School Education Research Articles

Language as a Tool for Inclusive and Equitable School Education: A Critical Review of NEP 2020

The National Education Policy (NEP) 2020 begins at the very outset by acknowledging education as the fundamental tool for achieving human potential and for achieving economic and social mobility, justice, equality and inclusion. It further recognises the need for education itself to be ‘inclusive and equitable’ for it to be able to become such a tool. The article drawing from socio-cultural learning perspectives examines the language perspective of NEP 2020. The present article aims to examine the commitment of NEP 2020 towards linguistic inclusion and multilingualism in school education by focusing on how the policy appears to understand the significance of languages and the pathway it suggests for the same.

Quality Management Process of Religious-Based Primary School Education

This research aims to reveal in-depth and give meaning to the planning, control, and improvement of religion-based elementary school education quality. This research method uses a qualitative approach through a multicase study plan with a constant comparative method. The research locations were SD Onekore 2 Santa Ursula Ende, SDK Santo Antonius Ende 2, and MIN Ende. The informants in this research were the Principal and Teachers. Data collection techniques use in-depth interviews, participant observation, and documentation studies. A structured set of questions designed to elicit information from stakeholders such as teachers, administrators, parents, and students about their perceptions, experiences, and suggestions regarding quality management in primary education with a religious foundation. The research results show that the Religious Primary School Quality Management Process has a strong commitment, which the founders inherited, managers, and previous education staff, and is preserved, continued, and strengthened by the management and education staff in the future. The meaning of quality by the management and educational staff of religious-based elementary schools is more holistic; the students' personalities are intact, and the quality management of religious-based elementary schools consists of school quality planning, quality control, and quality improvement. Through the quality management process of religious-based elementary schools, the school has a strong commitment, inherited by the founder, managers, and previous education staff, and preserved, continued, and strengthened by managers and education personnel.

School Public Relations: An Essential Tool for Fostering Effective Communication and Administration in Educational Institutions

In the dynamic landscape of educational institutions effective communication and administration are fundamental elements that underpin the success and sustainability of the educational process and school public relations play a catalytic role in facilitating these processes. As a multifaceted tool, this paper provides a comprehensive insight into school public relations for promoting transparency, building community relationships, and enhancing administrative effectiveness in educational settings. By drawing upon the fundamental principles, strategies, and best practices of school public relations, this study seeks to bring to light its significance in fostering positive stakeholder engagement, managing crises, and achieving organizational goals. Through case studies, theoretical frameworks, and practical insights, the paper examines the various areas of school public relations and its impact on educational administration. Recommendations were made for school administrators, educators, and communication professionals to leverage school public relations as a strategic asset in its pivotal role in enhancing administrative processes and the effective functioning of educational institutions. The paper concluded that school public relations is indispensable in the educational institution. By prioritizing communication excellence, ethical conduct, and stakeholders’ relationships, educational institutions can unlock the full benefits of school public relations as a tool for fostering effective communication and administration.

Housing the Teacher Workforce: A Scoping Review

Globally, education systems are faced with dual workforce crises: a shortage of teachers and a lack of affordable housing. Attracting and retaining teachers through improved renumeration, working conditions, and quality preparation have been central. However, initiatives to attract and retain teachers mean little if the workforce cannot find appropriate (quality and affordable) housing within commuting distance to their workplaces. The present study undertakes a scoping review of research on the intersection of housing and the school education workforce. Specifically, we examine the volume, variety, and characteristics of evidence through the question of ‘What empirical studies have been published on the relationship between housing and the school education workforce?’ Online databases were used to identify 23 studies published in 2000–2024 from Australia, China, England, Kenya, Malaysia, New Zealand, Tanzania, Uganda, the UK, and the USA. Publications drew on a range of methods and housing was rarely the focal unit of analysis. This study finds that beyond establishing unaffordability through salary and housing costs ratios, and the peripheral inclusion of housing issues in studies, there is insufficient published peer reviewed evidence available to purposefully inform and measure interventions. Greater interdisciplinarity is required in research to highlight the complexity of issues at the intersection of housing (availability, affordability, and distance from workplaces) and workforce distribution. More rigorous data should be collected to support robust reporting on the state of housing for the school education workforce to deliver the type of evidence necessary to develop targeted and tailored interventions to improve outcomes for the workforce and ultimately students.

