Social Education Research Articles

Consideration of socially significant personality traits of a convicted person in the organization of the process of penitentiary prevention

The problem of the recidivism of punishment in the form of imprisonment, traditionally refers to the most pressing problems of social science. This is due to the fact that being isolated from society, the convict is forced to integrate into the social education that has been formed in places of deprivation of liberty. The specific relationships that exist among convicts in the penitentiary society also leave a certain imprint on the nature of those relationships that are considered acceptable in this environment. The administration of correctional institutions is forced to take into account the system of informal relations that has developed among convicts in order to implement penitentiary practices necessary for the correction of convicts. For many decades, a system of qualitative assessment of the personality of convicts serving sentences of imprisonment has been formed. The article notes that there is a rather unhealthy practice of focusing on the criminal characteristics of the convict's personality, which began to influence the shift in emphasis in the application of penitentiary practices from correction to punishment. This is most clearly seen in the institute of preventive accounting used in correctional institutions. The Administration is making efforts to identify negative personality traits in convicts in order to use them in determining priorities in the application of penitentiary practices. The authors propose to consider such an approach as hindering the effective use of penitentiary prevention. As a result, the article proposes to shift the focus in the activities of the correctional institution administration to socially significant personality traits of the convicted person in order to correctly determine priorities in the process of penitentiary prevention.

Overview of mom's confidence when planning to return low birth weight baby from the hospital

Introduction: Babies with low birth weight are one of the health problems often faced by mothers and families in various countries, including Indonesia. The return of babies with low birth weights from the hospital became a critical stage in their care after a period of intensive hospitalization. Objective: Describe the mother's confidence level when planning to return a baby with a low birth weight to the hospital. Method: quantitative research with a descriptive design involving 29 respondents. This study used non-probability and consecutive sampling techniques to determine subjects who met the inclusion criteria. The measuring instrument uses the Maternal Confidence Questionnaire Instrument, and the analysis results are descriptive data equipped with tables. Results: Most of the self-confidence of mothers planning to return home with high-birth-weight babies from the hospital was high among 16 respondents (55.2%). Factors that influence a mother's confidence include previous experience caring for a child, social support from family and friends, information and education provided by medical personnel, and an adequate financial condition and environment for the care of the baby. Conclusion: The mother's self-confidence plays a crucial role in planning the return of a low-birthweight baby from the hospital. Social support, knowledge of baby care, interaction with health workers, and understanding of the baby's health condition contribute to the mother's confidence. A holistic approach involving adequate social support, information and education, and financial and environmental readiness to increase maternal confidence in caring for a low-birth-weight baby after discharge from the hospital

Food waste warriors: Indonesian communities engage through workshops and social media education

Food waste is food appropriate for human consumption but discarded in the retail or consumption process. In 2022, food waste accounts for 40.9% of Indonesia’s waste composition. Therefore, food waste community education is critical for reducing food waste. Community education can reach the young generation through workshops and social media. This research aims to evaluate various workshops and social media content in educating teenagers about food waste through community. The PRISMA guidelines become the foundation as a contribution to Sustainable Development Goals. We utilized databases such as EBSCO Host, SAGE, Taylor & Francis, and Wiley Online Library to search for relevant studies. This study’s approach is normative research including secondary data, comprehensive literature review such as workshops, social media, and food waste education journals in Indonesia. This systematic review examines food waste education content of workshops and social media in Indonesia also further content recommendations. This systematic review collected 52 papers, including journals and proceedings. The community education content in Indonesia focuses on recycling with 28.57%. Seminars/online campaigns dominate the education form with sustainable development goals (SDGs) achieved: climate action and zero hunger. This systematic review showed that it is essential to add actions toward food waste in the form of actual activities.

