Role Of Education Research Articles

The Role Of Mental Health Education In Mitigating Pandemic-Related Psychological Distress In Children

Children with pre-existing conditions, such as ADHD and anxiety, are particularly vulnerable to the mental health consequences of the pandemic. Disruptions to routine and social interactions have exacerbated their symptoms, leading to increased stress and depression. This article examines the role of mental health education in schools as a critical tool for mitigating these challenges. Mental health education equips children with essential stress-management skills through evidence-based interventions such as coping skills training, emotional regulation practices, and resilience-building. The article features case studies that detail the effectiveness of programs like the Los Angeles Unified School District's teletherapy initiative, which provided virtual mental health support to over a million students, significantly reducing stress and anxiety levels during the pandemic. Programs such as the Comprehensive School Mental Health Systems (CSMHS) employ a multitiered approach, addressing prevention, early intervention, and support for severe mental health concerns in collaboration with community health professionals. The Positive Behavioral Interventions and Supports (PBIS) framework also highlights successful integration into U.S. school systems, ensuring a supportive environment through behavioral reinforcement and targeted mental health education

The American Society of Radiologic Technologists (ASRT) AI educator survey: A cross-sectional study to explore knowledge, experience, and use of AI within education

IntroductionArtificial Intelligence (AI) is revolutionizing medical imaging and radiation therapy. AI-powered applications are being deployed to aid Medical Radiation Technologists (MRTs) in clinical workflows, decision-making, dose optimisation, and a wide range of other tasks. Exploring the levels of AI education provided across the United States is crucial to prepare future graduates to deliver the digital future. This study aims to assess educators’ levels of AI knowledge, the current state of AI educational provisions, the perceived challenges around AI education, and important factors for future advancements. MethodsAn online survey was electronically administered to all radiologic technologists in the American Society of Radiologic Technologists (ASRT) database who indicated that they had an educator role in the United States. This was distributed through the membership of the ASRT, from February to April 2023. All quantitative data was analysed using frequency and descriptive statistics. The survey's open-ended questions were analysed using a conceptual content analysis approach. ResultsOut of 5,066 educators in the ASRT database, 373 valid responses were received, resulting in a response rate of 7.4%. Despite 84.5% of educators expressing the importance of teaching AI, 23.7% currently included AI in academic curricula. Of the 76.3% that did not include AI in their curricula, lack of AI knowledge among educators was the top reason for not integrating AI in education (59.1%). Similarly, AI-enabled tools were utilised by only 11.1% of the programs to assist teaching. The levels of trust in AI varied among educators. ConclusionThe study found that although US educators of MRTs have a good baseline knowledge of general concepts regarding AI, they could improve on the teaching and use of AI in their curricula. AI training and guidance, adequate time to develop educational resources, and funding and support from higher education institutions were key priorities as highlighted by educators.

Pain and the risk of social isolation and loneliness in older Chinese adults: Do gender, age, and education make a difference?

ObjectivePain has long been known to affect the health and well-being of older adults. However, no longitudinal study has examined the associations between pain, social isolation, and loneliness among older adults in China. This study aims to explore the relationships between pain and older Chinese adults’ social isolation (family isolation and friend isolation) and loneliness, and whether these associations are moderated by gender, age, and education groups. MethodData derived from the four waves of the China Longitudinal Aging Social Survey (CLASS, 2014-2020). The sample included 18,692 respondents (aged 60 years and older), and mixed-effects logistic models were used. ResultsPain is not significantly associated with family isolation. In contrast, pain increases the risk of friend isolation and loneliness. Regarding the moderating roles of gender, age, and education, the results show that the relationship between pain and friend isolation is stronger among older women compared to their male counterparts. The association between pain and the risk of friend isolation is stronger among young-old adults (60-69 years) than among their older counterparts (70 years and older). Conversely, the oldest old adults (80+ years) are more likely to experience loneliness combined with pain than their younger counterparts. In addition, the negative effect of pain on the risk of loneliness is stronger among the more educated than among the less educated older adults. ConclusionsThe findings underscore the pivotal role of pain in shaping the social well-being of older adults, and highlight the need to consider sociodemographics and socioeconomic status when developing pain prevention and management strategies.

