Education Stakeholders Research Articles

Innovation of Educational Curriculum in Salafiyah Islamic Boarding Schools

This article is presented to describe the innovation of developing Islamic education curriculum at Riyadlul Mubtadiin Islamic Boarding School. which includes: development of learning approaches, learning systems, learning methods, the process of involving educational stakeholders. The method used in this study is a qualitative method, with a historical-instructionalist approach, with an approach able to see every side of development in the perspective of the History of Islamic learning. The result of this paper is the modernization of Islamic education at the Riyadlul Mubtadiin Islamic Boarding School including the development of a learning curriculum from pure salaf to semi-salaf. The learning methods taught are very varied, different from before. There is an evaluation of the program carried out both quarterly and every six months. Evalausion includes: Spective, Cognitive and Psychomotor. As well as the involvement of stakeholders, especially alumni, in determining the policy direction of institutional development.

The reality of e-Learning: Success and failure of learning management system

A learning management system (LMS) is a digital learning platform for developing, delivering, and managing courses, learning resources, activities, and assessments (to name but a few). Traditional classroom-based, online, blended, and distance learning are all possible learning methods that could be executed in LMSs. Learning management systems and associated tools have brought significant benefits to higher education institutions worldwide, including improved content deliverability, accessibility, and retrievability. This is also valid in the case of Kathmandu University School of Education (KUSOED), Nepal. In 2011, KUSOED launched LMS and continued online and blended learning practices. The LMS follows a social constructivist approach to education, allowing educational stakeholders (parents, students, leaders, facilitators) to engage in learning activities to scaffold the learning experiences. However, the perception of LMS as only a management system for storing data limits the implications of fostering learning through a technology-integrated education model. This article aims to discuss the success and failure aspects of LMS in the context of the KUSOED. The discussion will cover various perspectives on LMS as an emerging learning technology and draw conclusions based on our experiences at KUSOED. For the success aspects of LMS, we discovered four factors: sign-in, resources and learning management, content management, and integration. Nevertheless, for the failure aspects, we found content creation and sharing, communicative features, course structures, learning engagement, and assessment. Overall, this research has implications for educational institutions, instructors, developers, and system providers. These stakeholders can make more informed decisions about implementing and using these systems to their fullest potential in learning.

Pedagogical innovation and curricular adaptation in enhancing digital literacy: A local wisdom approach for sustainable development in Indonesia context

This research investigates the relationship between Pedagogical Innovation (PED), Curricular Adaptation (CUR), Local Wisdom Approach (LWA), and Digital Literacy (DIGLI) in Early Childhood Education, aligns with Sustainable Development Goals (SDGs), promoting quality education (SDG 4), fostering cultural inclusion, and advocating for sustainable partnerships to address limitations and enhance global understanding in Banten, Indonesia. Employing a quantitative method, a sample of 220 participants, including teachers, parents, and education stakeholders, was surveyed from July to August 2023. The main findings reveal significant impacts of PED and CUR on both the LWA and DIGLI. Moreover, the LWA mediates the relationships between PED and DIGLI, as well as CUR and DIGLI. Implications of this research highlight the pivotal role of integrating cultural values for optimizing the effects of innovative teaching methods and adaptive curricula on the development of digital literacy skills among young learners. Limitations include the study's geographical specificity to Banten, potential response bias in the self-report survey, and the cross-sectional design limiting temporal insights. Future prospects involve expanding the study's geographical scope, incorporating qualitative methodologies, and conducting longitudinal analyses to provide a more comprehensive understanding of the complex dynamics in Early Childhood Education.

University students dataset related to achievement, classroom practices, perceptions and attitudes of multimedia-based learning quantum physics.

