Education Specialists Research Articles

Teacher’s pet or rebel? Practitioners’ perspectives on the impacts of ChatGPT on course design

Abstract The popularity of ChatGPT raises concerns about the impacts of artificial intelligence (AI) on higher education. While past research explored how ChatGPT, a widely recognized text-based generative AI, can improve productivity and efficiency in education, little is yet known about its impact on course design. Utilizing Bloom’s taxonomy and Biggs’ constructive alignment, this research examined the potential influence of ChatGPT on course design. We conducted 19 interviews with lecturers from seven universities located in different countries, who teach a range of business school courses with course objectives at various Bloom’s levels. Additionally, we interviewed three educational specialists with expertise in educational technology and pedagogy. Respondents had mixed opinions about ChatGPT's influence on learning and course design. Our findings suggest that the effectiveness of ChatGPT may be influenced by the complexity of learning outcomes as defined by Bloom’s taxonomy. The researchers propose a framework that teachers can use to mitigate its negative impacts.

Exploring the didactic possibilities of the teachings of the three taoist classics

Educational Taoism (daojia) is one of the oldest pedagogies in history. Based on the teachings of the Chinese masters Lao Zi, Lie Zi and Zhuang Zi, it is not well known in Western education. Nor is it familiar to specialists in Pedagogy or General Didactics. The aim of this study is to explore its potential for the education of students, from the perspective of teachers. For this purpose, 33 Western and Chinese teachers were interviewed using a phenomenographic approach. The results of their testimonies suggest that educational Taoism improves students’ education in a profound way, complementary to conventional education. The educational scope of tao daojia goes beyond disciplinary understanding and competency education. It actualizes fundamental constructs, such as the human ego, human consciousness and essential self-knowledge. The study opens up new lines of research and training and reveals numerous benefits for the education of students and thus for the future of society as a whole.

The Effect of Family Support in Nutrition Education on Dietary Adherence and Blood Glucose Levels of Type 2 Diabetes Mellitus Inpatients at Panti Rapih Hospital Yogyakarta

Diabetes mellitus is included in the group of metabolic diseases with characteristics of hyperglycemia that occurs due to abnormalities in insulin secretion and function or both. According to the Association of Diabetes Care and Education Specialists, there are 7 pillars of diabetes mellitus management that can be done, one of which is providing nutritional education. The purpose of this study was to determine an effect of family support in nutritional education on dietary compliance and blood glucose levels of type 2 diabetes mellitus at Panti Rapih Hospital, Yogyakarta. This study used a quantitative research design with a quasy experiment design with an accidental sampling method with a sample size of 34 diabetes mellitus inpatients divided into control and experimental groups. The variables of this study will be analyzed using SPSS, with the T-Paired Test and T-Independent Sample Test. Based on the statistical results, the effect of education on dietary compliance in the control and experimental groups showed a p value of 0.000 <0.05. While the statistical results of the effect of education on blood glucose levels in the control group showed a p value of 0.002 <0.05, in the experimental group the results of the p value were 0.001 <0.05. However, based on the results of the statistical test on the difference in compliance scores, a p value of 0.000 <0.05 was obtained. While the results of the statistical test of blood glucose levels obtained a p value of 0.315> 0.05. It can be concluded that family support in providing nutritional education can influence the increase in compliance scores for following a diet but does not affect blood glucose levels in type 2 diabetes mellitus patients at Panti Rapih Hospital, Yogyakarta.

