Social Education Research Articles

Investigating best practices for teaching reading recount text in the context of ESP

This research investigates the implementation of best practices in teaching reading recount texts within the context of Social Care education at a vocational high school. Recognizing the challenges in conventional learning materials for English for Specific Purposes (ESP) students, this research aims to explore how an English teacher's innovative approach to teaching reading recount text in the field of Social Care. A descriptive qualitative design was employed to describe how the teacher implemented the best practice in teaching reading recount text in the Social Care major. Data collection involved observation and interviews with the English teacher responsible for the Social Care major. The study was conducted at SMK Roudhatul Jannah, chosen for its newly introduced Social Care major in the Indonesian vocational education system. The analysis of the data collected revealed that the teacher's best practice involved focusing on biographies of notable figures in Social Care. The manual creation of biographies allowed the teacher to address the specific needs of the students, fostering engagement and practical application of knowledge. The research concludes that the teacher's proactive approach in manually creating biographies of notable figures not only addresses the limitations of conventional learning materials but also demonstrates a commitment to providing relevant content aligned with the student's major. The findings underscore the importance of ESP teachers adopting innovative teaching methods that resonate with students' specific needs, so it can be beneficial for their future careers.

CommentClass: A Robust Ensemble Machine Learning Model for Comment Classification

Enormous amounts of data are generated in the form of feedback or comments from online platforms such as social media, e-commerce, education, and programming. This feedback and comments hold significant value for making important strategic decisions; therefore, effectively analyzing them poses a major challenge. This research addresses the imperative need for an efficient comment classification model. To fill this research gap, we propose a robust ensemble machine learning (ML) model called CommentClass (RF+AdaBoost+SVM+Soft-Voting), specifically designed for the comment classification task. First, we developed eight (08) pipelines using various combinations of ML algorithms. Next, the fundamental ensemble techniques such as stacking, blending, hard-voting, soft-voting, and averaging are incorporated into these pipelines to improve comment classification performance. These ensemble models are able to discern the latent characteristics of diverse text comments, classifying them to achieve superior accuracy. The proposed CommentClass ensemble model achieved an impressive accuracy and F1-score of approximately 98% for comment classification on the YouTube dataset. This result represents an improvement in accuracy by approximately +3% compared to prior research on the same dataset. Moreover, the proposed CommentClass model obtained higher F1-scores of 90.26%, 87.04%, and 75.74%, on the Spambase, IMDB, and Twitter datasets, respectively, compared to other sophisticated models. Furthermore, the proposed CommentClass model exhibited significant accuracy on the SMS dataset and two distinct synthetic datasets.

Social Educators’ initial and in-service training: community projects as promoters of professional development

ABSTRACT Promoting social justice, fighting against social inequalities, and minimizing the risks and dangers faced by society’s most vulnerable groups are the aims of socio-educational intervention actions promoted by Social Educators in community projects. Using a qualitative and interpretative case study research methodology, this study sought to understand, from the perspective of Social Educators (n = 13) who graduated from a university in the north of Portugal between 2018 and 2022, how and if the experience of working in a community project during initial and in-service training enriches and/or alters their work. The results showed that the participation of Social Educators in community projects deconstructs an excessively individualistic view of intervention, with Social Educators highlighting the social and educational conditions that shape the target audiences in an action that is required to be holistic and legitimized by the members of the communities in which they operate.

A novel strategy for improving bowel preparation based on social software-enhanced education: A prospective, multicenter, randomized controlled study.

The compliance and timeliness of oral laxatives have always been the key factors restricting bowel preparation (BP). We have constructed a novel enhanced-educational content and process based on social software (SS) for BP to optimize these issues. A multicenter, prospective, randomized controlled study was conducted at 13 hospitals in China from December 2019 to December 2020. A total of 1774 enrollees received standard instructions for BP and were randomly assigned (1:1) to the SS group (SSG) that received a smartphone-based enhanced-education strategy starting 4h before colonoscopy or the control group (CG). A total of 3034 consecutive outpatient colonoscopy patients were assessed for eligibility, and 1774 were enrolled and randomly assigned. Ultimately, data from 1747 (SSG vs CG: 875 vs 872) enrollees were collected. The BP adequacy rate was 92.22% (95% CI: 90.46-93.98) in the SSG vs 88.05% (95% CI: 85.91-90.18) in the CG (P=0.005), and the total Boston Bowel Preparation Scale scores (6.89±1.15 vs 6.67±1.15, P<0.001) of those in the SSG were significantly higher than those in the CG. The average number of polyps detected in the SSG was considerably higher than that in the CG (0.84±2.00 vs 0.53±1.19, P=0.037), and the average diameter of the polyps was significantly lower than that of the control group (4.0±2.5 vs 4.9±3.7, P<0.001). This SS-enhanced education strategy can improve the BP adequacy rate and increase the average number of polyps detected, especially those of small diameter.