A descriptive study on diagnostic timelines, and factors influencing delayed diagnosis among adult head and neck cancer patients at Uganda cancer institute.

Many patients with head and neck cancer (HNC) often present with advanced disease. This may result from delay in deciding to seek care, delay in reaching the healthcare facility and or delay in accessing care in the healthcare facility. We therefore set out to determine the time to definitive diagnosis and factors associated with delayed diagnosis among patients with HNC at the Uganda Cancer Institute (UCI). A cross-sectional study was conducted at UCI, patients with HNC were recruited. An interviewer administered questionnaire was used to collect data on sociodemographic factors and clinical characteristics, including timelines in months, from symptom onset to deciding to seek care, to reaching the health care facility and to definitive diagnosis. Multivariate Poisson regression analysis was used to calculate odds ratios (ORs) for the factors of association with delayed diagnosis. We recruited 160 HNC patients, and 134 patients were analyzed. The median age was 49.5 years (IQR 26.5), 70% (94 of 134) were male, 48% (69 of 134) had below secondary school education, 49% (65 of 134) had a household income < 54 USD. 56% (76 of 134) were sole bread winners, 67% (89 of 134) had good access road condition to the nearest health unit and 70% (91 of 134) presented with tumor stage 4. Median time from onset of symptoms to definitive diagnosis was 8.1 months (IQR 15.1) and 65% (87 of 134) of patients had delayed diagnosis. Good access roads (aOR: 0.26, p = 0.006), secondary school education (aOR: 0.17, p = 0.038), and household income > 136 USD (aOR: 0.27, p = 0.043) were associated with lower odds of delayed diagnosis. Being the sole bread winner (aOR: 2.15, p = 0.050) increased the odds of delayed diagnosis. Most of HNC patients (65%) at UCI had delayed diagnosis. A national care pathway for individuals with suspected HNC should be established and consider rotation of Ear, Nose and Throat surgeons to underserved regions, to mitigate diagnostic delay.

Perspectives of Open Education High Students on the Open Learning Mode

Open education is an education and instruction network that is widely used to overcome physical and temporal limitations. In the current study, an evaluation was made by taking the opinions of students on the application areas of the open education system in Turkey. In this context, the reasons for students attending open education high schools to switch to open education high schools were examined and a general perspective on open education applications was presented in line with their goals and expectations. To this end, phenomenology, one of the qualitative research methods, was used and students’ opinions and experiences about open education were elicited. The sample of the current study is comprised of 500 open education high school students registered through public education centres. An online questionnaire form consisting of semi-structured open-ended questions was used to collect data in the study. When the findings were examined, it was seen that the reasons for the participants’ enrolment in open education differed. In the analysis performed, it was seen that the reasons for enrolling in open education were grouped under six sub-headings: individual-emotional reasons, familial reasons, economic reasons, health-related reasons, reasons arising from school education processes and environmental-stimulating reasons.

Role of Stakeholders’ Collaboration in the Implementation of School Feeding Programme: A Case of Twelve Years Basic Education Schools in Nyabihu District, Rwanda (2020-2022)

This study was carried out to assess the role of stakeholders’ collaboration in the implementation of school feeding programme of twelve years basic education schools in Nyabihu District, Rwanda. The study utilized a convergent research strategy to collect both quantitative and qualitative data simultaneously. Questionnaires, interviews, documentations and observation were the techniques employed to obtain the primary data and secondary data. The population of the study comprised of 75 stakeholders. Census sampling was used and samples of 75 stakeholders were drawn. For collecting data, researcher organized well-structured questionnaire; data were edited and sorted for the next stage. The data were presented in statistical tables, with frequencies and percentages for classifications of responses by statistical package of social sciences (SPSS) for easier analysis and interpretation. Data from interview sessions was obtained from 4 chairpersons of school general assembly committees. Data from documentation was obtained from school records whereas data from observation were obtained before and during lunch periods. The results indicated that there is positive and significant effect on the role of parents’ engagement on the implementation of school feeding program in twelve years basic education schools (R=.979, p&lt;0.05). To make implementation of school feeding program very successful, parents should make timely payments for their school food donations. To administer the school feeding program, parents should collaborate closely with school administration. Parents must participate in the school meal program rather than believing that it should only be funded by the government.

