Specific Educational Context Research Articles

AI in higher education

With the advent of generative AI (GenAI) technologies, academic integrity has become a pressing concern for higher education institutions. This study explored the publicly available guidelines from Australia's Group of Eight (Go8) universities regarding assessment design in response to GenAI tools. The findings indicate a common concern about the challenges GenAI tools pose to traditional assessments, with current AI detection tools deemed insufficient. However, GenAI also presents opportunities to reassess and redesign assessments to enhance academic integrity and learning. The guidelines were provided around two main pieces of advice: exploiting GenAI tools' limitations to make it difficult to complete assessments using GenAI tools and making assessments more relevant to students to increase their engagement and reduce reliance on GenAI. Common recommendations in the guidelines included testing assessments' vulnerability to GenAI, emphasising critical thinking, incorporating contextual elements, designing authentic assessments, using alternative assessment formats, focusing on process-oriented and staged assessments, and using collaborative or in-class assessments. Potential challenges of redesigning assessments as well as limitations of recommended approaches in making assessments totally immune to GenAI tools were also acknowledged. However, ways of addressing these challenges particularly in specific educational contexts remained largely unaddressed. Despite shared concerns and strategies provided in the guidelines to design more rigorous assessments less vulnerable to GenAI tools, the specificity of guidelines varied across institutions. The findings underscore the need for continuous evaluation and adaptation of assessment practices to uphold academic integrity in the face of evolving GenAI technologies.

How higher education teachers see their professional identity

An important dimension to understand the student learning process is the professional identity of teachers, which is conceptualized as a continuous process of construction and reconstruction. In this process, teachers define and assume their roles in a specific educational context that is characterized by tensions, adjustments, and transformations. This study focuses on understanding the professional identity of higher education teachers, a field characterized by constant evolution and demands. The personal characteristics of this identity are explored, including experiences and biographical representations, as well as its interrelationship with the institutional environment. Using a qualitative interpretive approach, six teachers recognized for their pedagogical innovation and educational commitment were interviewed. The results reveal outstanding motivation and responsibility in educational work, but also tensions between personal identity and the work context, reflected in the perception of low recognition and the importance of institutional leadership. The teachers show a critical and reflective view of their work, influenced by childhood experiences that impact their conceptions of educational justice and equity. To conclude, the common characteristics of professional identity in higher education highlight the need to integrate them into professional development. The article advocates for the design of more personalized training programs and the promotion of continuous learning among peers as key elements to strengthen this identity and improve pedagogical practice.

A INFLUÊNCIA DAS METODOLOGIAS ATIVAS NA FORMAÇÃO DOCENTE TENDO EM VISTA AS CONTRIBUIÇÕES DA APRENDIZAGEM BASEADA EM PROBLEMAS

This study investigates the influence of active methodologies in teacher training, focusing on Problem-Based Learning (PBL). The research aims to understand how PBL can empower early childhood educators by providing them with dynamic tools to address contemporary classroom challenges. The methodology includes a comprehensive literature review, examining a wide range of academic sources and case studies on the implementation of PBL in various educational contexts. Findings from this theoretical investigation indicate that PBL not only enhances teachers' ability to engage students more effectively but also fosters a more collaborative and critical learning environment. By exploring the theoretical foundations and practical outcomes of this approach, the study seeks to identify effective strategies for implementation and evaluation in specific educational contexts. The research emphasizes the importance of adequate teacher training in ensuring the quality of education, contributing to the holistic development of children. Additionally, the study provides valuable insights for educational managers and policymakers in developing more effective training policies and programs. It is believed that the knowledge gained from this research can offer a solid foundation for the continuous improvement of education provided to preschool-aged children.

General and special education teachers' attitudes towards evidence‐based practice

AbstractIn the context of special and inclusive education, applying evidence‐based practice (EBP) is important for providing equal access to effective and efficient education for students, regardless of their ability status. However, there is a relevant research‐practice gap in this area. To better understand how teachers can be supported using evidence‐based interventions and to identify training and development needs, we developed a questionnaire on attitudes towards EBP and piloted it with a sample of 809 teachers in Germany. The factor structure was determined using categorical exploratory factor analysis in half of the sample and then confirmed using categorical confirmatory factor analysis in the other half. Good model fit and factor reliability were observed. The instrument is measurement‐invariant between general and special education teachers. As expected, we found more positive attitudes towards EBP among special education teachers. No significant differences were observed between the different age groups. Based on these findings, it can be assumed that the measurement instrument is suitable for use in implementation research, as well as in the evaluation of initial and in‐service teacher training programmes. Further studies on convergent, divergent and prognostic validities are necessary.

