Role Of Education Research Articles

“A New Type of Aristocracy”: Envisioning Educational Divides in the Swedish Conservative Party during the Birth of the Post-Industrial Society, ca. 1965–1972

ABSTRACT In the 1960s, people across the West started imagining that they were in a societal transition. Crucially, in these future-oriented discussions, social class was often transformed into educational attainment as the main dividing line. These future studies garnered attention across the political spectrum, including the Swedish Conservative Party. This article aims to investigate the Conservative Party’s considerations on the societal and future role of education during the 1960s and 1970s. I show how the Conservative Party was one of the first proponents in articulating visions of the post-industrial society in Sweden. It saw the societal changes it brought about as its chance to realign the electorate and the political landscape in its favour. The educated voter was constructed by the Conservative Party as a new leading class in a society centred around education. The article contributes to the history of educational ideas of the 1960s and 1970s, educational classifications, futurology and post-industrial ideas.

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 Gatekeeping Role of Mathematics Education in Migration Contexts – A Visit to Malmö

The text discusses the gatekeeping role of mathematics education for youth in Malmö (and elsewhere) with immigrant backgrounds. The text argues that mathematics education may play a significant role as a gatekeeper for immigrant students’ advancements in the educational system as well as in the society at large.

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.

Kontribusi Pesantren dalam Pengembangan Literasi Halal pada Produk Makanan Studi Pondok Pesantren Addimyathi Nurul Iman

Islamic boarding school as a development of knowledge about Islamic teachings. Knowledge and in-depth understanding of halal principles in production and consumption in accordance with Islamic law. Halal literacy is very important to ensure that products in circulation comply with halal regulations. Bangkalan is one of the districts on the island of Madura, which is famous for its strong Islamic culture, and the many Islamic boarding schools which play an important role in social life and community education, where many Islamic boarding schools are a challenge in implementing halal principles for the environment around Islamic boarding schools. With the development of halal literacy, the aim is to increase understanding and application of halal principles through various education and training programs, outreach and other activities. This research focuses on the contribution of Islamic boarding schools in developing halal literacy at Islamic boarding schools in Bangkalan. Halal literacy includes a deep understanding of products and services that comply with Islamic law. The aim of this research is to identify forms of Islamic boarding school contribution in developing halal literacy in Bangkalan Regency. It is hoped that the results of this research will provide new insights to increase the role of Islamic boarding schools in strengthening halal literacy in society. This research uses a qualitative approach with a study method that focuses on several Islamic boarding schools in Bangkalan Regency which are considered to have a significant role in developing halal literacy. Data was collected through in-depth interviews with Islamic boarding school caregivers, students and other relevant parties, as well as through direct observation of activities related to halal literacy.

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.

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

The current study examined educator-reported frequency of Extended School Year (ESY) services recommendation and receipt and the variation in educator perceptions as to the recommendation and receipt of ESY services. Findings suggest that educator roles are associated with differences in the perceived receipt of ESY services. Self-contained teachers and specialists reported higher percentages of students who were recommended for ESY services that subsequently received those services as compared to inclusion and resource teachers. Results also indicated that self-contained teachers were more likely to perceive that students outside of a self-contained setting received ESY services while resource teachers were more likely to perceive these students as not receiving ESY services outside of a self-contained setting. It is posited that educational placement should not dictate the receipt of ESY services but it appears that this may be inadvertently occurring.

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

IntroductionThere 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.MethodsA 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.FindingsProviders’ 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.ConclusionsRight-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.

Ragi Revolution: Enhancing Dietary Practices through Nutritional Education and Local Food Systems Implementation

Ragi (Eleusine coracana), commonly known as finger millet, is a nutrient-rich cereal that remains underutilized in modern diets despite its high calcium, iron, and dietary fiber content. This examines how ready-to-eat ragi-based supplementary foods, combined with effective nutrition education, can drive behavioral changes to incorporate ragi into daily diets and local food systems. The increasing availability of ready-to-eat ragi products offers an accessible solution for improving nutrition, but challenges remain in terms of consumer acceptance due to unfamiliarity and taste preferences. This paper focuses on the role of nutrition education in reshaping dietary behaviour, emphasizing case studies that demonstrate the effectiveness of targeted interventions in promoting ragi consumption. Additionally, it explores strategies for integrating ragi into public nutrition programs and sustainable food systems, highlighting the importance of community-driven efforts and public-private partnerships. The review also discusses the role of policy support and multi-stakeholder collaboration in fostering ragi’s cultivation and incorporation into local food systems. By examining behavioural change strategies such as social marketing and culturally sensitive approaches, this paper presents a roadmap for promoting ragi as a key component of sustainable diets and public health interventions.

An Exploration of The Path of Mental Health Education for Graduate Students in Collaboration Between Tutors and Counselors from The Perspective of Positive Psychology

At present, the mental health problems of graduate students in colleges and universities are increasing day by day, and the tutors and counselors of graduate students are indispensable roles in the training and education of graduate students, and also play a very important role in the mental health education of graduate students. From the perspective of positive psychology, this paper analyzes the advantages of mentors and counselors' participation in mental health education from the perspective of the mental-assistant cooperative education mechanism, and tries to put forward the mental-assistant cooperative education mechanism to give full play to the joint efforts of the two in the mental health education of graduate students, so as to protect the better growth of students.