This dataset presents data collected to assess teaching and learning of quantum physics at the University of Rwanda - College of Education (UR-CE), Rwanda. Data were collected between August and November 2019 as the baseline, and between January and April 2022 under a quasi-experimental design. Three sets of data were collected. The first set was about students' performance and conceptual understanding collected before and after teaching intervention (lecture method or multimedia-aided approach) using mainly Quantum Physics Conceptual Survey (QPCS). The second set documented classroom practices during teaching and learning using the Classroom Observation Protocol for Undergraduate STEM (COPUS). The last set is comprised of the data related to lecturers' and students' perceptions before teaching and learning quantum physics and students' attitudes after learning Quantum physics. The Quantum Physics Attitude Test (QPAT) was mainly used to collect these data. The dataset is important to education stakeholders because university managers can visualize the status of teaching and learning outcomes, lecturers can reflect on the study, and researchers can use the data to analyze various independent variables.

Functionality and Deployment of Structures to Effect Balanced School Leadership: Narratives of School Principals

This study set out to map the changing dynamics of school leadership in South Africa and the enormous challenges that go with it. The article explored the democratisation of schools since the advent of democracy in 1994 and how school principals are handling the devolution of powers as accounting officers. It further mapped out a few key themes on the structures available in schools meant to affect the changed policy framework in South African school leadership. Furthermore, it argued that different expectations are piled on school leadership and that the new policy framework has largely transformed the school principal’s work. Scholars warn that there is an unanticipated and largely unacknowledged consequence of this. It is so complex that it may have contradictory effects that impede rather than assist school improvement in South Africa. The study followed a qualitative approach, with a case study design, where the narratives of four purposively selected principals from two provinces of the Republic of South Africa, the Free State, and Gauteng, were compiled. Data was collected through interviews, observation, and document analysis over three months. The findings from the four case studies reflect a reigning confusion in schools regarding the deployment of structures. Furthermore, the findings showed a degree of misalignment of structures and their functionality. The study recommended reviewing the policy and the realignment of structures, focusing on their functions and demarcation of roles. This study draws the attention of education stakeholders to the importance of support and capacity building for school principals.The findings and recommendations of this study will impact scholarship in various ways that will in turn benefit school leadership across the globe. Keywords: Leadership, Management, Principal-ship, Structures, Instructional Leadership.

Bridging the Educational Gap: Guidelines for Thai Non-Credentialed Teachers' Learning Management

The assignment of non-credentialed teachers to subjects outside their formal qualifications remains a significant challenge in educational contexts worldwide. This study aimed to investigate the specific issues faced by non-credentialed teachers and to provide comprehensive guidelines for their professional development. The study was designed in a survey approach emphrasizing the method of need analysis. Data were gathered from 268 stakeholders within the Thai educational system through a combination of questionnaires and semi-structured interviews. The findings reveal a range of challenges experienced by non-credentialed teachers, shedding light on both content and pedagogical aspects of teaching. To address these challenges, this study offers a set of actionable guidelines encompassing administrative support, teacher development, and the establishment of professional learning communities. These recommendations aim to bridge the gap and ensure that non-credentialed teachers can effectively deliver quality education to students, even in subjects outside their formal qualifications. This research provides valuable insights for educational stakeholders and policymakers seeking to enhance the quality of teaching and learning in similar contexts worldwide.

The Influence of School Heads’ Motivation Strategies on Teachers’ Performance in Public Secondary Schools in Arusha Region, Tanzania

This study investigated the influence of school heads’ motivation strategies on teachers’ performance in public secondary schools in Arusha Region, Tanzania. Objectives were to; assess the status of teachers’ performance in public secondary schools and determine the influence of school heads’ motivation strategies on teachers’ performance in public secondary schools in Arusha Region. Motivation management and Walberg’s achievement theories guided the study. Mixed methods approach and concurrent triangulation research design were adopted. Questionnaires and an interview guide were used to collect data from 88 teachers and 8 school heads. Stratified and simple random sampling techniques were employed to select teachers while school heads were purposively sampled. Validity was established through expert judgment. The reliability index, TQ; r=0.78for questionnaire was obtained using Split Half method. Quantitative data were analyzed using descriptive statistics and inferentially using Pearson’s Product Moment Correlation Analysis in the SPSS version 23. Results were presented in tables. Qualitative data were thematically analyzed alongside research questions and presented in narrative forms. Findings established that many teachers were not able to cover syllabus in time which occasioned low CSEE performance, partly attributed to inadequate motivation strategies adopted by school heads. In conclusion, any form of motivation plays an important role in improving teachers’ timely syllabus coverage and improved students’ academic performance. The study recommends that school heads should create new strategies for motivating teaching staff to boost their morale. Education stakeholders should provide funds to provide conducive working environment through comfortable accommodation, accessible healthcare services and security.