Beliefs and Practices in Teaching Grammar Instruction: Babile Primary School in Focus

The researcher conducted this study to seek and to illuminate the methodologies and strategies employed by English language teachers in grammar instruction at Babile Primary School. By engaging in a comparative analysis of the pedagogical beliefs and practical approaches of two seasoned English as a foreign language teachers, the study investigated the subtleties of their teaching methodologies and the various factors that shape their classroom decisions. This examination of the congruence or divergence between their beliefs and instructional methods reveals significant insights into the intricate belief systems of these English as a foreign language teachers and their implications for teaching practices. The analysis indicates that the English as a foreign language teachers at Babile Primary School maintain complex belief frameworks regarding grammar instruction; however, these beliefs do not consistently align with their actual teaching methods. The research identified numerous factors influencing the teachers' classroom decisions, many of which are intricately tied to the specific educational context of Babile Primary School. These results underscore the multifaceted nature of teaching English as a foreign language, highlighting the necessity of understanding and addressing the underlying influences that affect instructional practices. The findings sought to illuminate the nuanced ways in which educators navigate their roles and adapt their approaches to meet the needs of their students in an ever-evolving educational landscape.

Optimizing Science Laboratory Management for Enhanced Student Learning Outcomes

Background: Laboratory management is vital for improving science education, yet many institutions struggle to optimize these resources. Specific Background: Effective management enhances student interest and practical skills in natural sciences, but inadequate management leads to underutilization of laboratory facilities, negatively impacting learning experiences. Knowledge Gap: While the importance of laboratory management is acknowledged, studies on specific practices and their effects on student engagement in natural science remain limited. Aims: This study explores management practices in a natural science laboratory and their implications for educational outcomes. Results: Findings reveal that planning, organization, implementation, supervision, and evaluation are poorly executed, resulting in incomplete documentation and minimal follow-up. Although practical activities spark student interest, systemic issues hinder their effectiveness. Novelty: The research provides new insights into the operational challenges of laboratory management in a specific educational context. Implications: Enhanced management strategies are necessary to improve resource allocation and laboratory utilization, fostering student engagement and skill development in natural sciences. Highlights : Critical Role: Effective laboratory management enhances student interest and practical skills in science education. Systemic Issues: Inadequate management practices lead to underutilization of laboratory resources, negatively impacting learning experiences. Need for Improvement: Enhanced strategies are essential for optimizing resource allocation and fostering student engagement in natural sciences. Keywords: laboratory management, science education, student engagement, practical skills, educational outcomes

Evaluation of the Management Policy of BOS Funds in Elementary Schools

General background however, the effective management of these funds remains a significant challenge, particularly in certain regions. Specific background this study focuses on evaluating the management policy of BOS funds at an elementary school, highlighting the need for systematic assessment criteria that align with established standards. Knowledge gap despite the existence of frameworks for evaluating fund management, there is limited research on their practical application in specific educational contexts. The aim is to analyze the BOS fund management by employing evaluation indicators based on Wirawan's framework, which includes input, process, output, and impact assessments. The results reveal that while the school’s facilities and infrastructure are generally in good condition, delays in fund distribution have adversely affected maintenance efforts. Key factors influencing successful fund management include meticulous planning, effective coordination, and accurate reporting. Furthermore, the study finds that BOS funds significantly reduce operational costs, benefiting both educators and students. Novelty this research contributes novel insights into the evaluation process of educational funding, illustrating how structured assessments can improve management practices. The implications of this study suggest that better fund management can lead to enhanced educational outcomes and resource allocation, ultimately fostering an environment conducive to learning. Highlights: Evaluation of BOS fund management enhances accountability and resource allocation. Delays in fund distribution impact maintenance of school facilities. Structured assessments improve educational outcomes and support effective learning environments. Keywords: BOS , Educational Management, Evaluation, Operational Costs, Infrastructure

