Education Stakeholders Research Articles

EDUCATION OF REFUGEE CHILDREN WITHIN THE INTREF PROJECT FRAMEWORK

Amidst growing migratory movements and hurdles of assimilation, the INTREF initiative strives to craft a comprehensive strategy for the schooling of refugee children, melding e-learning, emotional and social support, along with adaptable teaching methods. This endeavor learns on principles like linguistic diversity, cross-cultural skills, and customizing the educational journey, crucial for assimilation and triumph within academic settings. Studies indicate the indispensability of bespoke linguistic assistance, cognizance of cultural variances, and personalized educational tactics for the seamless school transition and societal assimilation of children in refuge. The project devised a survey instrument aimed at evaluating the baseline educational scenario in the participating nations and formulating education plans tailored to specific needs. This survey zeroes on four pivotal areas: linguistic proficiency, cross-cultural consciousness, embracing diversity, and pedagogical customization. Feedback from 31 students, 30 teachers and 28 parents revealed a pressing need for augmented linguistic aid in Slovenia, heightened cross-cultural understanding, and classroom method modification to enrich the academic experiences of culturally diverse children. The findings also underscore a discernible discrepancy between the perspectives of educators versus those of parents and children. The insights from this survey lay the groundwork for creating innovative instructional units and resources, finely adapted to the needs of children in refuge. By forging links between theoretical insights and practical application, as well as among various educational stakeholders, INTREF is ready to enrich the discourse and practices surrounding inclusivity, and endeavor made increasingly pertinent by the recent global disruptions, including the migratory dilemma and the COVID-19 outbreak. Keywords: educational system, individualization of education, integration practices, intercultural competence, refugee children

College Preparation of U.S. High School Students, the Dual Enrollment/Early College Program Model, and Impact on Educational Administration and Stakeholders

College Preparation of U.S. High School Students, the Dual Enrollment/Early College Program Model, and Impact on Educational Administration and Stakeholders

Sustainable entrepreneurship: examining stimulus-organism-response to the nexus of environment, education and motivation

PurposeThe multidimensional decision-making framework of sustainable entrepreneurship affects student behavior in higher education institutions. Thus, the sustainable entrepreneurship environment has long attracted scholars and policymakers. Based on “Stimulus Organism Response (SOR),” this study examines serial mediation of sustainable entrepreneurial education and entrepreneurial motivation to link sustainable entrepreneurial environment and intentions. Further, it also explored the moderating role of a sustainable entrepreneurial environment.Design/methodology/approachA quantitative study was conducted with a sample of 408 students of Indian higher education institutes in NCR using a purposive sampling technique. Smart PLS-SEM was utilized for assessing the structural model, and a goodness-of-fit assessment was done with Amos 22.FindingsThe findings revealed the significant impact of a sustainable entrepreneurial environment on sustainable entrepreneurial education, motivation and sustainable entrepreneurial intentions. Furthermore, sustained entrepreneurial education has the most important influence on student motivation and considerable serial mediation. Also, the moderating role of a sustainable entrepreneurial environment was found to be significant for linkages of entrepreneurial motivation and sustainable entrepreneurial education with sustainable entrepreneurial intentions.Practical implicationsThe study will assist HEIs and scholars in understanding the role of sustainability in entrepreneurial courses to increase student intentions to start sustainable businesses.Social implicationsThis study helps policymakers and HEIs understand what motivates students to pursue sustainable entrepreneurship. This research might improve the well-being of education stakeholders and the community in achieving sustainable development goals.Originality/valueThe study is the first to analyze how sustainable entrepreneurial education and motivation serially mediate the link between a sustainable entrepreneurial environment and aspirations to establish a sustainable business and contribute to the existing literature of SOR from a new perspective.

