School Learning Environment Research Articles

Toward a whole-of-virtual school framework for promoting student physical activity: a scoping review protocol

BackgroundThe advent of full-time virtual schooling presents unique challenges and opportunities for the promotion of physical activity (PA) among children and adolescents. Despite the recognized benefits of PA as an essential component for combating non-communicable diseases and ensuring holistic development, there is a notable gap in understanding how to effectively integrate PA within the digital learning environments of full-time virtual schools. Current efforts to promote student PA are targeted for implementation exclusively in contexts characterized by physical school campuses that are bound to their surrounding local communities. This is problematic given the digital, widely distributed, and contextually unmoored nature of virtual schooling. Our aim in this scoping review is to advance research on whole-of-school physical activity promotion within full-time virtual schools by examining the published literature on whole-of-school PA promotion within full-time virtual schools. Specifically, this review will map the literature, consolidate knowledge claims and practical implications, and identify evidence gaps that merit further investigation.Methods/designThis review will be conducted using evidence-informed scoping review methodology and reporting guidelines. Articles will be included if they are peer-reviewed English-language research, commentary, practical, or grey literature and relate to the participation, support, design, development, and/or provision of remote online PA interventions delivered through primary/elementary and/or secondary/middle school/high schools. Searches will be conducted in PsycInfo, ERIC, SportDiscus, and Web of Science. Additional hand-searching, reference scans, and grey literature searches will also be performed. Two trained research assistants will independently complete study screening and selection and data charting with guidance from a senior author. Charted data will be displayed in table form, and depending on the results, data will also be synthesized through qualitative content analysis using the Active Schools guiding framework as an analytical and interpretive lens.DiscussionThis scoping review will serve as a guidepost for the application and advancement of research on whole-of-school PA promotion through full-time virtual schools. The results will address the increased importance of equitable online learning and PA promotion due to the expanding virtual education landscape, with implications for public health and education policy.Systematic review registrationOpen Science Framework: https://osf.io/f6wau/.

Impact of Metaverse Technology on Academic Achievement and Motivation in Middle School Science

This study explores the effects of Metaverse technology on middle school learners’ academic performance and motivation in science subjects. Utilizing a quasi-experimental design, 33 students in the experimental group were exposed to the Metaverse for one semester, while 32 students in the control group continued with traditional teaching methods at School 148 in Riyadh. Data collection instruments included a validated science achievement test and a motivation scale. The results demonstrated that the nodes were statistically significantly improved in the experimental group, receiving an average post-test score of 73.1, as compared with the control group, receiving an average post-test score of 65.9 (t = 2.3, p < 0.05). The scores in motivation were also slightly higher in the experimental group, with a mean of 26.9, as compared with the control group, with a mean of 17.1 (t = 5.75, p < 0.05). For academic achievement and motivation, the effect sizes were quite high: fixed effect = 1.091; random effect equals 1.086. These results demonstrate the possibilities of Metaverse technology in revolutionizing the way students learn science. This technology could be a valuable tool for instruction in science classes to enhance performances and influence students’ attitudes positively towards enhanced learning environments in schools.

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.

COMBATING DRUG AND SUBSTANCE ABUSE AMONG ‘PRIVATE HIGH SCHOOL’ LEARNERS IN WATERFALLS DISTRICT, HARARE, ZIMBABWE

The study investigates the causes of drug and substance abuse and proffers workable solutions to overcome the challenge within theprivate high school environment in Zimbabwe. The researchers used a qualitative research design and data collection method in the form of semi-structured interviews. The participants of this study involved five private high school learners, three private high school teachers and two headmasters from Waterfalls, Harare, Zimbabwe. Data was thematically analyzed. The study established that private high school administrations are neglecting the fundamental pillars of education, thereby compromising the standard of moral fiber in learners. Nonprocedural enrollment policies, lack of weekend and holiday rest and no sporting activities were established as the key causal factors of drug and substance abuse among learners in private high schools. The study concludes that the unconducive learning environment in private high schools in Zimbabwe is fertile ground for learners to succumb to drug and substance abuse usage. Whereas on the contrary, learners should have time to relax, play sports, and engage in creative activities. Therefore, this study recommends the enforcement of standardized healthy living principles of practice in private high schools in Zimbabwe.