Learning processes and repercussions from handicrafts for social and popular education

The research incorporates the experiences of a group of artisans from Azuay and Cañar in Ecuador, aims to reflect on the professional practices of artisan collectives and their relationshipwith formal educational processes from a pedagogical approach focused on social and popular education. The study applies qualitative methodology with ethnographic focus. The results not only highlight that the spaces occupied by craftsmanship in the social imaginary are markedby obstacles and restrictions in professional practice, but also demonstrate that the knowledge they possess is conditioned by ethnic and sociocultural dimensions. Despite having experiencesand knowledge that are not far from the curriculum taught in the educational system, these are excluded and considered of lesser value. The research concludes that recognizing artisanal methods and procedures can be used as powerful formative elements to strengthen identity, democraticparticipation, dialogue of knowledge, social justice, and true intercultural education. Consequently, social and popular education can help promote the active participation of artisans and other collectives and contribute to the transformation and change of unequal structures from a socioeducationalperspective.

An Investigation on the Remarkable Practices of Social Science Educators in A State University: Training Inputs for Social Science Educators

This study investigates the remarkable practices implemented by social science educators to enhance student engagement, foster critical thinking, and cultivate a comprehensive understanding of the social sciences. It utilized the multi-case studies as its research design, wherein seven cases of social science educators in a state university were identified and selected. Through the use of cross-case analysis, three overarching themes were developed. First, are the remarkable practices of the social science educators which were the innovative and interactive teaching strategies used by the teachers, using clear and fair assessment, and fostering inclusive learning environment. Second are the challenges faced by social science educators in implementing their remarkable practices, and these are the diversity of learners and accessibility to technology. And lastly, are the strategies for overcoming the challenges, and these are tailoring teaching to diverse learner backgrounds, empowering and motivating students, and technology integration for enhanced understanding. Based from the findings of this study, training inputs for social science educators were also conceptualized.

Exploring the embodied experiences of social relationships in physical education

ABSTRACT There is a need for new pedagogies in physical education that emphasise embodied learning experiences and meaningfulness [Ennis, C. D. (2017). Educating students for a lifetime of physical activity: Enhancing mindfulness, motivation, and meaning. Research Quarterly for Exercise and Sport, 88(3), 241–250; Kretchmar, R. S. (2008). The increasing utility of elementary school physical education: A mixed blessing and unique challenge. The Elementary School Journal, 108(3), 161–170; Lambert, K. (2020). Re-conceptualizing embodied pedagogies in physical education by creating pre-text vignettes to trigger pleasure ‘in’ movement. Physical Education and Sport Pedagogy, 25(2), 154–173; Rintala, J. (2009). It's all about the –ing. Quest, 61(3), 278–288]. Social interaction is considered an integral feature of meaningful physical education [Beni, S., Fletcher, T., & Ní Chróinín, D. (2017). Meaningful experiences in physical education and youth sport: A review of the literature. Quest, 69(3), 291–312]. Previous research shows that various pedagogies of embodiment may contribute to enhancing positive social interaction [Azzarito, L., & Ennis, C. D. (2003). A sense of connection: Toward social constructivist physical education. Sport, Education and Society, 8(2), 179–197; Light, R. (2013). Positive Pedagogy for physical education and sport: Game Sense as an example. In R. Light, J. Quay, S. Harvey, & A. Mooney (Eds.), Contemporary developments in games teaching (pp. 29–42). Routledge]. This study explores pupils’ embodied experiences of social relationships in physical education. We aim to inform and further develop existing pedagogies of embodiment by expanding the knowledge about how intersubjectivity and sociality are experienced, and how these experiences affect the pupils’ movement exploration and enable them to value physical activity. By interpreting findings from a sensory ethnographic fieldwork in a tenth-grade class in Oslo, Norway, we show how pupils’ embodied experiences of social relationships revolve around establishing, confirming, maintaining, and questioning their sense of belonging to the social 'we'.