Impact of the COVID-19 Pandemic on Mental Health of Health Education Specialists

The physical, mental, and professional impacts of the pandemic on healthcare and public health workers have been widely discussed in the media and the scientific literature, but what is known about health education specialists (HES) appears to be far less. To address this gap, a brief online survey including questions from the PHQ-9 Depression Questionnaire, General Anxiety Disorder Scale, Post Traumatic Stress Disorder Scale, Brief COPE, the Transtheoretical Model, and the Health Belief Model, was sent to certified (CHES®) and master certified (MCHES®) HES. Of the 11,743 successfully delivered, 1,480 (13%) were completed. The overwhelmingly female (89%), white (71.5%), non-Hispanic (86%), respondents reported being employed full-time (80.7%) and holding at least a master’s degree (77.7%). Though approximately half of participants reported at least some level of anxiety, worry, trouble sleeping, tiredness, poor appetite or overeating, trouble concentrating, depression, and/or little interest in doing things, the majority had not sought treatment. Not surprisingly, there was a significant correlation between those who reported a notable increase in COVID-19 work hours and those who felt nervous, anxious, or on edge over the last two weeks (r=8.5, p<.05). HES frequently turned to various forms of healthy and unhealthy coping mechanisms besides professional treatment. These findings are important both to document the impact of the ongoing COVID-19 pandemic on the HES workforce, as well as to highlight the ways employers can offer appropriate support to those needing mental health interventions.

Designing adaptive learning environments for continuing education: Stakeholders’ perspectives on indicators and interventions

Adaptive learning environments (ALE) provide great potential for personalizing and supporting learning processes in continuing education (CE). However, valid frameworks for designing ALE for CE have been missing so far. For example, user-centered and empirically-based guidelines for selecting indicators (i.e., information about learners and their contexts that should be collected and analyzed by ALE) and interventions for personalizing and supporting learning processes have not been established yet. Therefore, this paper aims to develop a framework of indicators and interventions for ALE for CE by investigating the perspectives of different stakeholders (i.e., learners, CE specialists, and educational technology specialists). We first conducted an interview study (N = 37) to identify indicators for ALE for CE. Subsequently, we conducted focus group interviews (N = 19) and an online survey (N = 72) to specify and evaluate possible interventions. Several indicators related to internal (e.g., prior knowledge) and external (e.g., time available for learning) conditions of learning as well as corresponding interventions (e.g., adaptation of the general difficulty level and thematic focus, recommendation of timely suitable learning resources) were identified. We developed a framework classifying interventions based on indicators and adaptivity type and providing evaluations of learners’ willingness to use these interventions, perceived learning support, and implementation effort. This framework can be used by researchers, system designers, as well as CE and educational technology specialists to design and implement user-centered and trustworthy ALE for CE.

The Mediating Role of Islamic Work Ethics in the Effect of Psychological Capital on Organizational Citizenship Behavior

INTRODUCTION: Organizational issues have been centered on psychological and behavioral problems of the employment staff for the last couple of decades. Psychological capital affects the individual as well as the organizational level to a great extent. Higher psychological capital amongst employees is more likely to bring improvement in motivation, engagement, and performance thereof. The present study was undertaken with the purpose of investigating the mediating effect of Islamic work ethics on the influence of psychological capital on organizational citizenship behavior. MATERIAL AND METHODS: The method of data collection is library and field methodologies. Based on the type, nature of data is descriptive. All the educational specialists at Yasuj University are considered the population of the research. Thus, it has a sample size of 102. According to Cochran's formula, 81 samples were selected. Standard questionnaires on organizational citizenship behavior, Islamic work ethics, and psychological capital are used for data collection. Data interpretation utilized the SMART-PLS software and the Partial Least Squares analysis method. RESULTS: The direct paths of psychological capital effecting Islamic work ethics, psychological capital on organizational citizenship behavior, and Islamic work ethics on organizational citizenship behavior were statistically significant and positive at p < 0.01. Moreover, the mediation role of Islamic work ethics between psychological capital and organizational citizenship behavior was confirmed at p < 0.01. CONCLUSION: In this study, it can be seen from the analysis that psychological capital has a significant effect on perceived organizational citizenship behavior with Islamic work ethics as a variable that mediates.