Developing a Framework for the Integration of Artificial Intelligence in Technology Education

This study aimed to create a foundation for the integration of AI in technology education. The framework of this study was based on the important problem-solving learning process in technology education. The developed framework structures the problem-solving steps of such types of problems into problem solving, design, development, and evaluation. Each technological problem and problem-solving step area can be implemented using Intelligent Tutoring System (ITS), Dialogue-Based Tutoring System (DBTS), and Exploratory Learning Environment (ELE) of AI convergence education. Technology education supports learners develop Technological knowledge and develop critical and creative thinking when attempting to resolve real-life technological glitches. Since the process of solving technological problems is complex in itself, it was necessary to categorize technological problems in real life and organize the procedure for resolving technical issues into a series for formal education in schools. In this process of technological problem solving learning, explicit knowledge may be necessary, and interpretive or procedural knowledge may be necessary. Methods of utilizing AI convergence education vary depending on the target knowledge. Therefore, structuring and presenting a plan to apply various AI convergence educations to the process of solving highly complex technological problems is meaningful in that it suggests the basis for educational direction. Based on the framework developed in this study, expected that AI convergence education methods appropriate for each problem-solving process of various technological problems will be systematically researched and implemented in the future.

초등학교 저학년 신체활동교육에 관한 담임교사의 경험과 시사점

Objectives This study explored the reality of physical activity education in the lower grades through the experi-ences of elementary school teachers and made suggestions for strengthening and revitalizing physical activity ed-ucation in the lower grades. Methods Four lower elementary school classroom teachers interested in and experienced in physical activity edu-cation were selected as participants in the study, and data were collected through in-dept interviews and analysis of literature and documents. The collected data were analyzed through Yin’s five-step analytical cycle, and the an-alyzed data were subjected to triangulation, participant verification, and peer review to enhance the validity of the study. Results In “Students Growing Up Physically Active,” teachers believed that lower elementary students love to be physically active and that diverse and active physical education can help them adjust to school life and grow physi-cally, mentally, and emotionally. However, in “Teachers who are overwhelmed by physical activity,” teachers felt burdened and challenged to teach physical activity due to a variety of factors. In “Teaching Physical Activity Necessary,” there was a lack of physical activity in the lower elementary curriculum and a lack of physical activity education in schools. Conclusions In order to strengthen and revitalize physical activity education in the lower grades of elementary school, we suggested strengthening the importance of basic movement competency education in the lower grades, implementing systematic physical education in the lower grades, improving awareness of physical activity education in the lower grades, and improving the educational environment.

Year Five Pupils’ Perception Towards Higher Order Thinking Skills in Learning Mathematics

Higher-order thinking skills (HOTS) are the cognitive skills that mathematics should apply to fulfil current needs. Unfortunately, Mathematics achievement in Trends in International Mathematics and Science Study (TIMSS) has shown that the thinking ability of Malaysian pupils still needs improvement. Identifying pupils' perceptions of implementing HOTS in mathematics is essential. Thus, this study was conducted to determine Year Five pupils' perception towards implementing HOTS in terms of attitude, readiness and belief in Mathematics learning, as well as the differences in these three aspects based on gender. The survey study involved 142 Year Five pupils at a Sekolah Jenis Kebangsaan Cina (SJKC) in Johor Bahru district. The instrument used in this study is a questionnaire. The data was analysed using Statistical Package for Social Sciences (SPSS) software version 27. The descriptive statistical analysis results found that pupils’ perception towards HOTS in Mathematics in terms of Attitude and readiness are moderate. At the same time, pupils' perception towards HOTS in mathematics in terms of belief is high. The Mann-Whitney U test results found a significant difference in pupils’ attitudes towards HOTS in Mathematics based on gender. However, this study showed no significant difference in student’s readiness and belief towards HOTS in Mathematics based on gender. This study brings implications for educators in schools to realise the importance of modifying HOTS teaching practices by considering pupils’ perceptions.