Why Do I Have to Learn this Stuff? Using AI to Assist Secondary Teachers in Teaching Future-Ready Practical Life Skills with any Social Studies Lesson

The integration of Artificial Intelligence (AI) in secondary social studies education is revolutionizing the way students prepare for their future. By embedding 'Future Ready Practical Life Skills' into the curriculum, educators can effectively address the question, "Why do I have to learn this?" and equip students with the necessary competencies for success in college, careers, and active civic life in an AI-dominant future. This article explores how AI nurtures critical thinking, digital literacy, adaptability, ethical reasoning, and civic engagement -- skills that are crucial not only for navigating advanced technologies but also for dealing with daily life situations. By creating a dynamic and personalized learning experience, AI-driven social studies education fosters vital competencies for students to confidently face challenges and make informed decisions in their personal and civic lives. This paradigm shift in teaching and learning sets students up for success in an AI-shaped future while empowering them to navigate the complexities of daily life.

Family Education Models Of Kiai‘S Pesantren: Transfer Of Lora/Ning’s Caracter In Pamekasan

The purpose of this study was to determine the educational model of the pesantren kiai's family in shaping the character of lora/ning in Pamekasan. By using a qualitative approach in the form of descriptive-analytic research, the researchers targeted several pesantren in Pamekasan Regency which were represented by various models of pesantren, that is pesantren of salaf, pesantren of semi modern and pesantren of Modern. The results of this study are that the educational model of the pesantren kiai's family to cultivate the character of lora/ning is; First the tarbawiah model in carrying out various activities that emphasize exemplary aspects, such as: worshiping, praying, reading the Qur'an, qiyamul lail, hanging out with pious people, obligatory fasting, sunnah fasting on Mondays and Thursdays, and multiplying dhikr every time, and the two models of ta'limiah in carrying out various activities that emphasize knowledge, such as: awakening from an early age to study, growing awareness of thinking, maintaining health ratios, and social education.

Biopolitical Strategies in Media Discourses: Responses to the COVID-19 Pandemic in Russia, Germany, and France

The objective of this study is to conduct a comparative analysis of how media outlets in Russia, France, and Germany reported on events during the COVID-19 pandemic. The analysis was carried out in three stages: comparing the actors of biopolitics, examining the ideologemes of biopolitics, and analyzing the spheres in which biopolitics were implemented. The theoretical and methodological framework of this study is grounded in Michel Foucault's theory of biopolitics, Edward Herman and Noam Chomsky's propaganda model, and Didier Bigo's concept of (in)securitization. Texts related to the COVID-19 pandemic were categorized into four «waves» (January 2020 – March 2022) and retrieved using the keywords «pandemic», «covid», and «coronavirus» from the archives of «Rossiyskaya Gazeta», «Kommersant», «Novaya Gazeta», «Le Figaro», «Le Monde», «Le Parisien», «Süddeutsche Zeitung», «Die Zeit», and «Die Tageszeitung». The total volume of analyzed material amounts to 67.62 million words. The results reveal that state power consistently emerges as a key subject of biopower and biopolitics across all the media studied, following Foucault's traditional framework of biopower subjects. This includes a focus on the actions and decisions of government officials and institutions. Additionally, the study found that all examined media outlets participated in promoting vaccination campaigns orchestrated by the governments of Russia, Germany, and France, indicating a widespread alignment with state-led biopolitical strategies.The analysis also shows that the insecuritization of public life during the pandemic affected various sectors including social relations, the economy, healthcare, and education. Media discourse in all three countries highlighted these areas of impact, often framing them within the broader context of public and existential security.Furthermore, the study identifies notable differences in how the media in each country portrayed biopolitical themes. In Russia, media coverage placed a strong emphasis on the central government's role, while in Germany, there was a more pronounced delineation between federal and regional authorities. In France, media outlets often focused on the personal leadership of President Emmanuel Macron. Despite these differences, there were shared themes across all three countries, such as the emphasis on the importance of vaccination and the portrayal of government measures as necessary for public safety.

