Safe Learning Environment Research Articles

Examining the Role of Augmented Reality and Virtual Reality in Safety Training

This study aims to provide a review of the existing literature regarding the use of extended reality technologies and the metaverse focusing on virtual reality (VR), augmented reality (AR), and mixed reality (MR) in safety training. Based on the outcomes, VR was predominantly used in the context of safety training with immersive VR yielding the best outcomes. In comparison, only recently has AR been introduced in safety training but with positive outcomes. Both AR and VR can be effectively adopted and integrated in safety training and render the learning experiences and environments more realistic, secure, intense, interactive, and personalized, which are crucial aspects to ensure high-quality safety training. Their ability to provide safe virtual learning environments in which individuals can practice and develop their skills and knowledge in real-life simulated working settings that do not involve any risks emerged as one of the main benefits. Their ability to support social and collaborative learning and offer experiential learning significantly contributed to the learning outcomes. Therefore, it was concluded that VR and AR emerged as effective tools that can support and enrich safety training and, in turn, increase occupational health and safety.

Links between learning goals, learning activities, and learning outcomes in simulation-based clinical skills training: a systematic review of the veterinary literature.

In veterinary education programs it is important to have a balance between providing students with valuable hands-on experience and ensuring the ethical treatment and welfare of the animals involved. In the last years simulation-based veterinary education played an important role helping with the replacement of experimental animals in education and at the same time creating a safe learning environment offering endless options for training in a safe environment. The aim of this systematic review was to discern which type of learning outcomes are used to evaluate specific learning goals of clinical skills training and to grasp the impact of diverse simulator characteristics on the measured learning outcomes in clinical skills training. A systematic search from 1977 until November 2023 has been conducted resulting in 103 included papers. The categories, learning goals, learning activities, and learning outcomes in clinical skills training were used for data extraction of all included studies. This study investigated the interplay between learning goals, learning activities, and learning outcomes. Competence and knowledge were the most frequently described learning outcomes; static and screen-based simulators are the are most frequently used technologies. Static simulators are primarily used to train procedural steps and screen-based simulators are primarily used to train relevant knowledge and clinical reasoning. Notably, none of the reviewed studies made explicit connections between learning goals, learning activities, and learning outcomes. In simulation-based education it is important to provide a structured, constructively aligned process where students gain relevant and effective experience. The results of this study underscore the importance of aligning the learning process in simulation-based clinical skills training, and that alignment in the learning process is not always evident.

Developing a safe learning environment in primary-level innovative schools in the Czech Republic

ABSTRACT This study examined how teachers in the Czech primary schooly create a safe learning environment, and identified key strategies they employ to foster a supportive and respectful classroom climate. Particular emphasis was placed on methodological analysis due to new requirements set by the Ministry of Education, which, within the new Competency Framework for Teaching Graduates, demands that teachers be capable of effectively establishing a safe educational setting. Innovative schools serve as crucial sources of inspiration for fulfilling this competence, as they implement progressive pedagogical approaches and methods that can be effectively adapted and applied across various educational contexts. The research was conducted through observations of teachers during classroom instruction and notes taken in field journals using a log. The results revealed that teachers utilise participatory rule-making, promote cooperation over competition, engage in open and non-violent communication, and adopt an individualised approach to teaching. These practices not only contribute to a safe classroom climate but also support the overall personal and academic development of students. The research also uncovered challenges faced by teachers, including maintaining discipline in an environment with high student autonomy and diversifying educational needs. Teachers overcome these challenges with flexible and expert approaches that support safe and inclusive education.

Twelve tips for medical teachers to facilitate effective discussion among students to engage in reflective interpretation of Museum Arts

Integrating arts and humanities into medical education is a pragmatic approach that significantly enriches students’ learning experiences by enhancing their observational, interpretative, and empathetic skills. Engaging students in thoughtful dialogue become crucial at it not only enriches their understanding of human experiences and cultural contexts but also sharpens their communication skills – essential for effective patient interactions and collaborative healthcare environments. This article outlines twelve essential tips for medical teachers aimed at effectively facilitating discussions among students within the context of museum arts. These strategies are carefully designed to create a safe and inclusive learning environment, promote active and equitable participation, and encourage deep, reflective interpretation of artworks. By implementing these tips, educators can not only foster a more conducive educational landscape but also significantly enhance their own teaching practices by pushing the boundaries of traditional medical curricula with new ways to integrate empathy, critical thinking, and cultural awareness.