Redesigning the survey course: A focus on music, historically excluded identities, and the canon

AbstractSo‐called survey courses have been a persistent but contested genre in world languages, especially in regard to “the canon,” an unstable concept that has historically determined the textual choices of such surveys. This article presents a case study for redesigning the survey course genre in line with theory to diversify, decolonize, and decanonize the curriculum. It discusses a number of steps concerning the theoretical background, textual improvements, approaches to assignments, classroom atmosphere, and general pedagogy. It reflects on questions of positionality, institutional support, and workload. Focusing on music and short texts, the survey course described here questions the common practices and core values of German studies, music history, and musicology, and takes a critical stance toward privilege and power. In this context, the course counters tokenization, juxtaposes non‐canonical and canonical works, and focuses on inclusion, diversity, equity, and accessibility work, as well as universal instructional design principles and social justice education. Thus, the survey becomes a new genre—one that still offers students the breadth of cultural production but relies on a particular set of prerequisites determined by factors such as the space, time, and accessibility of a course, as well as the identity markers of instructor and students.

Community Inclusion Experiences While Establishing Community Mental Health Clubhouses in Taiwan: Perspectives from Mental Health Professionals

Community inclusion is a human right for all people, including people with mental illness. It is also an important part of individualized support to enable people experiencing mental illness to live in their preferred communities and to recover. In Taiwan, no study has investigated the social experiences of healthcare professionals. To fill this knowledge gap and inform ongoing mental health system strengthening, this study examined the not-in-my-backyard (NIMBY) phenomenon observed while establishing community mental health clubhouses in Taiwan and corresponding experiences of community inclusion. Data were collected through semi-structured interviews of 16 purposively sampled frontline healthcare professionals from Taiwanese mental health clubhouses. Data were analyzed using qualitative content analysis. Two themes were identified: “NIMBY phenomenon: Community residents’ resistance to clubhouses” and “Measures adopted by the clubhouse for community inclusion”. Two categories with eleven subcategories emerged. The findings demonstrate the following conclusions. First, the NIMBY phenomenon is related to the stigmatization and discrimination faced by individuals with mental disorders in society. Second, in Asian societies, mental disorders are associated with a particular social and cultural context. Third, the fear and rejection of individuals with mental disorders deepen their social exclusion. Forth, community mental health clubhouse models employ seven strategic approaches to community inclusion, listed as follows: capacity building for individuals, direct interaction with the public through community activities, provision of community services, life skills training, repairing and managing neighborhood relationships, assisting individuals in obtaining community employment, and conducting social education for community residents. Clearly, we need to combat social exclusion of people with mental illness and promote inclusive and accessible services and systems across sectors.

Reimagining Ethical Leverage in Technology for Peaceful Synodality: A Bioethics of Synodality with Technology

This paper seeks to reimagine ethical leverage in technology for peaceful synodality (the term peaceful synodality is coined to mean a synodality that welcomes participation and inclusion of people from different backgrounds and views without compromising the truth and respecting their dignity and journeying together) through the lens of the bioethics of synodality with technology. The concept of this paper is that technology can be leveraged ethically to promote peaceful synodality in the Catholic Church and that such an approach to technology is rooted in reimagining a bioethics of synodality that emphasize the need for journeying hand in hand with the speed at which technological advancement moves in order to enhance ethical decision-making processes. Ethics has moved at a different pace than technology, especially in matters involving human life. Ethics has been viewed as problematic in technology, especially where science wants to be neutral, but rethinking ethics as a companion of emerging technologies will be helpful in directing the ethical uptake of technology. To argue this thesis, the paper will employ a review of relevant literature while presenting the theological and ethical perspectives of synodality. By and large, an interdisciplinary approach will be employed where various disciplines play a key role. Such methodology advances the theme of reimagining Catholic ethics by offering a fresh perspective on the ethical implications of technology in the context of synodality. By emphasizing the importance of journeying together through enhanced ethical guidelines for proper decision-making and by exploring how technology can respect human rights and dignity among other values, this paper contributes to a broader conversation about how Catholic ethics can be reimagined in light of technological developments. Ultimately, this paper argues that a bioethics of synodality with technology can offer a vision for technology that is grounded in Catholic social teaching that promotes universally accepted human dignity and the common good. A cross-cutting method will also be used, given that ethics has basically constant principles, yet technology keeps on changing. Reimagining ethics means studying the advancement brought about by biotechnology and seeing to what degree human beings are affected in their basic rights and the risks versus the benefits brought about by the same. The assumption is that decisions made regarding the ethics of various technologies will be at par with the rate at which new technologies emerge and are employed. What is of vital importance is that ethics can have the power to journey together with technology, not as an adversary but in synodality. Reimagining ethics means being ever alert in the developing technologies that serve humanity so that in consultation with various experts, the best practices can be embraced within the ethical guidelines for the common good. The outcome of this research is that reimagining Catholic ethics involves listening to the needs of humanity and how technology is bringing solutions to them. Participating in bioethical debates, training on bioethics and listening to experts in various fields will enable a critical, analytical and pneumatological discernment of how ethical decisions on frontier technologies can benefit non-humans and humans.