Healthcare workers perceptions of patient safety culture in selected Ghanaian regional hospitals: a qualitative study

BackgroundPatient safety culture is an integral part of healthcare delivery both in Ghana and globally. Therefore, understanding how frontline health workers perceive patient safety culture and the factors that influence it is very important. This qualitative study examined the health workers’ perceptions of patient safety culture in selected regional hospitals in Ghana.ObjectiveThis study aimed to provide a voice concerning how frontline health workers perceive patient safety culture and explain the major barriers in ensuring it.MethodIn-depth semi-structured interviews were conducted with 42 health professionals in two regional government hospitals in Ghana from March to June 2022. Participants were purposively selected and included medical doctors, nurses, pharmacists, administrators, and clinical service staff members. The inclusion criteria were one or more years of clinical experience. Interviews were recorded and transcribed. Thematic analysis was used to identify themes.ResultThe health professionals interviewed were 38% male and 62% female, of whom 54% were nurses, 4% were midwives, 28% were medical doctors; lab technicians, pharmacists, and human resources workers represented 2% each; and 4% were critical health nurses. Among them, 64% held a diploma and 36% held a degree or above. This study identified four main areas: general knowledge of patient safety culture, guidelines and procedures, attitudes of frontline health workers, and upgrading patient safety culture.ConclusionsThis qualitative study presents a few areas for improvement in patient safety culture. Despite their positive attitudes and knowledge of patient safety, healthcare workers expressed concerns about the implementation of patient safety policies outlined by hospitals. Healthcare professionals perceived that curriculum training on patient safety during school education and the availability of dedicated officers for patient safety at their facilities may help improve patient safety.

Principals’ leadership skills to meet the national strategy for education in basic schools

The objective of this study is to investigate the principals' leadership skills in elementary schools to meet the national educational strategy outcomes based on the teachers' views. A quantitative- descriptive approach was applied. The questionnaire was used to collect data. The validity of the questionnaire was measured and the reliability results using Cronbach alpha were 0.948 for educational leadership skills and 0.859 for educational outcomes. The questionnaire was distributed in both male and female schools. A random sample of 385 teachers was included. The collected data were analyzed using descriptive statistics and structural equation modeling to measure the effects of different variables. The findings indicated that the teachers in the sample had five to fifteen years of experience. The teachers showed principals in the elementary schools have moderate educational leadership (3.39). The results showed that the highest trait that existed among the principals was crisis management with a high-weight regression coefficient (0.693), visionary leadership (0.653) and ethical leadership (0.601). The effect of adaptability, communication skills and strategic planning was less. The least common traits among the principals of elementary schools were emotional intelligence and decision-making skills. The research suggested establishing a programme for elementary school principals to develop their leadership skills in order to support the achievement of national educational objectives.

Analysis of Formative and Evaluative Activities on Statistical Graphs in Textbooks for Chilean Rural Multigrade Education.

The aim of this paper is to analyze the formative and evaluative activities involving statistical graphs in the new textbooks for Chilean rural multigrade education. The methodology is qualitative, at a descriptive level and uses the content analysis technique. The sample is made up of the six primary education textbooks distributed by the Ministry of Education for rural multigrade schools. The results show the predominance of the bar chart, semiotic level 3, the task of calculating and the personal context in both types of activities, although with respect to the reading level, it is evident that level 4 predominates in the formative activities and level 2 in the evaluative ones. According to the results, it is recommended to incorporate graphs proposed by the curricular guidelines of the Ministry of Education, which are absent in textbooks as well as to include evaluative activities that require reflection on the nature of the data, context, representation and conclusions obtained from them.

Chemistry Education in Secondary Vocational Schools – To Have It or Not to Have It? And what Kind?