“See results anyway”: auditing social media as educational technology

PurposeThis paper aims to consider the role of social media platforms as educational technologies given growing evidence of harms to democracy, society and individuals, particularly through logics of efficiency, racism, misogyny and surveillance inextricably designed into the architectural and algorithmic bones of social media. The paper aims to uncover downsides and drawbacks of for-profit social media, as well as consider the discriminatory design embedded within its blueprints.Design/methodology/approachThe authors used a method of a technological audit, framed through the lenses of technoskepticism and discriminatory design, to consider the unintended downsides and consequences of Twitter and Instagram.FindingsThe authors provide evidence from a variety of sources to demonstrate that Instagram and Twitter’s intersection of technological design, systemic oppression, platform capitalism and algorithmic manipulation cause material harm to marginalized people and youth.Research limitations/implicationsThe authors contend that it is a conflict of professional ethics to treat social media as an educational technology that should be used by youth in educational settings. Thus, they suggest that future scholarship focus more on addressing methods of teaching about social media rather than teaching with social media.Practical implicationsThe paper concludes with recommendations for educators who might work alongside young people to learn about social media while taking informed social actions for more just technological futures.Originality/valueThis paper fulfills an identified need to challenge the direction of the field of social media and education research. It is of use to education scholars, practitioners and policy makers.

Navigating Social Work Field Education during the COVID-19 Pandemic: Challenges, Benefits and Opportunities

In March 2020, the University of Guyana suspended face-to-face activities, requiring academic programmes and social work field education to reconfigure to virtual modalities. This paper revisits the impact of COVID-19 on social work education to examine the challenges, benefits, and opportunities to lecturers and students. Using a qualitative approach, a document analysis was conducted on lecturers’ journal entries and field notes, and 56 reflective reports submitted by students. The findings revealed self-reports of anxiety, loss of support of practice teachers, disappointment, and burnout. In spite of the challenges experienced, the analysis revealed that the peer-substitution practice dyads allowed students to develop their interpersonal and counselling skills. Additional findings suggest that there were opportunities for lecturers and the Social Work Unit to pilot the use of information communication technologies, create a framework for virtual monitoring of students, and demonstrate their commitment to preserving the signature pedagogy of social work education. We conclude that the COVID-19 pandemic has served as an impetus for the national University to continue exploring and implementing new approaches to advance the growth of social work programmes.

Karl Marx and the Catholic Church’s praxis

This article addresses the question of whether a spiritual institution can be influenced by a secular ideology, which is conceived as ‘atheist’. Can a secular ideology influence and shape the nature and praxis of an institution which prides itself as having a predominant spiritual foundation. This article’s objective is not necessarily meant to provide an absolute doctrine but seeks to stimulate debate based on a reasonable connection of Socialist influence on the development of the Catholic Church’s praxis. This article argues that the Catholic Church’s praxis, which is explicitly embodied in the Catholic Social Teachings might have been influenced by a Marxist or Socialist/communist wave of the 19th Century. This article is guided by a literature-related historical enquiry method, which compares historical events in a bid to identify possible logical connections. Literature reveals that in as much as some Catholic related movements such as the Liberation Theology had an obvious connection with Marxism, the praxis of movements embodied in both the ‘Social Catholicism’ and ‘Catholic Action’ was shaped by the Church’s beliefs and contextual circumstances of its time. Literature further shows the Catholic Church neither subscribe to the Socialist revolutionary stance nor approve of its methodology, but it recognised the effects of these socialist movements toward the workers. Hence, the influence of these secular institutions cannot be totally dismissed, even though they did not shape its praxis.