Twelve tips for developing healthcare learners’ uncertainty tolerance

Background Uncertainty is pervasive throughout healthcare practice. Uncertainty tolerance (i.e. adaptively responding to perceived uncertainty) is considered to benefit practitioner wellbeing, encourage person-centred care, and support judicious healthcare resource utilisation. Accordingly, uncertainty tolerance development is increasingly referenced within training frameworks. Practical approaches to support healthcare learners’ uncertainty tolerance development, however, are lacking. Aims Drawing on findings across the literature, and the authors’ educational experiences, twelve tips for promoting healthcare learners’ uncertainty tolerance were developed. Results Tips are divided into 1. Tips for Learners, 2. Tips for Educators and Supervisors, and 3. Tips for Healthcare Education Institutions and Systems. Each tip summarises relevant research findings, alongside applications to educational practice. Conclusions Approaches to developing uncertainty tolerance balance factors supporting learners through uncertain experiences, with introducing challenges for learners to further develop uncertainty tolerance. These tips can reassure healthcare education stakeholders that developing learner uncertainty tolerance, alongside core knowledge, is achievable.

Exploring Higher Education Mobility through the Lens of Academic Tourism: Portugal as a Study Case

This study seeks to expand the understanding of international academic tourism by revisiting concepts and their associations with the internationalisation of higher education and analysing the implications of the COVID-19 pandemic. This research takes Portugal as a study case, drawing on secondary data. From a theoretical standpoint, this work makes a significant contribution to addressing persistent conceptual ambiguities. In managerial terms, the findings hold significance for advancing Portugal as an academic tourism destination and raising awareness among tourism and educational stakeholders about the relevance and competitive advantages of international academic tourism. Finally, we reflect upon the pandemic effects and potential repercussions of future challenges on international academic tourism globally.

Provosts’ Quality Assurance Strategies and Lecturers’ Job Performance in Colleges of Education in Kwara State, Nigeria

The continuous decline in lecturer performance, especially at Colleges of Education, has raised significant concern among education stakeholders. This research aims to analyze the relationship between the chancellor's quality assurance strategy and the work performance of lecturers in universities of education. This research uses a descriptive survey with a correlational type. The research sample consisted of 285 lecturers. A proportional random sampling technique was used to select the number of respondents. The instrument for data collection is the Chancellor's Quality Assurance Strategy and Lecturer Work Performance Questionnaire (PQASLJPQ). The questionnaire was divided into three sections: section A for demographic data collection; Part B contains matters regarding the chancellor's quality assurance strategy; and Part C has items regarding lecturer work performance on a modified 4-point Likert rating scale. The data collected was analyzed using the mean rating to answer the research questions. Pearson Product Moment Correlation (PPMC) was used to test the research hypothesis at a significance level 0.05. The research results show a significant relationship between the chancellor's quality assurance strategy and lecturers' work performance. This study shows adequate supervision, staff development programs, and stress management can improve teacher performance and school effectiveness. It is recommended that the rector maintain a high professional spirit and moral standards to effectively implement quality assurance strategies and maintain favorable working conditions for lecturers.