ОСВІТА ТРЕНЕРІВ З ВИДУ СПОРТУ В УКРАЇНІ: ПРОБЛЕМИ ВДОСКОНАЛЕННЯ

Compliance with the modern demands of the sports industry is a key factor in shaping the training of highly qualified specialists in the field of physical education and sports. Objective. To identify the main directions for improving the professional training of coaches and physical education specialists in light of the current developments in the field. Methods. The study followed an analytical approach, which determined the use of theoretical methods in pedagogical research. The following methods were applied: the bibliographic method for analyzing data from scientific and methodological literature on the research problem; the pedagogical modeling method to address issues related to the training of specialists in physical education and sports; and the forecasting method to propose solutions to the challenges in training future sports coaches. Results. The analysis revealed that current coach training programs need updates to their theoretical component as well as a stronger focus on practical-oriented learning. To achieve this, the introduction of innovative teaching methods is recommended, considering the interests and needs of all participants in the training process. In particular, attention should be paid to increasing employer engagement by more closely integrating the practical components of education, taking into account the specific demands of working in sports organizations. Significant attention should be given to motivating students by introducing modern technologies and encouraging practical activities. Moreover, a key issue remains the lack of interdisciplinarity in coach training, which affects their ability to adapt to the rapid changes in the sports industry. Integrating a competency-based approach may help develop more flexible and professionally oriented curricula. Conclusions. In the context of educational process modernization, it is necessary to integrate a competency-based approach and implement innovative teaching methods in the training of future coaches. Enhancing coach preparation requires adapting educational programs to current demands, involving employers in the training process, and promoting innovative and practice-oriented learning methods. This will improve the quality of specialist training and ensure their competitiveness in the labor market.

Studying the current situation of screening, providing assistance, and monitoring elementary school students with learning disabilities in Thailand

This article examines the current situation of screening, providing assistance, and monitoring elementary school students with learning disabilities in Thailand. This research applies a hermeneutic phenomenological approach to study existential ontology by gaining an understanding of the personal experience individuals undergo. 70 Thai Language teachers, special education teachers, guidance counsellors, and school administrators were surveyed. Then, the researchers conducted a focus group involving 10 participants, including teachers, school administrators, and education specialists. Teachers’ responses to the questionnaire and questions in the focus group were analyzed using a selective or highlighting approach. Each researcher analyzed the responses independently. The researchers then discussed the produced codes, categories, and subcategories in several meetings and exchanged their coding results. After there was consensus, every category and every subcategory were closely examined to look for any overlaps. The results of the analysis are presented in three topics: screening, providing assistance and monitoring. There are two themes, strengths and weaknesses, in each topic. The strengths of the screening topic include basic student assistance, systematic workflow, and teachers’ expertise. The weaknesses of the screening topic include limited teacher numbers, teachers lacking expertise, and inappropriate screening timing. In the providing assistance topic, the sub-themes for strengths include student development, teachers’ expertise in providing student assistance, and making teachers aware of students' actual problems. The sub-themes for weaknesses include teachers lacking tools for assisting students, low-quality tools for providing student assistance, and teachers lacking expertise. Lastly, in the monitoring topic, the strengths include teachers continuously receiving students' information, fostering collaboration in caring for and assisting students, and producing reliable system-generated progress reports. The weaknesses of monitoring include teachers lacking knowledge, lacking tools for monitoring students' progress, and the student progress monitoring system lacking quality.

Assessing Current Knowledge of Hearing Impairment With Diabetes by Surveying Providers With CBDCE Certification.

The purpose of this study was to assess current knowledge, attitudes, and practices regarding hearing impairment and screening referrals in patients with diabetes among providers who have a Certified Diabetes Care and Education Specialist (CBDCE) Certification. A cross-sectional survey created through Qualtrics was emailed to health care providers in the United States with CDCES certification. Providers responded regarding knowledge and importance of hearing impairment compared to other diabetes complications, when they would refer a patient to an audiologist, the percentage of patients referred, and awareness of over-the-counter hearing aids. Descriptive statistics were calculated for all questionnaire items. One thousand four hundred and ninety-five CDCES providers completed the survey. Participants selected the most common conditions associated with diabetes as kidney dysfunction (96.7%), retinopathy (96.5%), obesity (95.6%), and foot infection (94.5%); 44.5% chose hearing impairment. Over 60% of providers were not familiar with how to refer patients to an audiologist and acknowledged being unfamiliar with recommended screening frequency as the most common barrier. Most providers had referred fewer than 20% of patients to an audiologist. Over half of providers were not aware of over-the-counter hearing aids. Among a national sample of health care providers with comprehensive knowledge in diabetes care, many providers do not associate hearing impairment with diabetes and rate other microvascular complications of higher importance.