Information quality and students’ academic performance: the mediating roles of perceived usefulness, entertainment and social media usage

PurposeThis study evaluates the mediating roles of entertainment, perceived usefulness, and social media use on social information (content) and students’ academic performance.MethodologyPrimary data was collected from 445 students at King Khalid University in Saudi Arabia using the snowball sampling strategy was employed. For data analysis, structural equation modeling (PLS-SEM) was used.FindingsEntertainment partly mediates the link between social information quality “content” (IQ) and social media use (SMU) and SMU mediates the link between IQ and student’s academic performance (SAP). Perceived usefulness mediates the link between IQ and SAP. Suggesting that entertainment and perceived usefulness are crucially necessary for inspiring social media content to obtain optimum performance among graduate students. The study was limited to a single academic institution. Therefore, the results of the investigation cannot be generalized as a whole, and cannot track respondents’ social media activity over time. Thus, longitudinal data may be used in future investigations. Practical implicationsThe results of this study indicate that faculties can adapt and adjust their teaching methods and activities to incorporate social media, perceived usefulness, and entertaining content since it affects student performance. Social media (SM) has a significant influence on students’ social and academic performance. Thus, educational stakeholders, such as university authorities, the government, and parents and guardians, should recognize social media as a tool for achieving educational objectives.Originality/valueThe study enhances the application of UTAUT2 by examining how factors that influence the adoption of technology are connected to the subsequent influence of that adoption on students’ learning and conduct.

Exploring Moroccan EFL Undergraduates’ Readiness for a Newly-Implemented Blended Learning Course in English Language Proficiency

Over the last two decades, online learning has gained global attention from education stakeholders worldwide. Given the ubiquitous feature of today’s technology-driven world, the switch from face-to-face delivery to technology-delivered instruction has become a necessity. However, the implementation of innovative e-learning models such as blended learning cannot be a success without learners’ readiness and adaptability. Therefore, it is a top priority to be aware of students’ e-learning readiness to make the teaching-learning process effective and rewarding. This study seeks to gain insights into Moroccan EFL students’ readiness for a newly implemented blended language proficiency course. Data were collected using three research questions and a 29-item questionnaire adopted from Shakeel et al. (2023). The findings reveal that Moroccan university EFL students display a moderately positive attitude towards blended learning and this is a prerequisite for a smooth implementation of blended learning.

An Examination on the Planning and Practice of Bilingual Education in Primary and Secondary Schools in Taiwan

Over the past few years, several reforms in language education have been outlined to implement the full-scale bilingualization of the education system in Taiwan. Among the 3392 public primary and secondary schools, nearly one-third of them have been implementing bilingual education in certain subjects. The vast majority of these schools have adopted Immersion, CLIL, or EMI as models for bilingual education. It has been argued that these exotic models cannot be “transplanted” to the education context of Taiwan, and he proposes the FERTILE model. Adopting this model as the theoretical framework, this qualitative study aims to examine how school practitioners plan and practice bilingual education in Taiwan. Data were collected through the document analysis of the progress reports from thirty-five primary and secondary schools and three focus group discussions (FGDs) with nine subject teachers. The findings show that the participants made considerable efforts to construct a bilingual environment and have an identical understanding about the strategies for bilingual instruction that emphasize subject knowledge and students’ comprehension. However, the participants experienced a diverse ecology of bilingual teacher learning communities and received differential support from the principals. Qualified and stable teaching manpower was identified as the key to sustain bilingual education. Implications to different education stakeholders are also discussed.

Artificial Intelligence (AI) in Higher Education: A Threat or Helping Hand in Improving Student-Instructor Communication