Synergistic Effect of Learning Environments, and Familial Factors on Generation Z Learners’ Academic Achievement in Science

This descriptive-predictive study examined the interplay among learning environment factors (school, home, and community), familial factors (socioeconomic status and family relations), and academic achievement of 186 randomly selected Generation Z (Gen Z) learners. Factorial analysis demonstrated significant impacts of school and home learning environments on science academic achievement, while the community environment, in isolation, lacked significant effect. Interaction effects emphasized synergies between school and community, as well as school and home environments. However, there was an absence of a three-way interaction, suggesting limited combined impact. Analysis of data further unveiled a significant, large main effect of family relations on academic achievement, while economic and social status showed no significant impact. The interaction between family relations and social status was statistically significant which indicates a more substantial combined influence on science academic achievement than individual factors. Multiple linear regression analysis identified four significant predictors – positive family relations, higher family social status, and robust home, and community support – contributing to a model explaining 49.4% of variance in their science academic achievement. These results emphasize the importance of nurturing home and community environments, alongside fostering strong family relationships, as pivotal factors in Generation Z learners' academic pursuits.

캄보디아 아동·청소년의 디지털 리터러시 수준과 관련 요인 분석

Purpose: The purpose of this study is to analyze the digital literacy and factors among children and adolescents in Cambodia. Originality: While the Cambodian government emphasizes the cultivation of digitally literate citizens, opportunities for digital education within the public education system are lacking. This study assesses the digital literacy of Cambodian adolescents and explore related factors to provide insights for implementing digital education within Cambodia's public education. Methodology: This study conducted a survey targeting students in grades 5-10 across 26 elementary and secondary schools within the project areas of the ‘Child fund’. Hierarchical regression analysis was performed using the collected data. Result: The digital literacy score of adolescents averaged 49.2 out of 100, indicating a relatively low level. The digital literacy varied according to gender, grades, interest in digital activities, digital usage at home, and perceptions of the school's digital learning environment. Boys had higher digital literacy levels than girls, higher-grade students scored better than lower-grade students, and students with a greater interest in digital activities also had higher digital literacy levels. Adolescents from homes with higher digital accessibility, such as computers, tablets, and internet access, showed higher digital literacy levels. However, those who primarily used internet-enabled phones had lower digital literacy levels. Conclusion and Implication: The digital literacy levels of adolescents vary based on individual characteristics and experiences. When designing digital education within Cambodia's public education system, it is essential to consider the personal characteristics and experiences of the children and adolescents. Additionally, efforts are needed to improve the digital learning environment in schools and to provide positive digital experiences outside of school, including at home.

The Autism Program Environment Rating Scale in Swedish Primary School: Cultural Adaptation and Content Validation.

There is a recognized need to improve inclusive learning environments for autistic children in primary school settings in Sweden. This study aimed to translate, cross-culturally adapt, and assess the content validity of the Swedish primary school version of the Autism Program Environment Scale (APERS), originally developed to evaluate autism program quality in educational settings in the United States. Following the translation into Swedish and the first cultural adaptation of the APERS, a content panel group of 14 professionals rated its content validity. Four of the content panel members also participated in individual interviews that provided a qualitative evaluation of the instrument's content validity. Finally, the authors piloted the APERS in 10 Swedish primary school classrooms to assess its feasibility. The ratings and qualitative information from the content panel members indicated a substantial need for the Swedish APERS in primary school, resulting in the culturally adapted APERS-Primary-Sweden (SE). The instrument demonstrated a high level of cross-cultural content validity for assessing the quality of the learning environment for students with autism in Swedish primary school settings. The pilot testing of the instrument resulted in further cultural adaptations. In conclusion,APERS-Primary-SE is a comprehensive scale that can be used to assess the quality of primary school learning environments for children with autism in Sweden. Further research is needed to evaluate the adapted instrument's effectiveness in improving the learning environment in Swedish primary school classrooms.