Analysis of the Main Influencing Factors of Plateau Phenomenon in Chinese Normal University Latin Competitors

This article investigates the primary factors contributing to the plateau phenomenon observed in Latin dance competitors from Chinese normal universities. Through a comprehensive analysis of training methodologies, psychological influences, and environmental conditions, the study aims to identify the key elements that hinder progress at intermediate and advanced levels. By examining these factors, the research provides insights into optimizing training programs and support systems to enhance the performance and growth of Latin dance athletes in this specific educational context.

Professional Dilemmatic Spaces in Swedish School-Age Educare

Global interest in the field of extended education has increased over the past two decades. Extended education in the context of Swedish school-age educare has a unique position in the school system due to its voluntariness and governance as well as the free time and leisure activities it offers pupils and the lack of set learning outcomes. These features create dilemmas for teachers; thus, this study aims to generate knowledge about the complex and challenging dilemmas of school-age educare teachers in their professional work. The results are derived from a thematic analysis of two sets of data: oral and written reflections from 22 school-age educare teachers. The three themes of the teachers’ dilemmas identified concern compulsory school vs. SAEC, offering pupils attractive teaching methods and content, and differing experiences and perspectives among the staff. The dilemmatic spaces that are recognised actualise positions and negotiations in everyday practices in relation to the teachers’ professional identities. The findings are expected to be useful as a constructive starting point for policymakers, teacher trainers, and school-age educare teachers to understand this specific educational context and the need for professional development. This study contributes to a further understanding of the multifaceted professional identities of school-age educare teachers.

Exploring the Influence of Parental Support on Students' Art Education Achievement

This study investigates the dynamic relationship between art education and parental involvement, emphasizing the critical role of parental support in enhancing students' learning and development within the arts. The research aims to dissect the effects of parental involvement across various dimensions of students' educational experiences, including motivation, academic achievement, and socio-emotional growth. Special attention is given to the challenges and opportunities presented by remote learning and special education contexts, highlighting the need for adaptive parental support strategies. The study employs a case study design to explore these aspects in detail. This research seeks to provide actionable insights for educators, policymakers, and families.

Screening Teachers Effectively Across Roles and Classrooms

A growing literature points to the conclusion that information collected while screening applicants has the potential to improve teacher hiring decisions. However, this work sheds little light on the extent to which the predictive validity of screening assessments varies across teacher types or teaching contexts. The author uses information on applicant teachers’ performance on prehire screening assessments in the Los Angeles Unified School District to see whether the relationship between performance on specific screening assessments and the outcomes of hired teachers varies across teacher types or student characteristics. The author finds little evidence that the predictive validity of screening instruments varies between elementary or single-subject teachers, or when teachers serve larger proportions of low-income students or English learners. However, the author finds suggestive evidence that screening instruments predict teachers’ outcomes somewhat differently in special education contexts. Taken as a whole, these results suggest teacher screening systems do not need to be highly differentiated to be useful or can be adapted relatively easily. This bolsters the case for using prehire screening to improve teacher quality and may also indicate the skills and attributes that define teacher quality are largely similar across roles and contexts.

Current status, challenges and analysis of financial investment for students: A case study of Vietnam