Faculty competences development components: an integrated model for the development of educational leaders in technical education institutes

PurposeThis study primarily aims at assessing Faculty Competences Development Components (FCDCs) that help in the development of educational leaders. The study further formulates a model using seven latent constructs that explain the development of the mechanism of development of educational leaders and extend the benefits of their development to different stakeholders including faculty, educational institutions and society at large.Design/methodology/approachA systematic review of the literature was conducted to identify various FCDCs to construct a conceptual framework. Later, this conceptual framework was tested through empirical research using the structural equation modeling (SEM) technique carried out with respect to technical institutions of Punjab (India).FindingsThe study identified that organizational roles are of the highest importance for the competences development of educational leaders followed by teachers’ attributes and teachers’ roles. The study’s findings also revealed that FCDCs significantly impact beneficiaries by developing competent educational leaders as mediators between the FCDCs and beneficiaries link. The biggest beneficiaries of development are faculty members of these institutes in terms of their performance enhancements.Originality/valueThe study is unique in terms of developing a model for the competences development of educational leaders and helpful in understanding various benefits of the educational leaders to various educational stakeholders.

Exploring the acceptance of geriatric dentistry programming for undergraduate dental students through stakeholder interviews.

Older adults frequently report unmet oral healthcare needs. Current research suggests a lack of provider willingness to perform geriatric dental care plays a role in limiting older adults' access to dental services. To better understand the acceptance of geriatric dentistry programming in Ontario, and to explore considerations for successful implementation, we completed consultations with dental students and dental education stakeholders. Findings from a scoping review we conducted previously (Alicia C. Brandt and Cecilia S. Dong) were used to guide this research. Consultations involved a questionnaire and semi-structured individual interviews. Descriptive and parametric statistics such as Pearson's bivariate correlation and One-way analysis of variance were completed on questionnaire data using SPSS V.28. Interview data were transcribed verbatim, and the content was analyzed using emergent coding and thematic analysis in NVivo. Student and faculty data were analyzed separately and then consolidated. Ten students and 12 dental faculty members completed the questionnaire of which ten students and nine faculty members also participated in interviews. Themes were organized into barriers and facilitators, with a subsection on interprofessional collaboration. Barriers included: 1. Student anxiety and skill level; 2. Constraints of the learning environment; 3. Patient factors; and 4. Knowledge gaps. Facilitators included: 1. Learning environment and culture; 2. Volume of exposure; 3. Soft skills; and 4. Desired interventions. Both students and faculty stakeholders demonstrated acceptance of geriatric dentistry programming at the undergraduate dentistry level that supports improved access to care for this population. Pilot programs integrating different intervention elements which were viewed as most promising would be beneficial.

Examining Digital Divide in Secondary and Primary Education Online Content Users Based in Tanzania

This paper determined the digital divide among secondary and primary education online platforms in Tanzania. The study addressed three key aspects: first, it determined the contribution of facilitating conditions in the digital divide among secondary and primary school learners. Secondly, it determined how the quality of existing secondary and primary education digital platforms defines the current status of the digital divide. Lastly, the study provides steps to be taken by stakeholders of education in addressing the digital divide in the context of secondary and primary education. The study used the qualitative approach. First, it used government reports and other organisational publications to obtain statistical information on facilitating conditions for educational digital services. Secondly, it studied 302 online reviews by users of seven (7) digital platforms for secondary and primary education contents in Tanzania. In the first set of results facilitating conditions such as ownership of smartphones, computers, Televisions, and access to the Internet still contribute to the digital divide among users of secondary and primary education platforms. In the second set of reviews, the study observed the following nature of reviews submitted by users to studied online platforms. The first category had a positive view of digital platforms. This is a positive view submitted to the platform on its usefulness. In all platforms, users were of the view that the platforms were useful. Another category was that of poor technical quality. This view reflects the perception of viewers that the quality of the accessed platform was poor. In this category, users were more uncomfortable with the inability of the platform to launch appropriately. The third category was about the quality of the contents. In all platforms, users suggested that the contents were inadequate. With the guidance of policies, all stakeholders need to engage together in addressing observed issues of the digital divide.

