessment in teacher development. From there, we contributed to an updated research agenda for middle-level education . Through continued analysis and discussion, we identified trends in each area and across these three areas. We review the literature, highlight trends, and offer recommendations for middle-level educators and researchers.

The Effect of Project-Based Learning (PBL) Method on Improving Students' Writing Ability

Education plays a crucial role in shaping intelligent, moral and responsible individuals. The project-based learning (PBL) model emerges as an innovative approach that focuses not only on knowledge transfer, but also the development of students' critical skills, creativity and collaboration. This study aims to analyze the effect of PBL on students' writing ability compared to conventional learning methods. Through a literature study, the data sources obtained show that PBL increases students' engagement, confidence, and in-depth understanding of the material. Students are actively involved in project planning and implementation, which allows them to apply knowledge in a real context, resulting in a more meaningful learning experience. The findings confirm the importance of PBL as an effective method in improving students' writing skills, as well as providing recommendations for educators to integrate PBL in the educational curriculum to create a generation that is ready to face global challenges.