Methodological approaches to the development and implementation of foreign anti-stress technologies in the work with extreme professionals

The sources of life and professional stresses, including the risks of the ‘new global reality’ determined by artificial intelligence, are generalised and differentiated (by levels of professional and labour and individual psychological environment). The psychological aspects of occupational health are outlined by the structural phenomenology of occupational stress, in terms of activity stress (physiological, subject-activity and information) and relationship stress (business and personal). The implementation of programmes to improve stress resistance in the SES of Ukraine has shown that stress resistance is partially determined by the circumstances of individuality, training, experience, status, and should be considered as a universal life and professional competence that can be developed. Four approaches to the implementation of anti-stress technologies are allocated: through the organisation of the professional environment; education and training of specialists; correction of stress conditions and consequences; integration of personal characteristics and lifestyle (mastering stress management and health management). The author proposes a three-level instrumental concept of application of stress management methods at the level of strategic self-determination, resource allocation and relief of physiological discomfort. The available results of research and practical experience make it possible, within the framework of a systemic and integrated approach, to develop universal, but at the same time flexible (taking into account the specifics of the situation, organisation or type of activity) stress management protocols (implementation of anti-stress technologies) at the level of the individual or social and production structure in order to improve professional health and increase the efficiency of the work of specialists of the State Emergency Service of Ukraine.

The Longitudinal Implementation of a Mental Health Literacy Resource Among Grade 8 and 9 Students in a Catholic School Setting

ABSTRACT Background Mental disorders most likely manifest during adolescence, providing opportunities for schools and professionals to implement standardized mental health literacy (MHL) interventions to support improvement of mental health outcomes. Purpose This study aimed to evaluate the impact of an MHL intervention (the Guide) on knowledge, stigma, help-seeking and overall mental health among grade 8–9 students. Methods We developed a longitudinal cohort study to evaluate the Guide among 523 students, delivered across subsequent grade levels within a Catholic school board in Canada. We utilized validated measures to assess mental health knowledge, stigma, help seeking attitudes, and mental health across four time-points: baseline, end of grade 8, beginning of grade 9, and end of grade 9. Teachers undertook training to learn how to administer the intervention, utilize included teaching aids, and collect data. Results Students demonstrated improvements on knowledge and stigma at all measurement intervals, however statistically significant differences in help-seeking and well-being outcomes were not observed. Discussion This study suggests the plausibility of longer-term delivery of the Guide and similar resources in enhancing knowledge and reducing stigma among similar youth cohorts. Translation to Health Education Practice Certified Health Education Specialists may adapt the Guide to accommodate youth mental health needs in different contexts.

Positive Influences of Integrating Information Communication Technology in Teaching English at a Technical and Vocational Training College

The paper investigated the positive influence of integrating Information Communication Technology (ICT) in teaching English to National Certificate NC (V) students at a Technical and Vocational Education and Training (TVET) college. A qualitative research approach was used in this research to explore and determine ways in which ICT can be used in teaching English. The research’s participants were fifteen NC (V) lecturers offering English. Semi-structured interviews and focus group interviews were conducted with Heads of Departments (HODs), Senior Education Specialists (SES), Education Specialists (ES), and NC(V) English lecturers. This paper found that there are barriers when it comes to integrating ICT in teaching English, and these were teacher-level barriers, student-level barriers, and school-level barriers. It is hoped that this research will contribute towards strategic ways that will ensure that ICT is integrated in teaching English at Nkangala TVET College, as this will improve students’ class attendance and enhance teaching and learning.

Why I Became a Diabetes Care and Education Specialist?

Why I Became a Diabetes Care and Education Specialist?