평생교육시설의 공간적 현황에 대한 탐색적 연구 - 공주시를 사례로

This study investigates the physical environment of lifelong education facilities crucial for the revitalization of lifelong education. By analyzing the spatial characteristics of these facilities, key issues related to their physical environment are identified. Focusing on Gongju City, regulations and previous research on lifelong and other educational facilities are examined. The distribution and total area of 75 lifelong education facilities in Gongju City as of 2021 are analyzed in relation to the demographic characteristics and population size. The analysis reveals that the number and total area of lifelong education facilities do not proportionally align with population size. Despite the high number of facilities, many do not meet the minimum space requirements, and several regions lack even a single facility per legal district. Two critical points are discussed based on these findings: first, improving accessibility to lifelong education facilities to ensure that residents can easily participate in lifelong education; second, establishing a minimum standard of area to provide a safe and conducive learning environment. The study emphasizes the need for regular statistical monitoring of facility numbers and spatial conditions to promote the philosophy of lifelong education and achieve spatial equity.

Developing education leaders through creative approaches.

There has been a considerable interest in how to develop effective leaders for higher education but there has been limited research in this area (Stefani, 2015). Quinsee and Parker (2017) discussed the lack of leadership development and support available for those in these roles and that this is an area that needed to be explored further. The changing nature of higher education with increased marketisation, higher student demand, rising workloads, and a changing student demographics, have all created challenges for university leaders. Over the past two years Covid-19 pandemic increased the range of challenges leaders had to manage and this for many has meant drawing on a wide range of skills and being creative in approaches to problem-solving (Kennie & Middlehurst, 2021). Effective leadership for the 21st century requires innovative approaches to lead organisations (Basadur, 2004). Creating opportunities for leadership development that are engaging and exploring different ways of supporting emerging leaders is therefore an area of increased interest. The importance of playful learning in creating a safe and supportive learning environment and supporting individuals to build resilience from learning from failure as well as success cannot be underestimated (Whitton & Moseley, 2019). This paper explores how different approaches to leadership development and support have been explored at City St George’s, University London many of them according with Moseley’s principles around playful leadership (Moseley, 2021).

TEACHERS’ PERCEPTIONS AND CHALLENGES IN SUPPORTING LGBTQI LEARNERS IN RURAL SECONDARY SCHOOLS

This study explores the perceptions and challenges faced by secondary school teachers in supporting LGBTQI learners within the Nongoma Circuit in South Africa. Adopting a phenomenological approach, the research aims to uncover nuanced understandings and lived experiences of teachers regarding LGBTQI learners. The study employs a qualitative methodology, utilizing purposive sampling to select five Life Orientation teachers for in-depth, semistructured interviews. Thematic analysis reveals varied attitudes among teachers, ranging from supportive to biased, highlighting significant disparities in acceptance and understanding. Key findings indicate that while some teachers recognize the importance of fostering an inclusive environment, others perpetuate misconceptions and biases, contributing to an unwelcoming school atmosphere for LGBTQI learners. The study underscores the urgent need for comprehensive training programmes and policy reforms to equip teachers with the necessary skills and knowledge to support LGBTQI learners effectively. Enhanced teacher training on LGBTQI issues, along with a review of school policies, is recommended to promote inclusivity and safeguard the well-being of all learners. These findings are crucial for teachers, policymakers, and stakeholders in developing strategies to create a more supportive and inclusive educational environment in rural areas. The research contributes to the broader discourse on educational equity and the role of teachers in fostering a safe and inclusive learning environment for marginalized groups.

토픽 모델링을 통한 대학 예비교수자가 인식하는 좋은 수업의 특성 탐색

The study aims to identify the core keywords of ‘good instruction’ as perceived by prospective professors and to explore the the characteristics of ‘good instruction’. A total of 142 teaching philosophy essays were collected from the prospective professors and analyzed using the Latent Dirichlet Allocation (LDA) topic modeling method, resulting in the identification of five main topics. First, the core keywords frequently appearing in good instruction included ‘people’, ‘questions’, and ‘preparation’. Second, the characteristics of good instruction were categorized into five topics: encouraging learner participation through diverse methods, promoting academic achievement through continuous monitoring of learning, supporting the development of expertise in the major field, providing a safe learning environment based on mutual trust, and fostering active communication and interaction. This study is significant as it provides a framework and direction for what constitutes good instruction in higher education based on the teaching philosophies of prospective professors. It also offers practical implications for design and implementation of good instruction.