Educational Sustainability Initiatives in Higher Education: An Integrative Approach to Urban Areas in northwestern Portugal

This paper explores the integration of sustainability and climate change education within Higher Education (HE), emphasizing the societal impact of such initiatives. Through a comprehensive analysis of various educational projects conducted between 2020 and 2024 in Portugal, the research highlights the critical role of education in fostering sustainable development and resilience to Climate Change (CC). Utilizing a participatory-based methodology, including the TIP (Territory, Intervention, Proposal) model, the study involved collaboration among students, experts, and local stakeholders to address urban and environmental challenges. The findings underscore the importance of embedding sustainability into educational frameworks to equip students with the necessary knowledge and skills to tackle complex environmental issues. Moreover, the projects demonstrated how HE institutions can act as catalysts for societal change, aligning with Sustainable Development Goals (SDGs) and promoting a multidisciplinary approach. Future research should focus on evaluating the long-term impacts of these educational practices on fostering sustainable behaviors in young people and local communities, crucial agents of change in the face of climate change.

The dual role of AI in personalized learning: Enhancements and hindrances for diverse learners

This study examines the dual role of Artificial Intelligence (AI) in personalized learning, exploring how AI can both advance and hinder individualized educational experiences for diverse learners. AI technologies—such as adaptive learning platforms, intelligent tutoring systems, and data analytics tools—offer tailored pathways that can increase engagement, accommodate learning differences, and improve academic outcomes. However, challenges also emerge, including algorithmic bias, over-reliance on technology, and potential compromises in data privacy and human interaction. Findings indicate that while AI can enhance personalized learning, it requires careful integration to avoid exacerbating disparities and to support critical thinking and social skills. The role of educators remains essential, with recommendations for professional development to equip teachers with the skills to leverage AI effectively and ethically. This study highlights the importance of a balanced approach in AI integration, combining technological tools with human-centered teaching practices to create inclusive, equitable, and effective learning environments.

ПІДГОТОВКА ВИКЛАДАЧІВ ПРОФЕСІЙНО-ХУДОЖНІХ ДИСЦИПЛІН В УКРАЇНІ: ПРОФЕСІЙНО-ПЕДАГОГІЧНИЙ АСПЕКТ

Despite military aggression from Russia, Ukraine continues actively develop professional and pedagogical training, which is an important factor in improving the quality of education and professional growth of teachers. Professional and pedagogical training plays a key role in ensuring the quality of education and professional development of teachers. It forms pedagogical competences, provides teachers with the knowledge and skills necessary for effective work with students, including teaching methods, planning and management. Thanks to it, teachers learn the basics of pedagogical ethics and moral values, which helps to create a healthy learning atmosphere and promote the harmonious development of students’ personalities. Methodology. Professional training in higher education institutions is carried out according to various organizational forms, models, systems and programs, the main purpose of which is the formation of positive motivation and involvement in active educational and cognitive activities, which is the basis of the professional self-development of the future specialist. Therefore, the purpose of our study is to analyze modern approaches to the professional and pedagogical training of teachers of professional and artistic disciplines in Ukraine. To identify key problems and challenges in the field of training teachers of artistic disciplines. Outline the main directions and methods that ensure high-quality training of specialists in the field of art teaching. To investigate the role of pedagogical education in the formation of competences of teachers of professional and artistic disciplines. To propose ways of improving the system of training of pedagogical personnel to increase the level of teaching of artistic disciplines. Results. Thanks to professional and pedagogical training, teachers can update their knowledge about modern teaching methods, pedagogical technologies and approaches to education. Professional and pedagogical training allows for a deeper mastering of specific disciplines, which enables teachers to impart special knowledge at a high professional level. In general, professional and pedagogical training is the basis for the creation of qualified and competent teachers, which contributes to the improvement of the quality of education and the success of students in their studies. In our study, we consider the professional and pedagogical training of teachers of professional and artistic disciplines, which is aimed at the formation of pedagogical personnel who have the theory and practice of teaching fine arts in general education, specialized and higher educational institutions, as well as in the system of additional education. Key words: professional and pedagogical training, teachers of professional and artistic disciplines, institutions of higher education, competence, knowledge, skills.