In the dynamic landscape of global finance, the necessity for financial literacy has become increasingly prominent, especially among younger generations who face unprecedented financial risks and complexities. The paper outlines the critical role of financial education within school curricula, emphasizing its importance in preparing youth to navigate the complexities of financial products and services effectively. As financial responsibilities and decision-making increasingly shift from institutions to individuals, the need for comprehensive financial education from an early age is more pronounced than ever. The paper explores various aspects of implementing financial education in schools, addressing the challenges of integrating such programs into existing curricula, securing necessary resources, and adequately training educators. Through a review of successful case studies from different countries, such as Australia, Brazil, and the United States, effective strategies and practices are highlighted. Particularly, we focus on the analysis the financial case studies of Vietnamese students. These examples demonstrate the importance of political support, stakeholder involvement, and sustainable program implementation to ensure the longevity and impact of financial education initiatives. Additionally, the paper provides a comparative analysis of financial education learning frameworks, which illustrates the diverse approaches tailored to specific educational and national contexts. This analysis underscores the importance of adapting financial education to meet local needs while aligning with broader educational goals. Furthermore, some key policy recommendations are offered to guide schools in supporting and committing to financial education. These include developing clear, measurable objectives for financial literacy programs, creating high-quality teaching materials, and fostering collaborations among governments, educational institutions, and financial experts. Lastly, the paper discusses methods for monitoring and evaluating the effectiveness of financial education programs. It stresses the need for both quantitative and qualitative assessments to ensure these initiatives meet their goals and contribute to the overall financial well-being of students. The conclusion calls for a sustained commitment to financial education, advocating for its integration into national educational policies and curricula. This strategic approach aims to leverage significant economic events to reinforce the value of financial literacy, ensuring that future generations are equipped to make informed financial decisions and contribute positively to the economy.

Halal Labels and Religious Commitment: Their Impact on Bottled Water Purchases

Research Aims: To determine how halal labelling affects purchasing decisions for bottled drinking water products among Muslim students in Solo Design/methodology/approach: The study used quantitative descriptive analysis with primary data. The data analysis method used multiple linear regression analysis with independent variables, namely halal labelling (X1) and religiosity (X2). The number of samples in the study was 183 respondents. This study uses a purposive sampling technique with specific criteria. The study's dependent variable (Y) is the decision to purchase bottled drinking water Research Findings: halal labelling and religiosity have a positive and significant effect on customer decisions to buy bottled mineral water drinks. The value of the coefficient of determination concluded that the contribution of the independent variables in the regression model can explain the variation of the dependent variable by 48,6%. In contrast, the rest is explained by other variables outside the regression equation model. Based on the analysis results, actual steps need to follow up on purchasing decisions for halal bottled drinking water products, one of which is that the university can provide and facilitate the availability of bottled drinking water (AMDK) products on the campus. Besides increasing awareness of halal drinking water, it can also positively impact the development of halal products in universities in Solo. Theoretical Contribution/Originality: The research highlights the simultaneous and partial influence of halal labelling and religiosity on purchasing decisions for bottled drinking water in universities in Solo. This adds a nuanced understanding of consumer behavior in a specific religious and educational context. The study emphasizes the need for further research into the urgency of providing halal AMDK, suggesting that such products are crucial for consumer assurance. This calls attention to a potentially underserved market segment. Keywords: Halal Label, Religiosity, Purchase Decision, Bottled Drinking Water.

Increasing the odds for success: Applying evidence-based professional learning to foster self-regulation and executive functioning in preschool classrooms

Higher educator qualifications and training are associated with more positive child outcomes. For in-service educators, professional learning (PL) is promotive of high-quality pedagogical practices. Yet rarely is PL efficacy evaluated. This paper elucidates the principles underpinning a PL program for in-service preschool educators that generated educator-level practice change and child-level self-regulation and executive function improvement. Grounded in contemporary research on characteristics for effective PL, expected mechanisms of change are articulated in relation to the design and implementation of PL programs. Mechanisms included: presenting credible information from high-quality evidence and sources; managing educators’ cognitive load; modelling new learning within the specific educational context; and encouraging self-monitoring. This paper details how the PL program leverages these mechanisms, in alignment with recognised characteristics for effective PL. Through this mapping, this paper provides an example of the potential of PL to foster a positive shift in educator practices.

School Education or the Games and Challenges of Heritage Development

When authors such as Branchesi (2007) and Barthes & Blanc-Maximin (2016) reflect on the opportunity to adapt the supranational principles set out in international conventions to the specific educational contexts of States, they consistently and insidiously highlight the need not necessarily to globalise heritage issues, but rather to consider them as a sum of their parts. This contribution focuses on primary education as a prerequisite for heritage development. Using an exploratory qualitative method, our study of history- geography and citizenship and moral education teachers seeks to identify the relevant primary education styles likely to generate, in the short, medium or long term, heritage development in the locality, i.e., a real awakening of awareness and an enhancement of the various historical and/or natural potentials and assets, graciously offered by nature or mankind. To this end, we interviewed seven teachers working in different regions, grouped together according to a number of ethnographic, contextual and situational similarities. The results of this research show that heritage development cannot be boosted unless the «educational concept of heritage» is effectively taken into account in international conventions, and unless heritage education is effectively implemented as a major tool for local development.