Organizational Culture as a Catalyst for Literacy Development in Islamic Boarding School

Organizational culture in Islamic boarding schools plays a crucial role in improving students' literacy. Identifying the most influential cultural elements can help develop strategies to strengthen literacy skills among students. This study aims to analyze the role of organizational culture in promoting students' literacy in Islamic boarding schools. The research method used is qualitative, with a case study approach involving interviews, observations, and documentation. Data analysis using the Miles and Huberman model includes data reduction, systematic data presentation, and conclusion. The results of this study indicate that a conducive learning environment in Islamic boarding schools, strengthening sustainable literacy programs, effective collaboration with external partners, and developing values and norms by Islamic boarding school principles significantly contribute to improving students' literacy. These findings emphasize the importance of a holistic approach involving various aspects of organizational culture to achieve better student literacy outcomes. This study provides implications for Islamic boarding school management's importance in strengthening cultural elements that support literacy. In addition to providing new insights, this study contributes significantly to educational policies in Islamic boarding schools.

How can a growth mindset-supportive learning environment in medical school promote student well-being?

There is a growing concern for physician and medical student well-being and burnout. Growth mindset, or the belief that ability can be developed, as well as students' perception of their instructors' growth mindset, have been associated with better academic outcomes for a wide range of students. The primary purpose of the present study was to investigate the effects of growth mindset on medical student well-being. We recruited all graduating osteopathic medical students in the class of 2023. This survey included items about student demographics (including identifiable items), experiences in medical school, practice plans, along with financial and other information. The survey of 667 items required a median time of 33 min to complete. Our sample consisted of 4,180 students. Students self-reported growth mindset, perception of instructor growth mindset, and four measures of well-being: flourishing, resilience, burnout, and maladaptive psychological symptoms. Growth mindset and perception of instructor growth mindset were significant predictors of medical student well-being. Further, significant interactions showed that these effects were strongest for students from historically marginalized backgrounds. Our work provides a first step toward addressing physician burnout by targeting medical students, which could prevent them from beginning their careers already in a state of burnout. We argue that systemic change is needed to improve student well-being, such as emphasizing growth mindset-supportive pedagogy, which places the emphasis on changing systems instead of individuals. Future research should include causal analyses to better understand the effect and persistence of growth mindset-supportive environments on student well-being. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Homing into school to create the ideal classroom: young people want to combine the best of home and school learning environments

ABSTRACT We asked 28 young people (16–18 Years old) from two schools in Lancashire to reflect on their COVID-19 experience and Co-Design the ideal learning environment. In this paper, we present young people’s vision for the ideal classroom that combines the best of the home and school learning environments. Young people would like to have flexible furniture arrangements, with space for group and individual activities, a bespoke learning environment that can be appropriated and adjusted according to individual preferences (e.g. sound, light, temperature, ventilation levels). Furthermore, they aim for comfortable environments with earth colours, natural materials and a direct connection with nature. We argue the importance of taking young people's perspectives presented here to inform future policy, the design of learning spaces and school rebuilding programmes.

Hearing The Voices Of School Heads On Fostering Learning Environment In Schools: A Phenomenology

Hearing The Voices Of School Heads On Fostering Learning Environment In Schools: A Phenomenology

Ascending to Well-Being through Mediated Spaces: An Alternative to Informal Learning and Physical Activity Environments in Vertical Schools

Ascending to Well-Being through Mediated Spaces: An Alternative to Informal Learning and Physical Activity Environments in Vertical Schools

Preuniversity Students' Perceptions and Attitudes About an Anatomy and Physiology Outreach Program: Survey Study and Inductive Thematic Analysis.