State Recognition of Social Workers and Social Pedagogues

State Recognition of Social Workers and Social Pedagogues

MANAGING THE PANDEMIC IN CARE HOMES – OLDER PEOPLE'S PERSPECTIVE

The ageing population and the challenges it poses are becoming more and more pressing, both in Lithuania and in other European countries. This requires constant attention from researchers and institutions providing social services and education activities. A new challenge is the Covid - 19 pandemic, which has resulted in nursing homes banning visits to residents and restricting educational activities in order to protect the elderly. Residents were not allowed to see relatives and friends. The pandemic and the quarantine imposed in Lithuania caused stress and anxiety for the residents and the negative social consequences are still being felt even after the pandemic. Nine semi-structured interviews were carried out to reveal the attitudes of older people towards the management of the pandemic in care institutions and the peculiarities of communication in care homes during the quarantine. The research revealed that during quarantine, lonely older people were sensitive to a lack of opportunities for social communication, and felt a lack of closeness among people. As a result of the quarantine regime lonely older people felt unfulfilled, lost the ability to realize themselves through certain activities.

AI for Social Good Education at Hispanic Serving Institutions

This project aims to broaden AI education by developing and studying the efficacy of innovative learning practices and resources for AI education for social good. We have developed three AI learning modules for students to: 1) identify social issues that align with the SDGs in their community (e.g., poverty, hunger, quality education); 2) learn AI through hands-on labs and business applications; and 3) create AI-powered solutions in teams to address social is-sues they have identified. Student teams are expected to situate AI learning in their communities and contribute to their communities. Students then use the modules to en-gage in an interdisciplinary approach, facilitating AI learn-ing for social good in informational sciences and technology, geography, and computer science at three CSU HSIs (San Jose State University, Cal Poly Pomona and CSU San Bernardino). Finally, we aim to evaluate the efficacy and impact of the proposed AI teaching methods and activities in terms of learning outcomes, student experience, student engagement, and equity.

Artificial Intelligence and an Anthropological Ethics of Work: Implications on the Social Teaching of the Church

It is the contention of this paper that ethics of work ought to be anthropological, and artificial intelligence (AI) research and development, which is the focus of work today, should be anthropological, that is, human-centered. This paper discusses the philosophical and theological implications of the development of AI research on the intrinsic nature of work and the nature of the human person. AI research and the implications of its development and advancement, being a relatively new phenomenon, have not been comprehensively interrogated in the social and ethical teachings of the Catholic Church. This paper, therefore, proposes a path for this interrogation by expounding a discourse which is believed to be epistemically helpful in the developing discourse of AI in the ethical and social teachings of the Church. The advancement in the research on AI is not only redefining the meaning of work, but, even more so, it is questioning the metaphysical notion of the human person and the theological notion of work as an intrinsic part in the selfhood and dignity of the human person.