Adoption of smart watches as wearable technology in TESOL education among university students

This research explores the key motivating factors that influence student engagement with wearable technology (WT) in teaching English to speakers of other languages (TESOL) education. The study employs a novel, integrated framework that merges elements from the established technology acceptance model (TAM), Flow Theory, and additional factors pivotal to WT's efficacy, namely content richness and personal innovativeness. TAM and Flow Theory are utilized to identify the variables that drive WT adoption. Data for the research was gathered through an online survey comprising 23 questions, distributed among students in the KSA, with a total of 468 participants. Analysis of the data was conducted using Smart PLS Software to evaluate the research model, constructs, and hypotheses. The findings reveal varying contributions of the model's main constructs to WT acceptance. Specifically, content richness and innovativeness significantly enhance the perceived usefulness of WT. Additionally, perceived ease of use is a strong predictor of perceived usefulness and behavioral intention. The results underscore a growing demand for WT in TESOL Education, highlighting its role in streamlining information exchange among students. The study underscores the significance of certain external factors in technology acceptance, offering a fresh perspective by incorporating a framework that links TAM's perceived usefulness and ease of use with user satisfaction, content richness, and innovativeness. Moreover, the inclusion of Flow Theory adds a unique dimension by assessing engagement and control over WT. The research contributes to understanding the underlying motivations for employing WT in TESOL Education, primarily aimed at enhancing the effectiveness of both instructors and students. A limitation of this study is its focused application of TAM and Flow Theory within a specific educational context, which may not fully capture the complex societal, psychological, and gender-specific factors influencing WT adoption across diverse settings.

A streamlined and adaptive approach for accrediting a French education system program by ABET-EAC

IntroductionIn recent times, there has been a notable increase in the demand for accreditations, driven by their essential role in recognizing diplomas, elevating the quality of higher education, facilitating student mobility, enabling the pursuit of multiple degrees, and influencing university rankings. This surge in demand reflects the evolving landscape of higher education in a world that is becoming progressively interconnected and competitive.MethodsThis paper presents a comprehensive methodology for accrediting study programs in French higher education institutions worldwide that are seeking the Accreditation Board for Engineering and Technology (ABET) accreditation. ABET accreditation is a globally recognized organism of quality for education programs in engineering, computer science, and related fields. The methodology proposed in this paper focuses on aligning ABET’s requirements and standards with the specific context of the French Education System (FES). It provides clear guidelines and practical steps for higher education institutions to effectively navigate the accreditation process. The methodology covers the verification of existing study programs, identification of areas for improvement, implementation of corrective actions, and continuous progress monitoring. It emphasizes the importance of continuous improvement and aligning programs with the Program Educational Objectives (POEs). Concrete examples and best practices are shared to illustrate successful implementation of the methodology developed based on the example of the engineering college programs at our university.Results and discussionThe results obtained in this case study demonstrate the applicability and effectiveness of this approach within a specific educational context. The approach presented in this contribution can serve as a model for other countries seeking to adapt ABET accreditation requirements to their own higher education systems, further promoting diversity and openness. This reinforces the credibility of the methodology and paves the way for its use in other institutions and programs that operate within similar systems.

On the Practical Application of Contextual Teaching in Higher Vocational Preschool Education English Classrooms

Contextual teaching is a new instructional model emerging under the innovative backdrop of educational theories and methodologies in modern times. In the context of higher vocational colleges specializing in preschool English education, this approach is particularly conducive to creating a favorable teaching environment and atmosphere. It enables students to actively engage in the learning process, thereby enhancing their subsequent application of English knowledge. This article primarily analyzes the advantages of contextual teaching in the field of preschool English education at higher vocational colleges. Furthermore, it discusses practical application methods of contextual teaching in this specific educational context, aiming to provide insights for enhancing the learning capabilities of early childhood English educators.