Sexual outcomes following the surgical treatment of traumatic rupture of the corpora cavernosa.

Penile fracture is a post-traumatic condition affecting the tunica albuginea of the corpora cavernosa when erect. Clinical diagnosis and urgent surgical intervention are crucial to avoid severe functional complications, particularly erectile dysfunction. We aimed to evaluate male sexual function after surgical treatment in patients with penile fracture and to identify predictive factors of postoperative erectile dysfunction. We underwent a hospital-based retrospective study on patients who underwent surgical repair for fractures of the corpora cavernosa between 2012 and 2023. Included in this study were all patients who have a postoperative follow-up of at least 12 months. Patients were clinically evaluated for the presence of erectile dysfunction and the presence of postoperative penile curvature. The patients were asked to answer the structured questionnaire of the International Index of Erectile Function (IIEF-15). We included 87 patients. The mean age was 38 ± 12years. Fourteen patients (16%) developed a fibrous plaque, with a median onset time of 30days postoperatively. Erectile dysfunction was noted in forty-four patients (51%). Active smoking (p < 0.002), the surgical approach (p = 0.02), a consultation time > 7.5h (p = 0.01), a length of the discontinuity of the corpora cavernosa > 2.5cm (p = 0.01) and the use of an erection inhibitor postoperatively (p = 0.021) were independent predictive factors of erectile dysfunction at 1 year postoperatively. Considering the results of our study, we propose rapid and urgent surgical management for penile fractures, and an elective surgical approach may be considered. We emphasize the fundamental role of sexual education, especially for young people, in preventing this sexual accident that could negatively impact their sexual life.

Nutrition Training in Medical Education Among Family Medicine Residents in North Carolina.

This study surveyed family medicine residents in North Carolina regarding the state of nutrition education in their residency training. In addition, the survey explored comfort levels with, and attitudes about, discussing nutrition with patients. We administered an online questionnaire to family medicine residents in North Carolina (n = 384) asking about their history of nutrition training and their current attitudes about nutrition. The 24-item survey included both Yes and No and Likert-scale responses. All but one resident had received formal or informal nutrition training during their medical education. Residents overwhelmingly considered nutrition to be an important component of health care, although a majority felt physicians are inadequately trained in nutrition. Feeling comfortable discussing nutrition with patients regarding specific health conditions varied from 45% (gastrointestinal concerns) to 94% (cardiovascular disease) or 95% (diabetes) among residents. The volunteer sampling method used in the study may limit generalizability of the study findings to a broader population of family medicine residents. In addition, precisely defining "formal" and "informal" nutrition training on the survey questionnaire would help to clarify the role of nutrition education in shaping resident attitudes and practices. This study shows that family medicine residents recognize the importance of nutrition education but do not feel adequately trained to provide it to patients. Given the abundance of evidence linking nutrition and health as well as an apparent interest among family medicine residents in nutrition education, this study supports the integration of nutrition training in medical education. Suggestions for how to accomplish this objective are provided.

Correlation of Parental and Child Dental Plaque Levels: A Clinical Study

Objective: This clinical study aimed to explore the correlation between dental plaque levels in parents and their children. Specifically, the study examined differences in plaque correlation between mother–child and father–child pairs and evaluated the role of parental education in influencing children’s oral hygiene practices. Materials and Methods: A total of 196 subjects were recruited, comprising 49 mother–child and 49 father–child pairs, with children aged 6 to 15 years. Dental plaque was assessed using the O’Leary Plaque Control Record, applying a liquid plaque discloser and explorer. The plaque index was calculated as the percentage of dental surfaces with visible plaque relative to the total surfaces examined. Results: The findings revealed a significant positive correlation between the parental plaque index (IP_PARENTS) and the children’s plaque index (IP_CHILD) (p &lt; 0.001), indicating a strong relationship. While the father’s plaque index (ID_PARENTS(FATHER)) showed a marginally positive effect on IP_CHILD (p = 0.0589), the interaction between father identification and IP_PARENTS had a significant negative impact (p = 0.0344), suggesting that paternal influence on children’s plaque levels may vary. The model accounted for 28% of the variability in IP_CHILD (pseudo R2 = 0.2758). Conclusions: The analysis demonstrated a significant association between parental and child plaque levels, with minor differences observed between maternal and paternal influence. No significant effects were found for the age or gender of the children. Overall, increased plaque levels in parents were associated with higher plaque levels in their children, with slight variations depending on the parent’s role.

The Role of Educators in the Formation of Students' Leadership Character in the Leadership Material of Khulafaur Rasyidin

This study aims to find out the role of educators in implementing leadership characters in the subject of Islamic Cultural History in grade VII MTsN 7 Agam in the material of Khulafaur Rasyidin Leadership. This type of research is qualitative research with the subject of this research being Islamic Cultural History educators and students of grade VII MTsN 7 Agam. The data collection techniques used are observation, interviews and documentation. Then this study uses data analysis through data reduction, data display, and conclusion drawn. The results of this study show that the role of educators is as partners, resource persons, and companions. Educators play the role of partners, namely cooperation between educators and other educators, parents or other parties who are tasked with paying attention to the development of students. Educators act as resource persons tasked with providing information to students about many things related to learning and so on. Meanwhile, educators as companions are in charge of providing direction and advice related to the field or discussion being pursued.