Variability of games in the process of human development

The article focuses on the stages of gaming culture development from instinctively contemplative and copycat to socialization and conscious education through games. Special attention is given to the intergenerational transformation and gradual transition of game information from natural instincts to meaningful practical use of the game and expansion of game activities. The influence of the social environment on the development of game activities is revealed. The goal of the research is the historical analysis of the development of game activity, as the basis of regulation of cultural relations, in the process of human development. The scientific novelty consists in clarifying the historical stages of the game development, which is an internal necessity of the existence of a living organism, with the preservation of quality and a change in its social qualitative state. Conclusions. For millions of years a man, maintaining his biological basis, has transformed games from an instinct into a social phenomenon. In ancient times the game by its very nature was the imitation (observation of animal behaviour, natural phenomena) with elements of motional experience. In the process of industrial activity, with the change of social relations a man socialized the game, which became a necessary means of education and hardening of the body. With the change of social relations the role of a game, as the principle of spiritual, mental, intellectual and physical development of a man, gradually increased. Thanks to the subject endowed with thinking, who constantly replenished his life experience, the game became more meaningful and necessary. It acquired a potential opportunity to adapt to any climatic and geographical conditions. With each stage of human development the essence of the game as a social phenomenon was formed in a new way.

Enhancing ESG learning outcomes through gamification: An experimental study.

This study investigates the effectiveness of gamification in enhancing learning outcomes in Environmental, Social, and Governance (ESG) education. Employing a cluster randomized experiment, the research involved 22 classes from four universities, divided into gamified and traditional teaching groups. The gamified group engaged with ESG concepts through interactive, game-like elements, while the control group followed standard educational practices. The study aimed to determine whether gamification could improve ESG course effectiveness and enhance Psychological Ownership and Perceived Importance, thereby influencing learning outcomes. Data collected through post-experiment surveys were analyzed using multiple linear regression and Structural Equation Modeling (SEM). Results indicated that students in the gamified group performed significantly better in ESG exams compared to the control group, demonstrating the effectiveness of gamification in enhancing academic achievement. The SEM analysis further revealed that gamification positively impacted Psychological Ownership and Perceived Importance, which in turn significantly improved academic performance. These findings suggest that incorporating gamification in ESG education can effectively engage students and deepen their understanding of complex sustainability issues. This study contributes to the field by highlighting the potential of gamification as a transformative tool in higher education, particularly in teaching abstract and multifaceted subjects like ESG.

“My thinking has changed but beliefs have not”: Motivated reasoning in learning to teach abortion

ABSTRACT In the wake of the overturning of Roe v. Wade, social studies education has remained startlingly silent on the topic of abortion. In this design-based research study, we present a qualitative analysis of how preservice secondary social studies teachers made sense of evidence and how they learned about abortion in a mixed-reality teaching simulation built around pedagogies of practice on facilitating controversial issue discussions. Drawing on political psychology and motivated reasoning, we analyzed participants’ engagement with amicus briefs in Dobbs v. Jackson and their thinking about evidence and the issue itself. We found participants generally made sense of the documents in ways consistent with principles of motivated reasoning and the primacy of emotions in evidence evaluation. We analyze shifts in participants’ thinking and conceptual understanding about abortion as a result of their participation, including distinctions and connections drawn between thinking, believing, and learning. Our analysis suggests that even those with intransigent opinions can learn about abortion, that evidence and evidence evaluation are more complicated and nuanced than the literature often suggests, and that emotion plays an integral role in evaluation and argumentation. We conclude by arguing that abortion cannot remain in the proverbial shadows in social studies.

Prevalence of Psychiatric Morbidity and Substance Use in Different Social Mobility Workers