Impact of Technology Utilization and Digital Literacy on The Satisfaction of Adopting Campus Information Systems

In the realm of education, digital literacy encompasses various aspects such as ensuring equitable access to technology, nurturing critical thinking abilities, cultivating information literacy, and instilling responsible digital citizenship. These endeavors aim to equip individuals with the essential skills and knowledge needed to effectively and responsibly navigate the vast realm of digital information. The research aims to explore the impact of technology utilization and digital literacy on the satisfaction of adopting campus information systems. The author employed a non-parametric approach, specifically PLS-SEM, in this study by conducting a survey among students who have utilized the campus information system. The research involved a total of 243 student respondents who participated through a Google Form. The validity and reliability testing indicated that the data collected was both valid and reliable. Subsequently, the author proceeded to analyze the data using Partial Least Squares. The statistical analysis of the data revealed significant evidence that the utilization of technology, as indicated by Performance Expectancy, Effort Expectancy, and Digital Literacy, influences users' attitudes towards the campus information system, ultimately impacting user satisfaction. The originality and value of the findings lie in their contribution to the existing body of knowledge in the field. The research sheds light on the relationship between technology utilization, digital literacy, attitudes towards the campus information system, and user satisfaction. By identifying and demonstrating the significant impact of these factors, the findings provide valuable insights for academia, practitioners, and decision-makers in enhancing technology adoption and improving user experiences in the educational context. Additionally, the research adds to the literature by utilizing a non-parametric approach and incorporating a large number of student respondents, thereby strengthening the validity and generalizability of the findings. One constraint of this research is its reliance on self-reported data, which has the potential to introduce biases and inaccuracies due to the subjective nature of respondents. Furthermore, the study solely focused on the perspectives of students who have already adopted the campus information system, potentially disregarding the viewpoints and experiences of non-users. Although the sample size of respondents was considerable, it may not fully represent the entire student population, thus limiting the generalizability of the findings. Additionally, since the research was carried out within a specific educational context, the applicability of the results to other settings or institutions may be constrained. To overcome these limitations, future studies could employ a variety of data collection methods, such as longitudinal designs, and include a more comprehensive and diverse range of participants.

Exploring the efficacy of writing comics as a tool for enhancing EFL writing skills of undergraduate Ecuadorian polytechnic students

Purpose This paper aims to identify the effectiveness, student perceptions and impacts of integrating comics into the English as a foreign language (EFL) writing curriculum for undergraduate Ecuadorian polytechnic students. Design/methodology/approach This research followed a mixed method design to obtain quantitative information through a researcher-made survey and paired T-test, which would be corroborated by the qualitative data obtained from semistructured interviews. Findings From the descriptive and T-test results and the interview answers, it is concluded that students have a favorable view of the effectiveness of using comics to improve their writing skills. They also expressed their engagement and motivation to work with comics. Research limitations/implications First, the research sample, comprised of 109 students, may restrict the generalizability of the findings beyond the specific context of this study. This constraint suggests caution in extrapolating these findings to broader student cohorts, emphasizing the need for larger-scale studies to validate the robustness and applicability of the outcomes. Second, the study’s focus solely on students from a polytechnic state university introduces a potential limitation concerning the diversity and representativeness of the participant pool. Consequently, the findings might be limited in their applicability and may not fully encompass students’ varied responses and attitudes from other educational backgrounds. Practical implications The scaffolding afforded by comics aligns with genre-based literacy perspectives, valuing instruction in textual genres and social purposes. From a practical pedagogical point of view, this paper’s results suggest the potential of comic narratives and storyboarding. Comics writing could be added to classroom activities to vibrantly aboard brainstorming, drafting and peer reviewing before dealing with higher-stakes assignments. Legitimizing alternative mediums like comics for academic writing tasks has social implications for promoting literacies in a multimedia world. Social implications Writing comics nurtures multiliteracies aligned with participatory digital cultures by expanding traditional linguistic-centric norms. This multimodal composing can potentially increase access and representation and amplify voices across identities and cultures. Originality/value Although the paper addresses a topic that is not entirely novel in research, its originality lies in its focus on data originating from Ecuador, where specific cultural nuances and educational contexts may influence the effectiveness of using comics to enhance EFL writing skills. Thus, it fills a gap in the existing literature on this subject.