Teacher Attitudes and Perceptions of Inclusive Education: A Case of Ghana

Abstract The purpose of this study is to examine the knowledge and perceptions of 145 teachers from three regions in Ghana regarding inclusive education. The results show that the teachers have moderate knowledge of inclusive education practices and processes. Additionally, slight moderate positive relationships were found between participants’ level of training in inclusive education and their knowledge of inclusive education. From the findings, we argue for stakeholders in teacher education to, as a matter of necessity, reconsider the curriculum and practicum for preparing special and general educators to focus on inclusive practices to effectively prepare pre-service teachers to succeed in inclusive settings. There is also a school leadership imperative, in view of site-specific challenges and needs, to influence school-based strategies to advance inclusionary practices. Successes of such initiatives could be replicated in other schools to advance inclusive education in Ghana. Implications of the study for teacher professional development and inclusive education practice in pre-tertiary educational institutions are underscored.

Abstract NS9: Nurse-Led Quality Improvement Initiative: Advancing Stroke Awareness in Communities Experiencing Racial and Ethnic Disparities

Background and Purpose: As a Joint Commission Comprehensive Stroke Center, the provision of community education is a priority goal of our program. The majority of our existing community education program takes place in locations where we receive requests to provide these sessions. Analysis of our Get With the Guidelines (GWTG) data reveals gaps in early arrival to the hospital and Emergency Medical Service (EMS) utilization among African American and Hispanic populations. Providing educational resources within these populations may help to close these gaps and foster trust in the healthcare system. The aim of this proposed nurse-led quality improvement project is to improve hospital arrival times of African American and Hispanic stroke patients living in zip codes where GWTG data have identified gaps, through provision of targeted community education. Methods: The top zip codes associated with our target outcomes for improvement will be identified using GWTG pre-data from 2022 and 2023. We will partner with our Community Outreach department. We will identify educational venues and stakeholders among African American and Hispanic populations in these zip codes. We will provide education tailored to our identified populations including early recognition of stroke signs and symptoms, activation of EMS, stroke risk factors, and opportunities for treatment. Post implementation, GWTG data will be reviewed for any changes. Results: Using GWTG data, arrival mode, last known well time, and symptom discovery time to Emergency Department arrival as it pertains to zip codes, race and ethnicity will be reviewed and analyzed. The target zip codes’ data will be compared pre- versus post-implementation of community education efforts. Discussion: Through community education and partnership with the Community Outreach department we hope to improve timeliness of arrival to hospital among disproportionately affected racial minorities in our community for early stroke evaluation and treatment consideration.

Wildest dreams: NIL experts make predictions for 2024

Looking back, 2023 proved to be yet another important year for the landscape of college sports and name, image, and likeness. As we look ahead to 2024, it's imperative for higher education stakeholders to consider how the landscape will evolve further. Here, we delve into the future of NIL in 2024 and offer some predictions and insights that could define this year of college sports.

Searching for Performance Accountability in Higher Education: A Case Study

Accountability is vital in ensuring universities to provide top-notch education to their stakeholders in higher education. Therefore, it is imperative to examine how universities can achieve intended performance accountability. The study analyzes the performance accountability of higher education, considering core, essential, and supporting components to meet stakeholder expectations. Based on the case study design, the data were collected through semi-structured interviews with stakeholders and secondary sources. The study sample was selected through the purposive sampling method, i.e., the University Authority, the Campus chief, three chairpersons of the subject committee, the president of the Professor Union Unit, the Coordinator of the Self-Evaluation Committee, and four faculties. After analyzing the data, it has been concluded that in order to achieve performance accountability in higher education, it is essential to manage the learning process effectively, have a strategic implementation plan, prioritize leadership, and adhere to accountability processes. These crucial elements are key to creating a successful learning environment, improving the quality of education, and ensuring accountability in the higher education sector. I claimed that the seed capital model is developed to enhance quality education by increasing higher education performance accountability. The study findings can help University officials and faculties improve education quality and policy formulation. Additionally, this study contributes to the existing literature on the institutional process and achieving accountability in all components of higher education.