Development of a Simulation Educational Programme Within the Department of Stroke Medicine

Abstract Background Simulation has been commonly utilised in medical education as both a learning and assessment tool. Its utilisation in stroke medicine helps to facilitate learning in acute pathways, interprofessional communication, communication with family and patient and the application of evidence-based care. Methods The programme was initially developed as part of a pilot with University College Cork. The “FAST Call” scenario was seen as an opportunity to test the acute pathway. A simulation coordinator led out on the technical facilitation of simulation. Scenarios were developed to enable education in different facets of stroke. Key learning areas identified were: Quarterly feedback from all medical trainees in the department allowed qualitative assessment of the programme. Results Trainee feedback yielded positive results with all NCHDs reporting they found the programme beneficial from a clinical skills perspective. It improved confidence in dealing with acute stroke calls and provided a psychologically safe learning environment. The feedback also identified potential barriers and delays in the stroke pathway and allowed the utilisation of simulation as an educational opportunity. Conclusion The simulation programme has provided trainees within a stroke department with a psychologically safe learning environment. This has allowed the department to identify areas of physical or technical constraint when delivering care to stroke patients. The department has also gained the opportunity to discuss evidence-based medicine in a non-didactic format, along with providing NCHDs with the opportunity to manage scenarios in a safe manner. Simulation programmes and inclusion of this style of training as a core-component of training can be spread to other components of the geriatric medicine curriculum.

Etos, literatura in vključujoč pouk

The starting points for the renewal of curricula in elementary and upper secondary schools (Ahačič et al. 2022) are related to the quality of lessons by, among other things, paying regard to the students’ voice and, in this sense, they offer a consideration of teaching literature within the upper secondary school subject of the Slovenian language. Taking into account the ethical aspect of literature, which is highlighted in the so-called ethical turn in the literary science (Virk 2018, 2021; Meretoja 2014a, 2014b, 2018) and which is also followed by the didactics of literature (Krakar Vogel 2020), it is possible to stimulate the awareness of the adolescent’s ethos with argumentative discussion classes carrying out in-depth work on classic literary texts. The starting point for this is the postmodern understanding of dialogic ethics, the foundation of which is a respectful attitude towards the Other. This is a literary text or, through it, the cultural tradition and all the interpreters during lessons, i.e. both students and teacher. The foundation is the narrative identity (Ricoeur 2003b) and narrative knowledge (Kroflič 2017a) in the context of the development of ethical consciousness (Kroflič 2007). For the realization of this process an appropriate school system is necessary, and within this a safe learning environment, one which enables the development of ethical awareness and where equal attention can be paid to the contribution of every participant in the discussion with the support of respectful relationships. Such an approach also appears to be meaningful preparation for writing a school essay, an important part of which is proposing and supporting one’s personal views. It also raises the important question of evaluating a school essay.

INFORMATION SECURITY AND THE DEVELOPMENT OF EDUCATIONAL ENVIRONMENT OF THE 21ST CENTURY

In the 21st century, information security has emerged as a critical concern for educational environments. This paper delves into the definition and scope of information security, highlighting its key principles and best practices. It underscores the relevance of robust information security measures for educational institutions, which face unique threats such as cybersecurity risks, data privacy issues, and security breaches. By examining real-world examples, the paper illustrates these threats and their potential impact. Strategies for enhancing information security in educational settings are discussed, including implementing advanced cybersecurity protocols, the importance of training and awareness programs, and the benefits of collaboration with industry experts and government agencies. The paper also explores the positive impact of information security on educational development, such as creating a safe learning environment, fostering innovation and technology integration, and maintaining the confidentiality and integrity of educational data. The conclusion emphasizes the critical need for proactive information security measures in educational institutions and considers future advancements and strategies to address emerging threats.

The Legal Implications of Child Protection and Safeguarding Policies: A Nigerian Perspective

Children have the right to life, survival and development but also a right to be protected from any form of abuse, particularly in schools. Therefore, the standards for child protection in schools should be guided by the principles that prioritize the safety, well-being and rights of children. These principles form the basis of child protection safeguarding policies in schools and are paramount in ensuring a safe and secure learning environment for children. Yet the spate of child protection issues in Nigeria raises questions regarding the existence, implementation and enforcement of the pieces of legislation and policies within schools. This work not only examined the legal framework for child protection in Nigeria but also the legal implications of child safeguarding policies in schools. It argues that in order for schools to create a secure and safe environment for learning, firstly, the establishment of child safeguarding policies and procedure are critical to achieving this. Secondly, schools need to abandon the old concept of punishment-based discipline that relies on fear and embrace a more modern correction-based approach to discipline and establish structures to leverage discipline to achieve a safe and secure environment for all. It concludes that safeguarding policies should be viewed as a school’s translation of child protection legislation for action and as such, its implementation manual. In drawing lessons from the UK, the study recommended that government needs to drive child protection issues through the education of stakeholders and the establishment of an enforcement mechanism or regulatory body. This body should coordinate child safeguarding issues by providing a platform for stakeholder collaboration in order to achieve more cohesion within the sector.