Purpose: The study aims to summarize current discussions among educational stakeholders regarding the potential benefits and threats posed by Artificial Intelligence. Methodology: In conducting comprehensive and systematic review, the study utilized the PRISMA flowchart and included only articles published between January 2020 and July 2024. The focus was strictly on peer-reviewed articles, with conference papers, dissertations, and other types of papers excluded. Data was sourced exclusively from EBSCOhost and Google Scholar. Additionally, only articles centered on the higher education industry were considered. Findings: The findings of this study reveal ongoing debates among educational stakeholders regarding the threats and benefits of AI models. It explains how AI is transforming academic environments by offering personalized learning experiences, enhancing learning outcomes, and increasing student engagement. However, concerns about data privacy have also emerged. To eliminate these concerns, the study recommends the introduction of consent forms that give users the option to allow or deny the use of their data for AI training. Unique Contribution to Theory, Practice and Policy: The study contributes to the ongoing debates by grounding its analysis in Sociotechnical Systems Theory (STS), emphasizing the need for a human-centered approach in AI adoption. This offers a holistic perspective on how educational institutions can implement AI effectively while addressing stakeholder concerns about privacy and control over data, making it a valuable resource for both academic and policy discussions surrounding AI in education.

Game-design Workshops with Co-creation Toolkit to Support Game-based Learning for Heritage Museum

In the context of heritage museums, the integration of game-based learning and gamification has garnered significant interest from academia and educational stakeholders. However, barriers such as high costs and lengthy development cycles hinder wider adoption of game-based learning, particularly among educators who lack of software development skills. This paper introduces a series of game design workshops supported by a card-based toolkit aimed at simplifying the process of creating location-based games. These workshops serve a dual purpose: providing educators and museum stakeholders with an accessible toolkit for data collection and offering engaging game-based learning activities for young museum visitors aged 15-30. To achieve this goal, a pilot study was conducted in collaboration with the Guangzhou Maritime Museum, focusing on 48 university students aged 18-26 and 10 museum staff members visiting the Sea God Temple, a heritage site with a 1400-year history. Qualitative and quantitative data collected from this study indicated positive feedback on the value of a co-creation toolkit acting as the instructional scaffolding to support informal learning. Insights gained from this research informed the refinement of the toolkit design, while the game ideas from workshops served as a foundation for mobile game development tailored to young museum visitors.

Measuring the mediating role of quality education for ensuring employability skills: An analysis of higher education student perception in Bangladesh.

The present study employs a quantitative approach to measure the student perception of the direct and mediating effect of quality education for ensuring employability skills in higher education students of Bangladesh. The study was conducted on 154 undergraduate and graduate students at a Private University in Bangladesh, through a cross-sectional survey using a structured data questionnaire. The multilevel measurement and structural model, which was based on the constructs of quality education, employability skills of students, course structure, institutional policy, and physical aspects, was analysed using Partial Least Squares modelling with SmartPLS 4. The aim was to identify the employability skills that are present among higher education students in Bangladesh through student perception and explore the mediating role of quality education in shaping these skills. The findings suggest a significant gap between the skills taught in private universities, and the industry requirements of Bangladesh, which highlights the urgency for administrators and policy-makers to act fast. physical aspects have a positive influence on quality education and employability skills, but course structure and policy show less direct impact. Moreover, quality education is a crucial mediator for only the factors that match a direct effect. This proves that higher education students in Bangladesh may not have acquired the technical knowledge required by the industry. However, the present study was conducted on undergraduate and graduate students at a single private university, thus acknowledging the need to diversify the population sample in future studies for enhanced generalizability. The implications of these results extend to educational policymakers, institutions, and stakeholders, therefore emphasizing the need for curriculum enhancement, industry-academia collaboration, and policy reforms.

Factors Affecting Learners’ Decision to enrol in Commercial Subjects – A Case of the Chris Hani District, Eastern Cape Province, South Africa