Science and health outreach activities are aimed at motivating and sparking interest among prospective students to pursue careers in these fields; however, research studies supporting this hypothesis are limited. The aim of our study was to organize an integrated Anatomy and Physiology outreach to examine preuniversity students' learning experiences (learning tools, activities, and facilitators) and motivation to pursue a career in health care and to gather evidence on their attitudes and perceptions of such activities. A 2-day course on cardiorespiratory and gastrointestinal anatomical systems was presented at the Lee Kong Chian School of Medicine in Singapore using its key pedagogies, that is, multimodal practical and team-based learning. Ninety preuniversity students from 21 preuniversity institutions in Singapore participated in this 2-day course, and their experiences were evaluated using a 4-point Likert scale and open-ended survey questions. Free-text comments were analyzed using inductive thematic analysis. The survey using the 4-point Likert scale was completed by 81 (92%) of the 88 participants. Most students felt that the course materials were adequate (mean 3.57, SD 0.57) and met the learning objectives (mean 3.73, SD 0.52). The students felt that the instructors were clear (mean 3.73, SD 0.52) and effective (mean 3.70, SD 0.53). They liked the organization of the outreach session (mean 3.64, SD 0.48) and were highly motivated to study medicine or allied/biomedical sciences (mean 3.69, SD 0.54). Practical and team-based learning were regarded as exceedingly satisfactory (mean 3.63, SD 0.53 and mean 3.58, SD 0.54, respectively). All the respondents said that they would recommend this course to peers. Thematic analysis revealed that the participants gained a new perspective of the human body structure and function, they liked the unique learning settings, they were motivated to pursue a career in health care, they were satisfied with the sessions, and interactions with the facilitators increased their understanding of the human anatomy and physiology. Structured health outreach activities provide students with unique opportunities to experience a preclinical learning environment in a medical school, deepen their understanding of human body structure and function, and increase their motivation and interest in science. Further, outreach programs may lay the foundations for potential students aiming to pursue health profession education.

Assessment of the medical school learning environment at United Arab Emirates University

BackgroundThe purpose of the article was to assess students’ perception of the learning environment at the College of Medicine and Health Sciences, United Arab Emirates University using the ‘Medical School Learning Environment Survey’ (MSLES). Evaluating the learning environment and working towards its improvement is crucial for the physical and mental well-being of medical students, as it contributes to fostering an optimal learning environment.MethodsStudents participated in four groups: Year-1 (pre-medical), Year-2 (pre-medical), Year-3/Year-4 (pre-clinical), and Year-5/Year-6 (clinical). MSLES data was collected from each group using an online survey tool (Qualtrics XM). Latent factor structures in the learning environment constructs were assessed using ‘exploratory factor analysis’; and reliability was measured by Cronbach’s alpha. Differences among groups were assessed by ‘single factor ANOVA’.ResultsThree hundred seventy-seven (65%) of the 584 eligible students completed the survey. Exploratory factor analysis revealed four factors: (Genn J. AMEE Medical Education Guide 23 (Part 1): Curriculum, environment, climate, quality and change in medical education–a unifying perspective. Med Teach. 2001;23(4):337–44.) Learning experience (∝=0.71), (Maudsley RF. Role models and the learning environment: essential elements in effective medical education. Acad Med. 2001;76(5):432–4.) Student-student interaction (∝=0.69), (Gruppen LD, Irby DM, Durning SJ, Maggio LA. Conceptualizing learning environments in the health professions. Acad Med. 2019;94(7):969–74.) Student-faculty interaction (∝=0.62), and (Soemantri D, Herrera C, Riquelme A. Measuring the educational environment in health professions studies: A systematic review. Med Teach. 2010;32(12):947–52.) Academic support (∝=0.62). Students in Y3-Y6 rated the learning environment statistically significantly lower than that in Y1-Y2. Student-student interaction in Y2 was significantly lower than that in other years. Student-faculty interaction in Y1 was significantly higher than that in Y2. Academic support was significantly higher in Y1 than that in Y2-Y6.ConclusionThe MSLES revealed variabilities in learning domains across the years. Improvement efforts should foster student-student collaboration in Y2 and improve academic support approaches for Y2-6. These findings provide valuable insights for medical educators to enhance the medical school learning environment and foster an optimal learning environment in lifelong medical education.