Background: Social mobility workers play crucial roles in community-based activities aimed at societal development, yet their mental health and substance use patterns remain understudied. This study aimed to investigate the prevalence of psychiatric morbidity and substance use among social mobility workers in Bangladesh to inform targeted interventions. Objective: To assess the prevalence and patterns of psychiatric morbidity and substance use among social mobility workers in Bangladesh. Method: A multicenter cross-sectional study was conducted across four divisionss of Bangladesh, focusing on reverse migrants—individuals employed in Dhaka, Sylhet, Rajshahi, and Chittagong for at least six months and currently residing in temporary shelter homes. A random sample of 100 subjects, aged 18 years or older, were enrolled. Data were collected through questionnaires covering diagnostic categories and substance use patterns, and analyzed using descriptive statistics and inferential tests. Results: The study revealed significant demographic distributions among respondents, with 67.2% falling within the 21–35 years age range, 25.4% in the 36–50 years group, and 4.1% and 3.3% in the ≤20 years and >50 years categories, respectively. Employment duration showed the highest percentage for durations between 7 and 12 months (29.5%) and exceeding 60 months (23.0%), while marital status indicated a predominance of married respondents (78.7%), followed by single (20.5%) and separated/widowed individuals (0.8%). Among social mobility workers, Community Health Workers constituted the largest group (20%), followed by Social Workers (15%) and Education Volunteers (12%), with other categories ranging from 5% to 10%. Additionally, substance use patterns varied, with alcohol being the most prevalent (21%), followed by tobacco (35.5%), cannabis (2.5%), and cannabis-ganja/charas (0.7%) over a lifetime. Anxiety disorders were the most prevalent psychiatric condition (30%), followed by ..........

Social value accumulation through Australian aquatic facilities

ABSTRACT Research question Despite being a critical component of public infrastructure, academic research has rarely delved into aquatic facilities as key for acquiring social value. Therefore, this study analyzed how social value is accumulated through public aquatic facilities and commercial swim schools in Australia, specifically exploring the social capital created for local communities. Research methods Twenty-eight interviews with users and managers of aquatic facilities were conducted, representing over 110 facilities across 5 states or territories in Australia. Results and findings Guided by Putnam’s conceptualization of social capital, our data demonstrated the critical importance of aquatic facilities in communities across Australia. The analysis identified that aquatic facilities create a range of benefits to community members, including health and well-being, social connection, safety and education, and employment opportunities. Implications While arguably more difficult to operationalize and quantify, this research provides a foundation to understand the social value, as well as provides avenues to improve the social value achieved by aquatic facilities.

The Church Museums’ Evolution of the Idea and Methods of Missionary Work in China: A Study of Tsinanfu Institute

This study explores the role of church museums represented by the Tsinanfu Institute in the spread of Christianity in modern China. Established in 1887, Tsinanfu Institute, formerly Tsingchowfu Museum, stands as an early pioneer of church museums in China with the mission of spreading Christianity. It has taken exhibition and knowledge dissemination and social education as its core functions, indirect evangelization and expansion of religious influence as its fundamental purpose, and the Chinese way of localization and the promotion of harmonious relations with the community as its important working guidelines. It has established a new operational concept as a “public cultural museum”, realizing the transformation of the church museum from a missionary venue for the intellectuals to a new type of missionary venue for the general public. The development stages of the church museum operational concept represented by Tsinanfu Institute are mainly socialization, education, localization, and the popularization of higher education, which is a microcosm of the development trend of the Christian Endeavour Movement, Social Gospel, and vernacularization thought. Tsinanfu Institute shows significant research value in studying new missionary concepts and exploring the new way of missionary work in the church during the late 19th and early 20th centuries.

Pedagogy of discomfort to prevent and intervene against bias-based bullying

In this article, we will present bias-based bullying episodes shared by Norwegian teachers and preservice teachers when talking about the concept of “discomfort”. We also investigate how “discomfort” and “pedagogy of discomfort” as a tool are reflected in teachers’ and preservice teachers’ prevention and intervention of bias-based bullying episodes. Semi-structured interviews were conducted among seven preservice teachers in their last year of teacher education and seven teachers, with 7–24 years of experience, working in Norwegian schools. Our main findings indicate that the pedagogy of discomfort might be a useful tool to prevent and intervene against bias-based bullying by using the feeling of discomfort that bias-based bullying creates in a constructive way. However, while the preservice teachers are inspired by theories of discomfort and social justice education and are motivated to try those theories out in practice, the teachers are not so familiar with these theories and tend to manage discomfort by avoiding them. By getting more familiar with the pedagogy of discomfort, teachers may improve the classroom atmosphere and make it easier to explore difficult topics in a way that creates room for differences and inclusion, strengthens students’ and teachers’ ability to engage in critical thinking, and thus lowers the risk of bias-based bullying.