Commercial subjects such as Accounting, Economics and Business Studies are an important stream in schools that help learners broaden their social and global knowledge. The purpose of the study was to identify the factors that influence learners’ decisions to enrol in commercial subjects. A case study served as the foundation for the study’s qualitative methodology. The study was based on Berger and Calabre’s (1983) Uncertainty Reduction Theory. The study purposely sampled ten learners from two secondary schools in the Chris Hani District, Eastern Cape Province, South Africa. Individual interviews were used to collect the data, which were then analysed using content analysis (CA) and categorised using thematic analysis. The findings proved that several factors, including learners’ ability in the subjects and the influence of teachers and parents, influenced their decision to enrol in commercial courses. The study recommends that learners should first be counselled, mentored, and assisted in making decisions about the choice of subjects. Lastly, schools should conduct aptitude and interest assessments. The contribution of this study is to provide insights on improving curriculum design and career guidance around commercial subjects in this region as well as to inform educational stakeholders on how to address potential barriers to enrolment in commercial subjects and lastly serve as a foundation for broader studies on commercial subject enrollment in South Africa. Keywords: Commercial Subjects; Learner’s decision; Subject Stream

Unlocking Potential With Multimodal Learning and Assessment

In the current dynamic education landscape, equipping students with flexible, critical and creative digital literacy skills is essential. Higher education plays a key role in this endeavour, as changes in the use of digital technology and academic practices have created an increasing need for teachers and students to develop multimodal competencies. To develop these skills, educational institutions should embrace and utilise multimodality in both teaching and assessment. Aside from meeting students’ expectations to develop their digital literacy skills, multimodal approaches provide an engaging, interactive and creative experience of education. They also constitute a more inclusive method of learning, as neurodivergent students can access information and demonstrate knowledge in different ways. This article provides a synthesis of research into the barriers and benefits of multimodal learning and assessment. The paper calls for a change in mindset among education stakeholders, advocating for the recognition of learning as multimodal, and the implementation of multimodal assessment.

AN ASSESSMENT OF THE PARENTAL INVOLVEMENT CONTRIBUTION ON THE PRIMARY SCHOOLS’ ACADEMIC PERFORMANCE IN TANZANIA

Parental involvement is very important in student’s learning and academic progress in primary schools. However, the combined impact of various factors, including poverty, illiteracy in some families, lack of time, language, and lack of knowledge about the curriculum, especially among the parents, makes their effective involvement in their children’s education challenging. This study utilized the social capital theory developed by Pierre Bourdieu and the community participation theory by Sherry Arnstein to have a clear understanding of the study. The combination of the two theories provided an understanding of parental involvement in primary school education in the study area. The study employed a descriptive research design that used both qualitative and quantitative approaches. The targeted population consisted of public primary school students, teachers, head teachers, ward education officers, and school-going students' parents. Questionnaires, interview guides and documentary reviews were used to collect information about parental involvement in public primary schools. Qualitative data was analyzed mainly through thematic analysis, and SPSS software was used to analyze the quantitative data. Simple statistics have been presented in tables and figures to depict the frequencies, percentages and means in relation to the findings of the study. The study found that parental involvement contributes much to the lives of schools. Without it, it could be hard to run the school’s activities. This is because the schools are better managed through the collective efforts of both teachers and parents, as well as other educational stakeholders in the community. Therefore, the government should educate parents about the necessity of their involvement in schools so as to be ready to take responsibility for supporting their children in different ways.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0704/a.php" alt="Hit counter" /></p>

The Use of Artificial Intelligence in Teaching and Learning: Opportunities and Challenges. Students Vs Lecturers Perception

The use of AI in higher learning institutions has brought a dilemma as it was in the era of using google and Wikipedia causing a lot of academic dishonest. There are two paradigm on this, some sees as opportunity for effective learning and others sees as a challenge in the teaching and learning contributing to rote learning. The author wonders as to why should it be perceived as opportunity at the same time be seen as a challenge. The perceptions of students and lecturers towards this technological advancement is always taken as a shock at the beginning, yet can significantly influence the teaching and learning in institutions as it was in the error of the use of google search and Wikipedia. This paper explores the differing viewpoints of students and lecturers on the use of AI in higher education, by examining the opportunities, challenges, and potential impacts on teaching and learning experiences. Questionnaire and interview were used as data collection tools. The study realized that students knows the use of AI in searching information than their lecturers (72%:22%). Lecturers sees AI facilitates rote learning while students see that is an opportunity to them because the information is accessed in short time. Finally they all suggest that there should be clear policies on the use of AI in teaching and learning and having acceptable ratio of human and AI interaction in the teaching and learning. The study concludes by calling upon in-service training to lecturers and other education stakeholders to have proper use of AI for effective teaching and learning.