The role of educators in facilitating students’ self-assessment in learning computer programming concepts: addressing students’ challenges and enhancing learning

The role of educators in facilitating students’ self-assessment in learning computer programming concepts: addressing students’ challenges and enhancing learning

Examining the relationship between receipt of Extended School Year services and educator roles

Examining the relationship between receipt of Extended School Year services and educator roles

Shaping National Character in Early Grade Elementary School Students Through Social Sciences Learning in the Medeka Curriculum Era

By looking at the Merdeka curriculum in primary schools, this research investigates the role of social studies education in fostering Indonesian character in primary school students. This curriculum aims to provide students with a strong, genuine understanding and respect for Indonesian culture while adhering to the values derived from Pancasila, which is the identity of the Indonesian nation. Social studies education becomes important in order to foster the character of students, including the cultivation of moral values in themselves both in the home, school and community environment. The data collected in this study were collected through surveys and analyzed through the literature study method. Data were obtained from various sources, including academic journals, student documents, and relevant research topics. This research found that social studies education can improve students' understanding of the daily life that must be carried out by applying the nation's values in their daily lives. It can also help them learn academically and support them in interacting and collaborating to solve everyday problems, which helps them in making the right choices for their brighter future.

The role of alternative education to Students’ holistic learning: A case of Tanzanian schools in Morogoro

This research investigates how alternative education contributes to students' overall education. Data was gathered utilising a mixed-tech approach, which included questionnaires and interviews. The results demonstrated the need for alternative education in enhancing academic content because academic content alone is insufficient to help students build transferable skills, entrepreneurial abilities, and real-world situational knowledge. If a student fails the standardised national examination at the exit stages of school, they are still eligible for alternative education, which helps them deal with situations in the real world.

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.

From hard coal mining to a learning space for digitally supported participatory management of biodiversity

Purpose The purpose of this paper is to describe the conversion of the former coal mining site in Kamp-Lintfort into a public park and learning space for biodiversity. In 2020, an urban green space was established, featuring various aquatic and terrestrial habitats and a high level of biological diversity in the city centre with broad community support. Design/methodology/approach This study presents secondary data of a literature review on participatory management of biodiversity in urban green spaces, with a focus on the sustainability context, participation approaches, theoretical frameworks and the role of education. The example of Zechenpark Kamp-Lintfort (Germany) shows how urban green space development can meet the challenging demands of inner city development while fostering knowledge generation via citizen science and participatory biodiversity management. The study collected primary data on plant biodiversity using a citizen science approach to raise awareness and create opportunities for human–nature interaction. Findings Sustainable Development Goal (SDG) 11 is the most important development goal in the context of participatory biodiversity management of urban green spaces. Most of the studies have a place-based focus and integration of local knowledge is the main reason for a participatory approach. The findings show how a green learning space can offer opportunities for digital learning as well as participatory biodiversity management in urban areas. The project lead to an increase in local citizens’ awareness of biodiversity. Based on a literature review, this report identifies challenges and opportunities for establishing a green learning space for biodiversity education. The example illustrates that an urban green space can provide numerous possibilities for citizens and students to get involved and that it can foster the sustainable development of a new urban neighbourhood. Research limitations/implications A place-based approach limits generalisability. To overcome this limitation, a literature review was conducted, and the location was compared to two parks with similar site conversion history. Practical implications The example of developing an urban green space can inspire universities to take an active role in biodiversity management in urban green spaces, integrating biodiversity into university activities and creating a positive impact in the urban environment. Social implications Analysis of studies in the field shows that education deserves a more prominent role in theoretical frameworks. Originality/value The study represents an example of transition and citizen-led participatory management of biodiversity from a medium-sized city, transformation processes covering these aspects are underrepresented in literature.

The Role of Sanitation, Hygiene, and Safety Education in Enhancing Economic Efficiency in the Food Service Industry

The study aims to explore the crucial role of courses on Sanitation, Hygiene, and Safety in enhancing the standards of the food and beverage industry in Soppeng Regency. The methodology involves conducting surveys among food business operators and analyzing emic data to evaluate their knowledge of hygiene, sanitation, and safety practices. Findings reveal that many operators have limited awareness of food spoilage caused by microorganisms, and they receive insufficient training on maintaining workplace safety standards. This knowledge gap potentially undermines product quality and poses significant health risks to consumers. Additionally, the study identifies a lack of standardized guidelines for sanitation and safety that are consistently adhered to across the industry. The conclusion highlights the importance of continuous education and comprehensive training programs aimed at improving operators' knowledge of hygiene and sanitation, thereby addressing these shortcomings. Strengthening this understanding is crucial for supporting sustainable tourism, enhancing consumer confidence, and elevating overall service standards within the food and beverage sector in Soppeng Regency, fostering a safer and more appealing industry environment.