Chemistry education at the secondary school level, with limited science education including chemistry, is only a marginally discussed topic. In our study, we provide information on how chemistry can be taught in secondary vocational schools to further strengthen and extend students' science literacy while being well-received by students. We have tested our method in one of Prague's M‑type vocational schools. This sub-study yielded interesting results that lead us to systematize our approach and develop suitable learning support for students and a methodology for teachers. We also present a sample of a sub-section of the learning support in the text.

School Principals’ Strategies in Improving Primary School Teachers Performance: Literature Review Study

This study aims to explore the strategies employed by school principals to enhance the performance of primary school teachers by conducting a comprehensive analysis of existing literature, highlighting effective strategies, implementing these strategies at the primary school level, and evaluating their impact on teacher performance. The research findings are expected to provide valuable insights for school leaders and education stakeholders regarding effective strategies, their implementation, and their effects on teacher performance. The literature review method is utilized to gather and analyze information from various relevant sources. It is hoped that this research will contribute to creating a more supportive educational environment for teacher development, improving overall education standards, particularly at the primary school level, and refining educational practices through the informed implementation of strategies derived from this extensive review, thereby laying a strong foundation for advancing future generations.

Style Classifications in Biology Teaching: A Systematic Review of Literature

This study aims to analyse systematically the articles on teaching biology and concerning style classification which were published in international and national journals according to criteria set. For this purpose, articles of style classification which were conducted in the period between 1990 and 2022 and directed to teaching biology at pre-school, primary school, secondary school and higher education levels were reached. 48 articles published in international journals and 88 articles published in national journals were put to content analysis within the scope of the study. They were considered in terms of their theoretical framework, key words they had, methods they used, types of data sources used in their sample, the countries where they were conducted and the years when they were conducted and the conclusions they reached according to the criteria set in the sub-problems. It was found accordingly that mostly activity-based styles were examined, that “learning style(s)” were the most frequently used key words, that the research mostly used quantitative methods and that they were mostly conducted with the participation of teachers. It was also found that the articles published in international journals were mostly conducted in Turkey. The articles were observed to increase as of 2013. The results of journal articles research analysed in the final sub-problem were given in detail in four categories. This current study makes various recommendations for style classification studies concerning biology teaching.

Exploring the Nexus of Organizational Culture, Digital Capabilities, and Organizational Readiness for Change in Primary School in Digital Transformation: A Quantitative Analysis

&lt;p style="text-align:justify"&gt;In the context of Vietnam's primary schools undergoing a digital transformation, this research investigates the relationship between organizational culture (OC), digital capabilities (DC), and organizational readiness (OR) for change. This survey, which employs a quantitative methodology, includes 892 teachers and school managers from different elementary schools. Analyses were conducted using SPSS Statistics 26.0. The study shows a favorable relationship between digital skills and organizational readiness, suggesting that more digitally capable institutions are better equipped to handle change. Furthermore, a significant correlation exists between corporate culture, digital skills, and organizational readiness, indicating that schools with a creative and supportive culture are more prone to embrace digital change. These results advance knowledge of the variables affecting organizational change-readiness in Vietnam's primary school digital transformation. These results also have significant implications for educational policymakers, school administrators, and other stakeholders facilitating digital transformation in primary schools. By recognizing the benefits of digital capabilities and organizational culture for organizational change readiness, decision-makers can implement strategies to foster a supportive culture and enhance digital capabilities within educational institutions, ultimately leading to more successful and effective digital transformation initiatives.&lt;/p&gt;