Using simulation scenarios and a debriefing structure to promote feedback skills among interprofessional team members in clinical practice

BackgroundTeam reflexivity and peer feedback in daily clinical work can improve patient safety. However, teams do not always engage in reflection after patient care. A reason could be that team members may lack skills in engaging in team reflection. This study explores the use of interprofessional team-based simulations to encourage and equip teams for reflective conversations in the real-world clinical practice.MethodsThis was a prospective, explorative study of team members’ perceptions of the use of in situ simulation-based scenarios with critically ill patient cases to train team-based reflections and peer feedback. The study took place in two neurological wards. Prior to the intervention, a 1-day observation in each ward and semi-structured short interviews with physicians and nurses were conducted.ResultsA total of 94 staff members, 57 nurses, 8 nurse assistants and 29 physicians participated in the in situ simulation scenarios. All team members showed appreciation of the safe learning environment. The authors found that the simulations and the debriefing structure provided an opportunity for training of team reflexivity and feedback. The team members evaluated the simulation-based training very positively, and their initial reaction indicated that they found peer feedback useful for the individual and the team. This approach allowed them to reflect on their own clinical practice.ConclusionThe simulation-based training scenarios and the debriefing structure promoted team members’ team reflexivity and peer feedback skills. The method is feasible and could be used in other specialties and situations.The team members’ reactions to feedback were positive, and based on their reflections, there is a potential to increase both individual and team skills as well as improve patient treatment.

Enhancing school safety through psychological support: Key findings and strategies

A crucial aspect of creating a safe and supportive learning environment is the integration of psychological support to reduce school violence. Research highlights that school violence impacts not only students' physical safety but also their mental health and emotional development. Effective psychological support can play a pivotal role in preventing and mitigating violent behaviors by addressing underlying emotional difficulties and unresolved trauma. Key strategies include implementing early interventions through school psychologists and counselors, who offer individual and group counseling to help students manage conflicts and intense emotions constructively. Additionally, psychological support programs can improve the school climate through workshops on emotional intelligence, stress management, and social skills, fostering empathy and reducing conflicts. Integrating psychological services with other school resources, such as emotional education programs and violence prevention strategies, is essential. Collaboration among school psychologists, teachers, parents, and administrators ensures a holistic approach to violence prevention, considering all aspects of students' school lives. The research demonstrates that peer social support significantly mediates the relationship between school victimization and psychological health. Social support acts as a buffer, mitigating the negative effects of violence, and is crucial for students of all genders and ethnicities. Furthermore, family support is identified as a vital moderator, enhancing adolescent mental health despite exposure to violence. Psychological intervention strategies, such as establishing psychological warning systems and prevention mechanisms, are essential in proactively addressing violence. Schools should focus on creating a protective environment and integrating psychological strategies into broader prevention efforts. Continuous mental health education and a safe space for students to express concerns can significantly reduce violent behaviors and support a positive educational atmosphere.

ACCOMPANYING A STUDENT WITH AUTISM SPECTRUM DISORDER IN SCHOOLS IN KAZAKHSTAN: THE ROLE OF A TEACHER ASSISTANT

Worldwide, the development of inclusive education is aimed to achieve the goal of creating safe, non-violent, inclusive and effective learning environment for all children. The goal of our work is to study the current situation of teaching assistants in supporting children with autism spectrum disorder in secondary schools. A questionnaire was developed by the team of experts and is based on the legal acts. It is designed in two main areas that focused on the experience and needs of teacher assistant and children with autism as well. The results obtained are based on the collection and analysis of data, the study of scientific and methodological literature, normative legal documents on the topic. The research enabled to implement the task of clarifying the role of the teacher assistant in accompanying a student with autism, identifying positive practices, difficulties, satisfaction with their work, as well as to identify factors that impede the effectiveness of psychological and pedagogical support for children with autism at school. It is clear that comprehensive continuous capacity-building trainings are needed in the country to support the work of the teacher assistants and systemic solutions regarding the improvement of professional competencies of teaching assistants in Kazakhstan.