Advancements in technology-enhanced assessment in tertiary education

The field of assessment in tertiary education is currently experiencing a significant shift mostly due to the technological advancements. Technology is, in fact, both threatening assessment practices and empowering them when integrated in the assessment process. This special issue discusses the evolution of technology-enhanced assessment in tertiary education focusing on the use of digital resources such as gamification and artificial intelligence to improve learning and evaluation methods. Research findings showcased in this issue delve on the ability of technology-enhanced assessments to promote effective personalised learning experiences while also addressing the ethical dilemmas these innovations bring. The blend of conversations about assessment with AI driven evaluations, immersive simulations and gamified platforms explores the benefits and challenges for teachers and learners alike, not forgetting the importance of sound methodological approaches for both summative and formative assessment. This editorial summarises contributors’ perspectives on how these innovations are changing assessment methods and emphasises the importance of integrating them thoughtfully. At the same time, questions are raised about the evolving role of educators in a technology-driven educational landscape.

Theorizing the Role of Sex Educators in the Resistance and Reification of Epistemic Injustices Related to the Sexual Expression of People with Intellectual Disability.

People with intellectual disability face a variety of epistemic injustices-systems of knowledge and educational inequality-related to their access to sex education and perceptions of their sexuality. Sex educators are in a position to address these injustices; however, they may not be fully aware of their own epistemic ethics. Furthermore, there is little theoretical understanding of how sex educators provide instruction within an environment that exhibits hostility toward the sexual expression of those with intellectual disability. This grounded theory study of interviews with 58 people who taught sex education to people with intellectual disability sought to understand the role of educators in perpetuating and resisting epistemic injustice by utilizing sex education to either facilitate or restrict the sexual expression of people with disabilities. We identified four micro-contexts: centralizing capacity to consent, emphasizing risk, desexualizing (through) sex education, and acknowledging gender identity. In each micro-context, we explore mechanisms of how educators were either allied in support of autonomy (person-centered values, expertise, access to curricular resources, self-advocates as teachers and partners, subversiveness, and de-problematizing normative sexual behavior) or reified sexual stigmas (fear of sexual abuse and sexual perpetration, conscripting to asexuality, the paternalistic service system, and complex ethical dilemmas) in the context of hostility to sex education and sexual expression. These findings have implications for promoting prosocial sexual expression and access to sex education for people with intellectual disability.

Growing our own: enabling PGR teachers to flourish in authentic ecosystems

Postgraduate researchers who teach (PGR teachers), or Graduate Teaching Assistants (GTAs) play a valuable role in global Higher Education, being a central part of the teaching workforce. PGR teachers are noted, amongst other things, for their ability to relate closely to students, bringing research-informed perspectives and providing effective and nuanced support to students in a massified HE sector. However, in spite of their longstanding presence, they are ubiquitously described as being in a ‘liminal space’ in the literature, and as early career colleagues, often have less professional experience and reduced agency to make pedagogical decisions, all whilst experiencing precarity and other challenges relating to occupying an impermanent role. Professional development opportunities for PGR teachers are reasonably widespread but do they enable the best way for PGR teachers to grow and thrive in their teaching work? This Afterword, drawing on the contributions of authors in Issue 4 of the JPPP, considers how PGR teachers are deploying the outcomes of professional learning, and where the ‘best space’ might be for them to develop and evolve as practitioners. It reflects on the structure and rationale established in the Warwick Postgraduate Teaching Community and argues for the support and initiation of similar PGR communities of practice across the sector, as being optimal spaces for PGR teachers to thrive, learn and grow with peers.

Rights-based reproductive services in medical schools in Rajasthan, Gujarat and Chandigarh, India: baseline findings of mixed-methods implementation research.