The Role of the Diabetes Care and Education Specialist in Pediatric Diabetes - Type 1 Diabetes: ADCES Practice Paper

The Role of the Diabetes Care and Education Specialist in Pediatric Diabetes - Type 1 Diabetes: ADCES Practice Paper

Principles of practice-oriented mathematics education for future specialists in the financial sector

Principles of practice-oriented mathematics education for future specialists in the financial sector

THE POSSIBILITIES OF USING VIRTUAL AND AUGMENTED REALITY TECHNOLOGIES IN MODERN CARDIOLOGY

Justification. Technological innovations have revolutionized medical practice, especially in the field of cardiac surgery, where the complex nature of interventions requires precision and foresight. The use of virtual (VR) and augmented reality (AR) in this field opens up huge prospects for improving preoperative planning, improving the quality of medical education and, ultimately, improving patient treatment outcomes. Aim. to analyze the literature on the role of VR/AR in modern cardiology, to discuss the current role and future directions in this field. Material and methods. As a result of the search, 3,858 publications were extracted from PubMed/MEDLINE, 69 publications from eLibrary and 1,115 publications found using Google Scholar. The search queries included the following keywords and their combinations: virtual reality, augmented reality, cardiology, cardiac surgery, virtual reality, augmented reality, cardiology, cardiac surgery. Search time interval: since the foundation of the corresponding database until May 2024. Results. Modern cardiological care includes increasingly complex procedures that require a high level of expertise. VR is becoming a powerful tool for both pre-procedural planning and educational events. VR opens up new opportunities for education and training of specialists in the field of cardiology. With its help, you can create realistic simulations of various situations that doctors may encounter in their work. This allows students to gain hands-on experience without risking real patients. Conclusion. The integration of VR into cardiology practice has great potential, but for full integration it is necessary to solve a number of problems. It is necessary to develop standards for the safety and effectiveness of using VR for medical purposes. Additional research is also needed to assess the long-term health effects of VR use on patients.

Analysis of the Russian market of educational programs in the field of additional professional education for specialists of pharmaceutical companies

Abstract Aim conduct an analysis of the Russian market of educational programs in the field of additional professional education for specialists of pharmaceutical companies. Material and methods. The analysis of the market of educational programs was based on the data of the annual reporting of a number of institutions of higher education (reports on the results of the annual self-examination, reports on the results of activities and on the use of assigned state property, monitoring in the main areas of the educational institution of higher education, information and analytical materials based on the results of monitoring the effectiveness of activities educational institutions of higher education) for the period from 2017 to 2021. Based on data obtained, the share indicators of educational organizations in the Russian market of educational services in the field of additional education for specialists of pharmaceutical enterprises were determined. The share indicator was used to determine the concentration of educational services and the level of competition in the market using the concentration index and the Herfindahl-Hirschman index. In addition, during the work, such methods of analysis as generalization, methods of logical, systemic and comparative analysis, expert forecasting were used. Results. Based on the analysis, data were obtained on the profitability of the market for additional professional education services for pharmaceutical industry specialists; the presence of a high level of concentration of educational services in the market of additional professional education with a slight level of competition was established; the features of the implementation of additional professional training for specialists in the pharmaceutical industry are determined. Conclusion. The importance of additional professional education for specialists in the pharmaceutical industry has been confirmed. The further direction of development of the sphere of additional professional education for workers of pharmaceutical enterprises has been determined. The increase in the Russian market of additional educational programs based on current data on the development of the industry was justified. Recommendations have been formulated to expand the currently implemented programs of additional professional education based on the growing needs of the pharmaceutical market.

Older Adults Benefit From Virtual Support for Continuous Glucose Monitor Use But Require Longer Visits.