학습 효과가 높은 수업과 낮은 수업의 학습 과정과 평가의 특성에 관한 연구

Objectives The purpose of this study is to explore the characteristics of instructions recognized as having a high learning effect and as having a low learning effect. Methods For this purpose, we conducted written interviews using online platform with 18 prospective instructors who are experiencing the pre-instructor course at the graduate school of education. It was designed to focus on instructions experienced before, not on instructions currently being taken, and through this, the process and effect of learning could be reported more objectively. The collected qualitative data were analyzed using a thematic anal-ysis method, and the learning process of instructions with high learning effects and instructions with low learning effects were derived and presented in a diagram. Results As a result of the study, 3 main categories, 9 themes, and 19 subcategories were derived as character-istics of the learning process included in instruction with high learning effect, and the amount of learning load, dif-ficulty, and responsibility perceived by learners were also confirmed along with the learning burden factors. As for the instruction with low learning effect, 3 main categories, 9 themes, and 18 subcategories were derived, and these included ‘no task’ and ‘no burden’. In the instruction with high learning effect, the focus of assignments and evaluations was on the learning process and performance, and improvement and feedback were made through the feedback of the instructor. In the instruction with low learning effect, the focus of assignments and evaluations was on organizing, summarizing, and general evaluation, and it was difficult to confirm improvement and feedback through instructor's feedback. Moreover, the difficulty and amount of learning load in the class were burden factors that appeared in both classes with high and low learning effects. Considering these results, instructors need to consider ways to have explanatory power to effectively deliver class content by analyzing learners' levels rather than reducing the difficulty and amount of learning. Conclusions Based on these findings, recommendations were provided to guide professors in aiming for and de-signing effective instructions.

Heutagogy as an alternative in teacher education: conceptions of lecturers and pre-service teachers of school of education and life-long learning, SDD-UBIDS

IntroductionThe needs of today’s higher education have changed and higher education does not need a one-way communication from teacher to student but rather learn to appreciate the new role of the teacher as a facilitator with mutual responsibilities toward the creation of knowledge. Heutagogy, which emphasizes learner autonomy and the creation of self-determined learners, has garnered attention as a potential solution to address the evolving needs of teacher preparation. However, empirical research on the beliefs and attitudes of Heutagogy within the teacher education context remains limited. This study aimed to fill this gap by exploring the beliefs and attitudes of lecturers and pre-service teachers of the School of Education and Life-Long Learning (SoELL) at SDD-UBIDS.MethodsConvergent mixed method design with both quantitative and qualitative data analysis, the study collected both quantitative and qualitative data on 513 Pre-service teachers and 30 Lecturers from SoELL, SDD-UBIDS using a four-point Likert scale questionnaire and interview.ResultsThe findings revealed diverse perspectives among Lecturers and Pre-service Teachers regarding Heutagogy, with varying levels of understanding, acceptance, and readiness for implementation. Lecturers expressed enthusiasm for Heutagogy’s potential to foster learner autonomy and critical thinking skills, while pre-service teachers demonstrated varying levels of readiness and comfort with self-directed learning approaches.DiscussionLecturers and Pre-service teachers expressed willingness to embrace a self-determined approach in which the learner reflects on what is learned and how it is learned and where the Lecturers teach the learners how to learn by themselves. The cognitive conflict and the inadequacy of pre-service teachers’ preparedness will necessitate a shift in their attitudes toward developing autonomy skills to effectively navigate the challenges of the 21st-century knowledge economy.

The impact of social and emotional support on serious psychological distress among people with functional disabilities and type 2 diabetes.

To examine the impact of social and emotional support on serious psychological distress (SPD) in individuals with type 2 diabetes (T2DM) and functional disabilities after controlling for socio-demographic factors and health status. Findings provide information for healthcare providers to enhance patients' psychological well-being. Data from 529 adults were obtained from the 2021 National Health Interview Survey, including those who had T2DM and also reported significant difficulty or inability to perform an activity in any of the following domains: seeing, hearing, walking or climbing stairs, communicating, remembering or concentrating, or practicing self-care. Descriptive analysis and a hierarchical regression model of SPD were used. The mean age of participants was 67.88 years old, and the mean duration of diabetes diagnosis was 16.88 years. Notably, 12.5% of individuals reported SPD. A decreased likelihood of reporting SPD occurrence was associated with older age (odds ratio (OR) = 0.95), a longer duration of T2DM diagnosis (OR = 0.97), having at least a high school education (OR = 0.54), and receiving social and emotional support. Social and emotional support likely mitigates psychological distress, suggesting that social and emotional support resources should be enhanced, especially among individuals who are younger and those more recently diagnosed with T2DM.