There is a need to assess and strengthen reproductive rights-based family planning and abortion services in Indian medical schools that play a key role in medical education and service delivery. This study presents the findings of baseline assessment across nine schools in two states and one union territory with objective to assess, identify the gaps and improve the status of reproductive rights and evidence-based family planning and abortion services in Indian medical schools. A convergent parallel mixed methods study was conducted in nine medical schools in Rajasthan, Gujarat, and Chandigarh a Union territory in India from October 2018 to June 2019. In-depth interviews with 33 faculty from the Department of Obstetrics and Gynaecology were conducted. The COM-B (Capability, Opportunity, and Motivation) model of behaviours was used to qualitatively identify barriers and facilitators of reproductive rights-based family planning and abortion services. Reproductive health services provided to 104 women for family planning and abortion were observed quantitatively using a pre-tested checklist. Providers' preference bias in recommending contraceptive methods to specific clients (wherein sterilisation was offered to women with two or more children and IUCD to women with one child) was observed as barrier to reproductive rights. The facilitators of rights based reproductive services included well-informed faculty regarding providing dignified and respectful care. Barriers included infrastructure gaps, high workload, insufficient human resources affecting privacy, and lower awareness and decision-making power of clients. Family planning counselling using the cafeteria approach was offered in 69.4% of cases, 31.6% of women seeking abortion services were offered counselling on both family planning and abortion. Sterilisation or IUD insertion was a pre-condition in 36.8% of women requesting an abortion. Right-based reproductive services around family planning counselling and abortion services were delivered partially despite the medical schools' trained faculty, mainly due to provider bias, high workload, and less autonomy and lower awareness of reproductive rights among women.

Peran Guru PAI dalam Meningkatkan Kecerdasan Spiritual Siswa melalui Penguatan Relasi Vertikal Dengan Allah SWT

This study aims to understand the role of Islamic Religious Education (PAI) teachers at SMP Negeri 05 Sinunukan in improving students' spiritual intelligence through strengthening vertical relationships with Allah SWT. The method used was descriptive qualitative with data collection techniques in the form of semi-structured interviews, direct observation, and documentation. Interviews were conducted with PAI teachers, students, principals, and school staff, while observations were made on religious activities such as getting students used to reading prayers and the Qur'an before starting learning Obliging and guiding students to pray zhuhur in congregation. Documentation involved collecting documents related to the PAI program. Data were analyzed by reduction, presentation, and verification of findings through data triangulation. The results showed that PAI teachers not only delivered religious materials but also acted as role models, integrating religious theory with real practices. Activities such as praying together and helping students apply religious values in everyday life by guiding students to pray zhuhur in congregation. And positive interactions between teachers and students. Students show improvement in their understanding and application of religious values, and feel the positive impact in their lives.

Merging Self-Regulatory Strategies with GTA Pedagogical Practices: Enhancing Student Autonomy and Engagement

Graduate Teaching Assistants (GTAs) play a dual role in higher education, balancing their research responsibilities with teaching duties. This dual identity provides a unique vantage point for GTAs to implement innovative teaching practices that encourage students to utilize self-regulated learning (SRL) strategies. This paper explores how GTAs can adopt teaching practices centered on promoting SRL among students. Drawing on data from focus groups and surveys conducted with five GTAs, the study identifies key techniques—such as reflective journals, peer assessments, and technology-enhanced learning tools—that GTAs can incorporate into their teaching. The intervention was conducted over one semester in an English proficiency course tailored for students with low English proficiency. Findings indicate that these strategies not only enhance student engagement and motivation but also improve critical thinking and problem-solving skills. The paper underscores the positive impact of SRL on student learning outcomes and discusses how GTAs can effectively integrate and promote these strategies in their pedagogical practices.

TRANSFORMASI PRAKTIK AKREDITASI BAN-PDM MALUKU MELALUI PELATIHAN DARING DALAM PENERAPAN INSTRUMEN AKREDITASI TERBARU

The purpose of this community service is to enhance the capacity of BAN-PDM assessors in Maluku Province through online training on the 2024 Accreditation Instrument. This training aims to deepen assessors' understanding of key aspects of educational accreditation, such as school climate, principal leadership, the role of educators, and the learning process. By integrating online methods, it is expected that this training can address the geographical challenges in the Maluku archipelago and improve the quality of educational accreditation in the region. The results of this training show that online methods are effective in enhancing assessors' understanding of the latest accreditation instruments. Despite facing technical challenges and connectivity limitations, participants demonstrated a significant increase in their understanding and skills related to educational accreditation. The evaluation of the training results indicates that assessors can effectively apply new knowledge in their accreditation practices, making a positive contribution to improving the quality of education in Maluku Province.