SOCIAL AND PEDAGOGICAL ACTIVITY IN UKRAINE: CURRENT TRENDS IN THE CONTEXT OF WAR

The article presents the results of a study on social and pedagogical activity in Ukraine in the context of the Russian-Ukrainian war, including current trends in the work of a social pedagogue in the educational sphere. The emphasis is placed on the importance of social and pedagogical/social work in the context of the war, which has caused significant challenges in the humanitarian sphere. The importance of support from the international community is emphasized, particularly in the social sphere (providing shelter for Ukrainian refugees, supporting the education of Ukrainian children displaced to other regions and abroad, humanitarian aid at the beginning of the fullscale war, etc.). The research methodology includes methods of theoretical and empirical analysis, including theoretical analysis of international guidelines for social and pedagogical/social work; empirical analysis of normative and instructional documents on the activities of a social pedagogue in the educational sphere, including in the context of the Russian-Ukrainian war; empirical (qualitative) analysis of essays by students of the specialty "social work" of the University "Ukraine" (Kyiv, Ukraine) on the topic "Social pedagogy: essence and importance in the context of the Russian-Ukrainian war"; generalization and systematization of research results. Due to the specifics of the research, we gave preference to the qualitative methodology. The results of the study allowed us to generalize the current trends in social and pedagogical activity in the educational sphere. These include: creation of a psychologically comfortable educational environment for all participants in the educational process (pupils, teachers, parents); providing psychosocial support to students affected by the war (children from families of combatants, children from families of internally displaced persons, etc.); implementation of measures for social adaptation and rehabilitation; formation of a culture of safety and other competencies important in the context of war, etc.

Beyond Conversational Dialogue: Constructing a Catholic Dialogical Ethical Model for Multi-Religious Nigeria

This article argues that the Catholic Church in Nigeria needs to move beyond interreligious dialogue that dwells more on Councils’ interactions and discourses to develop a dialogical ethical framework that engages religious multiplicity in a more active capacity. Although Nigeria’s religious diversity necessitates interreligious dialogue, that alone is insufficient for constructing concrete ethics of dialogue. The article thus argued for an ethical framework tagged one family, many flavours. The theological sense of the proposal is rooted in Catholic social teachings but open to engagement with other religious traditions for mutual respect and social justice. The religious scope of the article is on Roman Catholicism and the Nigeria Muslim Ummah. The article addressed related ethical challenges confronting Nigeria’s interreligious landscape as a diverse religious community. Primary and secondary sources were used in gathering information for the article; thus, scriptural texts and traditions in Islam, as well as sources in Roman Catholicism, were theologically engaged. The suggested model acknowledges the importance of retaining one’s religious identity while also recognising the importance of interreligious dialogue and the right of the religious other in ethical matters. The article is envisioned to promote conversations about translating dialogical frameworks into practice.

Quality assurance of science and technology universities in Bangladesh: a catalyst for sustainable employment during the 4IR

Purpose This study aims to report the quality of Bangladesh's science and technology universities (STUs) in ensuring sustainable employment of graduates during the Fourth Industrial Revolution (4IR) by assessing their vigilance in skill development activities and exploring students’ perspectives on the university. Design/methodology/approach This research used mixed methods: a close-ended five-point Likert scale questionnaire to understand students’ perspectives and a thematic analysis of the interviews of students, faculties, policymakers and relevant stakeholders. The data was collected through a random sampling method where 1,000 university students took part in the quantitative analysis along with other respondents for the qualitative portion. The analysis was done with a 99% confidence level and a 4.5% margin of error. Findings Bangladesh's STUs still have a long way to go to ensure quality education and generate sustainable employment for their graduates. The universities' preparation to comprehend the 4IR is not at the expected level. In addition, despite students' favourable perception of universities as providers of qualified labour, there is a significant mismatch between supply and demand. Research limitations/implications This research has some limitations regarding time and resources. Due to the limited number of responses from a few universities, this study's findings might only apply to some of the STUs of other countries. This study provided several recommendations for providing quality education to the STUs of Bangladesh. Practical implications The findings of this study indicate that there is still a crucial gap between the initiatives of STUs and the employment market, which prevents graduates from offering the necessary skills to achieve sustainable employment. The findings also support the idea of significant changes in the approach of these universities to address the mentioned issues. Social implications This study suggests collaboration among social actors, relevant stakeholders, STU authorities, education experts and government officials to ensure a demand-based curriculum for the students. The relevant stakeholders should come forward to ensure advanced technologies and internet connectivity in the STUs. Originality/value The data set used in this study is significantly large and varies in the number of institutions, departments and socioeconomic backgrounds of the students, faculties, policymakers and various stakeholders. Furthermore, the capacity of scientific and technology institutions to guarantee sustainable employment through quality assurance in education has also not been recently evaluated in Bangladesh.