Economics and Education Financing: Literature Review

This research analyzes the basic concept of education financing and how it impacts on improving the quality of education. This research uses book research methods. As education managers and stakeholders, the government and society have made various strategic efforts to achieve this. National education standards are one of the government's tasks. One of the eight national standards set by the National Education System Law Number 20 of 2003 is financing standards. Education financing is an important part of education management. Public awareness to bear the costs of education will essentially give the community the strength to be responsible for the provision of education. Implementation of PP no. 19 of 2005 has implications for the need to develop financing standards which include standardization of education cost components which include operational costs, investment costs and personal costs. In accordance with the amended 1945 Constitution, the Indonesian State has given the government a mandate to set the education budget at 20 percent of the state budget as stated in Article 31 Paragraph 4.

School Safety and Mental Health Awareness: Recommendations from K-12 Texas Public School Teachers.

Mass school shootings have created fear in the American public. The results of this fear have been the hardening of schools, lockdowns, and active shooter drills, yet the mass shootings have not ended. The goal of this study was to analyze the mental health awareness of K-12 public schools teachers in Texas with a goal to identify the connections between mental health awareness and school safety. Data were used from an archival database of K-12 teacher responses in the 2020 Texas Educators' Needs Assessment Regarding School Safety and Victims Services to assess the current state of student mental health concerns and the connection of these concerns to school safety. This needs assessment included one mixed methods survey that was collected from Texas K-12 educators and Texas educators working in higher education in 2020. The original study included 25,161 usable responses (6.1%). For the purpose of this study, only K-12 teacher responses were used in the analysis. The K-12 teacher participants (n = 19,888) included the following institutional levels: (a) special setting, 2,919 (14.7%); (b) elementary school, 6,813 (34.3%); (c) middle/intermediate school, 4,189 (21.1%); (d) high school, 5,864 (29.5%); and (e) district level, 103 (0.5%). A total of 8,053 participant's qualitative responses and 10 of the original quantitative survey questions from the archival data were used to identify all findings in the study. Collected qualitative and quantitative participant responses' outlined a need to improve student mental health by strengthening the focus on supporting all stakeholders (e.g., teachers, parents, counselors, and students) in mental health awareness and education. Participant comments focused on the lack of training, counselor support, and community support regarding the mental health needs of their students. Recommendations to improve student mental health that were developed from this study identified key goals in school counselor role and responsibility to student mental health, increased involvement of community agencies, and improvement to in-school mental health counseling. Final recommendations of this study were focused on the need to improve student mental health if stakeholders want to develop a positive school environment. The failure to build an environment that is focused on student mental health will continue to affect the goal to improve overall school safety.

Applauding or Criticising the Announcement of the Best School and Student in the National Examination: Which Way to Go?

On 29th January 2023, the National Examination Council of Tanzania (NECTA) stopped announcing the best-performing schools and students. The announcement drew mixed reactions (some applauding or criticising) among education stakeholders. Using a descriptive survey design, this quantitative study specifically identified reasons for the applause or criticism; compared statistically the identified reasons; and the private and public education stakeholders on the announcement. The questionnaires were used to collect data from 500 stakeholders who were selected through a multi-stage sampling technique in Arusha, Dar es Salaam, Mwanza, Mbeya, and Dodoma cities. The collected data were analysed using Descriptive Statistics and Independent t-tests. The findings indicate that, the applauding reasons include different study environments; no longer motivation for studying, improved understanding and restoring original logic of schooling. Other reasons are the announcement served no good purpose; the announcement marketed the schools; and it was not fair to compare schools using the British and NECTA systems. Contrarily, the criticism reasons are the Government escapism from under-investment in public schools; denying of information to education researchers; suppressing information and putting society in the dark; removing the incentives for students; cause unforeseen consequences; leader’s in-charge subjectivity/selfishness move and the Council ignores the foundational reason for the announcement. Furthermore, there is a very minimal statistically significant difference between the reasons for applauding (M=3.611, SD=.825) and the reasons for criticising (M=3.645, SD=.829) the announcement. The t-test results portrayed no statistically significant difference between the private and public education stakeholders on the announcement. Therefore, none is more powerful than the other between the applause and criticism of the announcement. The private and public education stakeholders should look for an alternative approach to improving results in the national examinations than depending on the announcement of the best schools and students.