International students' perspectives on medical school and internship: 'Oh international? Are you international?'

International students account for a significant proportion of medical graduates Australia-wide, and most opting to remain in Australia for their first year of practice (Internship). Hence, understanding this particular demographic's perspectives is crucial for curriculum and workforce planning. Despite this, very few studies have addressed this demographic, and none have explored the impact of the COVID-19 pandemic on international medical students specifically. A qualitative design was used to explore the perspectives of final-year international medical students at an Australian medical school as they prepared for transition to internship during the COVID-19 pandemic. Participants engaged in a semi-structured interview about the pandemic's personal and professional implications. The data were analysed using inductive thematic analysis. Seven out of 34 final-year international medical students at the University of Adelaide participated. The main themes identified were that isolation was magnified, institutional support was lacking and that uncertainty was challenging. The pandemic did not deter participants from pursuing an Australian internship, as Australia was considered a desirable place for internship compared to their home countries. While the COVID-19 pandemic exacerbated the situation, many of the challenges identified by international students already existed. Issues such as social isolation, racial discrimination, financial hardship and lack of institutional support have been prevalent for decades. Insights from this study reveal a need to improve the medical school experience. Australian Universities have a responsibility to ensure fair treatment of international students by training faculty, implementing support programmes and ensuring an inclusive and culturally safe learning environment.

Enhancing Student Well-being: Child-Friendly School Management in Conflict-Affected Areas

The relevance of this study lies in the urgent need to provide a safe, inclusive, and supportive educational environment for children in areas affected by social and ethnic conflict. This study highlights inclusive policies, psychosocial support, and community engagement in creating a supportive learning environment. This study used a qualitative method with a case study approach involving in-depth interviews, participant observation, and document analysis as data collection techniques. Data were collected through in-depth interviews, participant observation, and document analysis. The results showed that inclusive policies, psychosocial support through counselling and extracurricular activities, and teacher training in inclusive teaching methods effectively created a safe and supportive learning environment for students. In addition, empowering local communities and cultivating positive behaviours were essential in supporting student well-being. The implications of this study suggest that a holistic approach to school management can improve the quality of education and the well-being of children in conflict-prone areas and provide practical recommendations for other schools facing similar situations.

Responding to Crisis: A Multiple Case Study of District Approaches for Supporting Student Learning in the COVID-19 Pandemic

Purpose: Prior research shows wide variation in student learning across contexts during the COVID-19 pandemic, but less is known about why such variation occurred or how particular response approaches may help districts navigate future crises. Research methods: Drawing on crisis leadership and organizational theory, we conducted a multiple case study of pandemic response across five school districts in Michigan that performed better-than-predicted on benchmark assessments during the 2020–21 school year. We interviewed 46 district, school, and teacher leaders across district cases and analyzed data using comparative case study methods. Findings: We find that local leaders relied on existing resources such as staff-student relationships, school-family relationships, and curricula and instructional models to address foundational needs stemming from the pandemic. These resources were part of each district's distinct approach to supporting student learning prior to the pandemic and provided a reliable path forward amidst ongoing uncertainty and disruption. When previous approaches were not aligned to external demands, local leaders leveraged staff expertise, staff collaboration, and school-family relationships to develop new teaching and learning approaches. In-person and hybrid districts adapted to create safe in-person learning environments, while remote and hybrid districts adapted to use technology to engage students in distanced learning and personalized academic support. Implications: Our findings shed light on pandemic response approaches that other districts can adopt in future crises and resources that need to be cultivated and distributed across districts to support crisis response. We contribute new insights on the interplay between leadership and organizational capacity during crisis response.

Qualitative study of new doctor induction and socialisation

AimJunior doctors joining EDs are required to rapidly acquire new knowledge and skills, but there is little research describing how this process can be facilitated. We aimed to understand what...

Bullying from a Legal Perspective

This study aims to increase knowledge about the legal consequences for bullying perpetrators and to raise awareness among students and teachers about bullying in schools. The outreach was conducted in person at SMAN 7 in South Tangerang City using a survey method, involving both students and teachers. Information was delivered directly through presentations and discussions, and data was collected on students' initial knowledge of the legal implications of bullying before and after the outreach. The results showed that most students were unaware that bullying by minors could lead to criminal charges, although the legal treatment differs from that of adult criminal cases. These findings highlight the importance of legal education in schools to enhance understanding of the legal consequences of bullying, and the need for ongoing education to ensure that everyone in the school environment is adequately aware of the legal implications of bullying, thereby creating a safe and conducive learning environment.