A Relational Study of the Total Quality Management Practices and the Establishment of an Effective Learning Environment

Although there is some literature on the use of Total Quality Management (TQM) in education, there is a lack of research on its impact on creating an effective learning environment in the Arab region. This study aims to identify the best practices of TQM as a leadership style and to understand the key characteristics of an effective learning environment influenced by these practices. The study used a quantitative approach by administering a survey to 45 principals/vice principals, with 560 teachers randomly selected to respond. The results indicate that TQM practices are positively implemented to support the school learning environment, but their effects vary depending on how they are implemented. Further research is needed in this area.

Do school Water, Sanitation, and Hygiene facilities affect students' health status, attendance, and educational achievements? A qualitative study in Nepal.

Access to safe and sufficient drinking Water, Sanitation, and good Hygiene (WASH) facilities in schools play a crucial role in preventing students from numerous Neglected Tropical Diseases, improving the learning environment in schools, and creating resilient communities living in a healthy environment. This study aims to explore the impact of combining WASH facilities on students' health status, school attendance, and educational achievements. Four schools, two with improved and two without improved WASH facilities, were selected purposively from Dhanusha and Chitwan districts of Nepal. A total of 24 participants, 16 students, and eight teachers were also purposively selected based on the Theory of Data Saturation. The participants were interviewed face-to-face using study guidelines; Key Informants Interview for teachers and In-depth Interview for students. The data were audio recorded and analyzed thematically using Dedoose 9.0.17 qualitative data management and analysis software. School WASH facilities have a significant impact on students' health and well-being. Poor school-WASH facilities hindered students' school attendance, particularly for menstruating girls. School without separate toilets for girls, including menstruation hygiene facilities, lack of water and soap, sanitary pad, and secure toilet's door often have higher rates of absenteeism among girls. Poor teacher and students' relationships, students' low interest in education, household chores, and participation in social customs also contribute to students' absence from school and low educational performance. It is important to note that inadequate WASH facilities affect not only students, but also teachers in the same school. The lack of safe and sufficient drinking water, unimproved sanitation, and poor hygiene facilities were seen by students and teachers as reducing their health and well-being, school attendance, and academic performance. Thus, schools need prioritize and promote the provision of improved WASH facilities for the betterment of students' health, attendance, and educational proficiency.

A multicenter cross-sectional study in China revealing the intrinsic relationship between medical students’ grade and their perceptions of the learning environment

BackgroundMedical school learning environment (MSLE) has a holistic impact on students’ psychosomatic health, academic achievements, and personal development. Students in different grades perceive MSLE in different ways. Thus, it is essential to investigate the specific role of student’s grade in the perception of MSLE.MethodsUsing the Johns Hopkins Learning Environment Scale (JHLES) as a quantification instrument for the perception level of MSLE, 10,901 medical students in 12 universities in China were categorized into low or high JHLES group according to their questionnaires. We investigated the relationship between student’s grade and JHLES category by univariate analysis employing Pearson Chi-square test and Welch’s ANOVA. Then multivariable logistic regression analysis confirmed the predictive efficacy of student’s grade. A nomogram concerning the prediction of low JHLES score probability in medical students was also constructed.ResultsA significant difference between two JHLES categories among students in different grades was observed (p < 0.001), with the proportion of the high JHLES group dominating in grade 1, 5, and the graduate subgroups (p < 0.001). The mean JHLES score declined especially in the third and fourth graders compared to freshmen (p < 0.001), while the mean score among the fifth graders had a remarkable rebound from the third graders (p < 0.001). Most imperatively, identified by multivariable logistic regression analysis, students in grade 3 (OR = 1.470, 95% CI = 1.265–1.709, p < 0.001) and 4 (OR = 1.578, 95% CI = 1.326–1.878, p < 0.001) perceived more negatively than freshmen. The constructed nomogram provided a promising prediction model for student’s low JHLES score probability, with accuracy, accordance, and discrimination (area under the curve (AUC) = 0.627).ConclusionThe student’s grade was a significant influencing factor in medical students’ perception of MSLE. The perceptions among the third and fourth graders got worse, probably due to the worrying changes in various aspects of MSLE during that period. The relevant and appropriate interventions to improve medical students’ perceptions are urgently needed.

Good learning environment of medical schools is an independent predictor for medical students' study engagement.