Older adults may be less comfortable with continuous glucose monitoring (CGM) technology or require additional education to support use. The Virtual Diabetes Specialty Clinic study provided the opportunity to understand glycemic outcomes and support needed for older versus younger adults living with diabetes and using CGM. Prospective, virtual study of adults with type 1 diabetes (T1D, N = 160) or type 2 diabetes (T2D, N = 74) using basal-bolus insulin injections or insulin pump therapy. Remote CGM diabetes education (3 scheduled visits over 1 month) was provided by Certified Diabetes Care and Education Specialists with additional visits as needed. CGM-measured glycemic metrics, HbA1c and visit duration were evaluated by age (<40, 40-64 and ≥65 years). Median CGM use was ≥95% in all age groups. From baseline to 6 months, time 70 to 180 mg/dL improved from 45% ± 22 to 57% ± 16%; 50 ± 25 to 65 ± 18%; and 60 ± 28 to 69% ± 18% in the <40, 40-64, and ≥65-year groups, respectively (<40 vs 40-64 years P = 0.006). Corresponding values for HbA1c were 8.0% ± 1.6 to 7.3% ± 1.0%; 7.9 ± 1.6 to 7.0 ± 1.0%; and 7.4 ± 1.4 to 7.1% ± 0.9% (all P > 0.05). Visit duration was 41 min longer for ages ≥65 versus <40 years (P = 0.001). Adults with diabetes experience glycemic benefit after remote CGM use training, but training time for those >65 years is longer compared with younger adults. Addressing individual training-related needs, including needs that may vary by age, should be considered.

Pedagogical conditions justification of professional multilingual personality building of non-language future specialists

Introduction. New guidelines in the development of economy, informatisation of society, the process of integration of cultures in the world have changed the requirements for the education of future specialists. One of the most important characteristics of modern society is the international interaction of organisations and specialists. This need necessitates the training of professional staff capable of working effectively in an open polylingual space. The purpose of the research is to substantiate the pedagogical conditions for the professional multilingual personality building of non-language future specialists and to develop a set of innovative teaching technologies in the multilingual educational space of higher education institution. Materials and methods. The study involved 43 teachers of Russian State Agrarian University – Moscow Timiryazev Agricultural Academy and National Research Mordovia State University, 255 student-respondents studying in the above-mentioned universities. The participants of the pedagogical experiment were provided with materials aimed at the professional multylingual personality building (teaching aids, reference materials, open mass online courses, digital resources). Technical means, digital tools were used to record the obtained results. Methods: analysis of theoretical sources, analysis and generalization of the experience of Russian universities in training non-language future specialists, results of students' and teachers' educational activities, pedagogical experiment, statistical processing of the results using the Pearson's chi-square test. Results. The pedagogical conditions of professional multilingual personality building of non-language future specialists were revealed and substantiated. The students training on the basis of the developed complex of technologies of professional multilingual personality building of future specialists was carried out. The results are summarised, which testify to the effectiveness of the identified pedagogical conditions and the potential of the applied complex of innovative teaching technologies in the polylingual educational space of the higher education institution. The results are summarised and the statistical significance of the differences in the qualitative changes in the results between the professional polylingual personality levels оf future specialists obtained before and after the experiment was determined (χ2 emp. = 19,987; p &lt; 0,01). Conclusions. The identified pedagogical conditions and the proposed set of technologies for the professional polylingual personality building of future specialists of non-linguistic training profiles allow to increase their competitiveness in the labour market. The pedagogical potential of innovative teaching technologies in the multilingual educational space of higher education institution is aimed at the development of creative individual abilities of students, meeting their needs in moral, physical and intellectual improvement, their self-organisation. The developed set of technologies can be applied in the training of undergraduate, graduate, postgraduate students of non-language universities, students of further professional retraining.

METHODS OF DEVELOPMENT OF PROFESSIONAL MOBILITY OF STUDENTS STUDYING IN THE FIELD OF SPECIAL PEDAGOGY

The development of professional mobility among students in the field of special pedagogy is crucial for fostering adaptable, internationally-minded educators. This abstract explores various methods designed to enhance students' professional mobility, including experiential learning, international internships, cross-cultural communication training, and the integration of digital platforms for virtual exchange. These methods aim to equip students with the skills needed to engage in diverse educational environments, promoting an inclusive and globally competent approach to special education. By focusing on active learning and international collaboration, these strategies encourage the development of skills that are essential for educators in an increasingly interconnected world.