Adapting to the Digital Age: An Evaluation of Online Learning Strategies in Public Health and Social Care Education

Introduction. The global shift towards digital education in the wake of the COVID-19 pandemic has reshaped the landscape of higher education. Public health and social care programmes have adapted to this transformation, embracing online learning strategies to engage students. This study focuses on the assessment of online learning experiences in public health and social care education, particularly during the post-COVID-19 period. Materials and Methods. This qualitative study employed semi-structured interviews and focus groups with 49 university students in England. These phases, conducted both in person and via video, were audio and video recorded and transcribed verbatim. A purposive sampling technique was employed to gather data, and framework analysis facilitated data management and interpretation. Results. The presentation highlights three main themes and 12 accompanying sub-themes that capture the clear preferences of students for both in-person and online learning methods. The findings elucidate the merits and demerits of online learning strategies in contrast to traditional face-to-face classes. Online classes offer distinct advantages in terms of flexibility, cost-effectiveness, time efficiency, and technological proficiency. However, they also bring to the fore concerns related to social isolation, mental health challenges, technical challenges, and distractions within the home environment. Conclusion. Considering the global transition to digital education, this study contributes to the dynamic discourse surrounding online learning in the post-COVID-19 era. The diverse preferences expressed by students highlight the importance of personalised and flexible teaching methods in online education, underlining the need for adaptability and inclusivity to meet the diverse needs of today’s learners.

Social and Healthcare Educators’ Competence in Well-Being at Work – A Cross-Sectional Study

Social and Healthcare Educators’ Competence in Well-Being at Work – A Cross-Sectional Study

Evidence-based healthcare competence of social- and healthcare educators: A cross-sectional study.

The purpose of the study was to describe social and healthcare educators' evidence-based healthcare competence and explore the associated factors. A descriptive, cross-sectional study was carried out. The research spanned 5 universities, 19 universities of applied sciences, and 10 vocational colleges in Finland from September to December 2022. Social and healthcare educators (n = 256), of which 21 worked at universities, 176 worked at universities of applied sciences, and 49 worked at vocational colleges. Data collection employed a self-assessed instrument that was designed to measure evidence-based healthcare competence based on the JBI Model of Evidence-based Healthcare. Competence profiles were formed using K-cluster grouping analysis. The educators' self-evaluations of their level of evidence-based healthcare competence were generally at a satisfactory level, with subsequent analyses identifying four distinct profiles of evidence-based healthcare competence. The profiles demonstrated statistically significant differences in terms of evidence synthesis and evidence transfer competencies. The factors associated with evidence-based healthcare competence included level of education, the year in which a professional had obtained their highest degree, current organization of employment, and participation in continuing education. Educators require various types of support for developing high levels of evidence-based healthcare competence. The identification of distinct competence profiles can be pivotal to providing educators with training that is tailored to their exact needs to provide an individualized learning path. WHAT PROBLEM DID THE STUDY ADDRESS?: Educators value the role of evidence in teaching, which reinforces the need to integrate aspects of the JBI Model of evidence-based healthcare into educators' competencies. Aspects of the JBI Model of evidence-based healthcare have not been holistically measured, with only certain components of the model considered separately. Educators need to better understand the global healthcare environment so they can identify research gaps and subsequently develop healthcare systems through their educational role. Higher academic education, work experience, organizational support, and continuous education play essential roles in the development of educators' evidence-based healthcare competence. WHAT WERE THE MAIN FINDINGS?: Educators generally have high levels of competence in evidence-based healthcare. Educators have mastered the different components of the JBI model of evidence-based healthcare but need to improve in areas such as the transfer and implementation of evidence. WHERE AND ON WHOM WILL THE RESEARCH HAVE AN IMPACT?: Determining evidence-based healthcare competence profiles for educators can be used to provide individualized learning paths for the development of evidence-based healthcare competence. Educators need to further develop their competence in evidence-based healthcare to ensure successful implementation and high-quality education in the future. No patient or public contribution.