Integrasi Ilmu Agama Dalam Sistem Pendidikan di Era Pasca Keruntuhan Kekhalifahan Islam

Education and knowledge are essential for effectively integrating different fields of study. The combination of religious-based lessons with general lessons in the modern era is particularly important, especially in Islamic education. To achieve this, strong educational institutions are needed that can accommodate these fields of knowledge. The integration of science and religion into Islamic education can be achieved through various means. This includes incorporating science and religion into the curriculum, the teaching and learning process, and social education aspects. Therefore, high-quality educational institutions can blend religion and science to meet the needs of their students, rather than applying a dichotomy of knowledge.

Learning about place from Indigenous Elders: self-study in social studies education

PurposeThis paper explores the effects of land education on the practice of a White social studies teacher educator who wanted to teach about the ecological crisis.Design/methodology/approachThe teacher educator used self-study methodology to analyze her experiences with local Indigenous leaders when she was a high school social studies teacher and currently as a social studies methods professor. Data sources included journals, field notes, course-related materials, and formal writings.FindingsThrough experiences, Indigenous leaders helped the teacher educator identify contrasting cultural paradigms to broaden her understanding of where she lives. This learning enabled the teacher educator to use the two paradigms in her teaching about place and the ecological crisis.Originality/valueThis research shows inner work that can position teacher educators to understand the value of Indigenous wisdom regarding place when teaching about the ecological crisis.

Improved social equity learning in an introduction to sustainability course

Purpose This paper aims to examine the impact on diverse students’ social equity outcome measures that result from incorporating social justice education and inclusive practices into an introductory course on sustainability offered online asynchronously, online synchronously and in-person. Design/methodology/approach From fall 2020 to fall 2021, 706 students took “Introduction to Sustainability” at Michigan State University. A revised curriculum increased inclusive practices and social justice content centered on race and other social identities; institutional, individual and implicit bias; interrupting bias; socialization; and spheres of influence. Students’ self-reported change was examined using a retrospective pre/post survey. Findings Students reported significant growth in social equity understanding and practice across teaching modes with in-person instruction associated with the largest reported growth. Students reported growth regardless of their racial/ethnic identity or gender, with instructor effects varying in expected ways. The gap in social equity understanding between students with low precourse ratings (on outcome measures) and those with high precourse ratings was significantly smaller after the course. Research limitations/implications This study is not without limitations. First, the authors were limited in the student-specific information that they could collect. Second, the authors did not have access to an alternative course that could serve as a control. Third, the authors did not have the resources to also conduct an in-depth, thorough qualitative study. Furthermore, the authors did not conduct their investigation during “normal” campus life because it took place during the height of the COVID-19 pandemic. The pandemic was a factor that could not be accounted for and might have impacted the outcomes. Originality/value This study is novel in identifying and incorporating specific social justice education material, tools and practices for improved teaching of social equity components of sustainability.

Treatment non-adherence among methadone maintenance patients and associated factors: a multicenter, cross-sectional study in Vietnam

ObjectiveThis multicenter, cross-sectional study was conducted to investigate the prevalence of treatment non-adherence and its associated factors among methadone maintenance patients in Vietnam.MethodsThis secondary data analysis was conducted using the data from a previous study. Six hundred patients were interviewed face-to-face to collect data on their demographic characteristics and social support. Information about the treatment characteristics and patients’ non-adherence was gathered from medical records and books monitoring their treatment process. Treatment non-adherence was defined as missing at least one methadone dose in the last three months.ResultsThe overall prevalence of non-adherence was 45.7%. The average social support score of patients who completely adhered to treatment was significantly higher than that of those who did not (p < 0.001). In the multivariate logistic regression model, for each one-unit increase in social support (one score), treatment time (a year), and patient’s monthly income (one million Vietnam dongs), the odds of non-adherence decreased by 28% (aOR = 0.72, 95%CI 0.59–0.88, p = 0.002), 15% (aOR = 0.85, 95%CI 0.80–0.91, p < 0.001) and 9% (aOR = 0.91, 95%CI 0.85–0.97, p = 0.004), respectively. Patients living in Son La (a mountainous province) were 1.72 times (95%CI 1.09–2.71) more likely to be non-adherent as compared to those in other areas (p = 0.020). As per univariate analyses, other associated factors could be age, education level, family monthly income, occupation, and opioid relapse (p < 0.001).ConclusionsA high non-adherence rate was found among Vietnamese methadone maintenance patients. Interventions involving social support, occupation, income, and education are needed to improve their treatment adherence.