Study engagement is regarded important to medical students' physical and mental wellbeing. However, the relationship between learning environment of medical schools and the study engagement of medical students was still unclear. This study was aimed to ascertain the positive effect of learning environment in study engagement. We collected 10,901 valid questionnaires from 12 medical universities in China, and UWES-S was utilized to assess the study engagement levels. Then Pearson Chi-Square test and Welch's ANOVA test were conducted to find the relationship between study engagement and learning environment, and subgroup analysis was used to eradicate possible influence of confounding factors. After that, a multivariate analysis was performed to prove learning environment was an independent factor, and we constructed a nomogram as a predictive model. With Pearson Chi-Square test (p < 0.001) and Welch's ANOVA test (p < 0.001), it proved that a good learning environment contributed to a higher mean of UWES scores. Subgroup analysis also showed statistical significance (p < 0.001). In the multivariate analysis, we could find that, taking "Good" as reference, "Excellent" (OR = 0.329, 95%CI = 0.295-0.366, p < 0.001) learning environment was conducive to one's study engagement, while "Common" (OR = 2.206, 95%CI = 1.989-2.446, p < 0.001), "Bad" (OR = 2.349, 95%CI = 1.597-3.454, p < 0.001), and "Terrible" (OR = 1.696, 95%CI = 1.015-2.834, p = 0.044) learning environment only resulted into relatively bad study engagement. Depending on the result, a nomogram was drawn, which had predictive discrimination and accuracy (AUC = 0.680). We concluded that learning environment of school was an independent factor of medical student's study engagement. A higher level of learning environment of medical school came with a higher level of medical students' study engagement. The nomogram could serve as a predictive reference for the educators and researchers.

인공지능교육 활성화 준비 요소에 대한 초중등 교사의 인식

Purpose: The purpose of this study is to analyze teachers' perceptions of what should be prepared for the activation of A.I. education, so that A.I. education can produce substantive educational results and be established as a future-oriented teaching and learning environment in schools. Methods: A qualitative analysis was carried out of 196 discussion messages freely posted on an online bulletin board by 46 primary and secondary school teachers in a graduate course, ‘Artificial Intelligence and New Media’, in response to the discussion topic: ‘Discuss what needs to be in place to facilitate the teaching of artificial intelligence in schools’. Results: The areas of readiness for the promotion of AI education were presented as teachers, students, school environment, curriculum and teaching and learning, and government policies and support, and sub-components were identified. In the area of teachers, the study included supporting teachers to improve their competence in AI education, raising teachers' interest in AI education and changing their perceptions; in the area of students, the study included implementing comprehensive digital literacy education, and strengthening competencies for the future society; in the area of school environment, the research included constructing and managing infrastructure necessary for AI education and improving the working environment of teachers; in the area of curriculum and teaching and learning, it included developing and disseminating curricula, providing teaching models, materials and successful cases for AI education, and shifting to learner-centered teaching and assessment; in the area of government policy, the study included preparing a comprehensive AI education policy, protecting user information and rights, and specifying ethical standards. Conclusion: This study comprehensively derived the preparation factors for AI education as perceived by teachers, which play a key role in activating AI education in schools. The key areas and factors for activating AI education can be used as a reference for establishing AI education policies and provide useful information for exploring effective ways to use AI in school education.

Inclusive Education for Students With Special Education Needs in Norway

This narrative review aims to present and discuss the Norwegian school system as a context for inclusive education. Despite its clear political intentions, Norway lacks a common definition of inclusion and has limited insight into the quality of inclusive practices that are commonly implemented for students with special education needs (SEN) and the results of such practices. This study reveals that students with SEN are often educated in segregated settings and by staff lacking educational competence. Hence, future policy actions should prioritize the development of a common terminology and a report system that includes students with SEN. As SEN resources in Norway are allocated based on a lack of satisfactory learning outcomes from mainstream education and often result in segregated actions, an increased focus on school society, learning environments, educational practices, and individual learning outcomes is required. Additional research is needed to identify practices that can promote high-quality inclusion of students in Norwegian schools.