Analisis Keterkaitan Kualitas Pendidikan, Nilai Pelanggan di Sekolah Swasta Melalui Pendekatan Balanced Scorecard.

The use of the Balanced Scorecard method in performance measurement including determining teaching quality and customer value, allows assessment of financial aspects, customers, internal business processes, and learning and growth based on the goals that the organization has set. This measurement is based on the organization's stated goals, vision and mission. With the Balanced Scorecard, SMKN 2 Rangkasbitung obtained a comprehensive picture of its teaching quality and customer value, including the school's ability to fulfill the satisfaction of educational stakeholders. This research used a descriptive qualitative approach, with interview, observation and documentation techniques. Data analysis techniques recommended by Miles and Hubermen are data reduction, data presentation and conclusion drawing based on themes in the research. In the context of education, the Balance Scorecard serves as a guide to measuring and improving the performance of educational institutions comprehensively, and obtaining commitment from project participants and clarifying the framework for implementation and management that must be implemented after the preparation of the initial Balance Scorecad, as well as helping institutions to translate vision, mission into concrete actions through performance measurement from various perspectives and used to boost the organization's ability to multiply performance

Grade 13 commerce students' perceptions on English language learning at a government school in Nintavur Educational Division

This study aims to comprehensively understand Grade 13 Commerce students' perceptions of English language learning at a government school in the Nintavur Educational Division. The research identifies challenges students face, evaluates the effectiveness of learning resources and teaching aids, and assesses overall learning experiences and teachers' attitudes. Employing a mixed-methods approach, the study integrated quantitative and qualitative data collection, involving 74 students, two English teachers, and educational stakeholders, including the Principal and In-Service Advisor (ISA). Data were gathered through structured questionnaires, semi-structured interviews, focus group discussions, and classroom observations. Quantitative analysis revealed students' fear of making mistakes, lack of confidence, and concerns about pronunciation as significant barriers to learning English. The effectiveness of learning resources was met with mixed opinions, indicating uncertainty about their impact. The study also highlighted dissatisfaction with current teaching methods, with a noted disconnect between teaching practices and students' needs. Chi-Square analysis showed no significant gender differences in perceptions of learning experiences or teachers' attitudes. Qualitative insights from interviews and observations suggested gaps in textbooks and a need for more interactive and practical teaching approaches. The study concludes that addressing emotional barriers, improving teaching resources, and enhancing teacher training are critical for advancing English language education. A multifaceted approach, incorporating better pedagogical strategies, relevant resources, and supportive learning environments, is essential for overcoming the identified challenges and improving students' English language proficiency.

EDUCATION AND TECHNOLOGY IN GHANA: UNDERSTANDING THE CENTRALITY OF TECHNOLOGY INTEGRATION IN THE CLASSROOM AND BEYOND

The study aimed to conduct a systematic review of literature on the nature of technology integration in education. The researchers found five major areas in the literature that appeared to give policymakers guidance on how to incorporate technology into the teaching and learning process. These areas were understanding and using new technologies, funding of technologies in education, teacher preparedness in ICT integration, safeguarding ICT and perceived use in school as well as the impact of stakeholders in ICT integration. The study used the narrative review and documentary analysis approach in order to determine the essential factors of a successful technology integration strategy, examine the difficulties educators and learners have while utilising ICT in the classroom and offer recommendations on how to use technology to enhance learning outcomes. The study considered Technology Acceptance Model (TAM) by Davis (1989) and the Diffusion of Innovations by Rogers (2003) as the theoretical framework. The study recommends that Ghanaian educational institutions must embrace and successfully integrate technology in the classroom and in larger educational contexts, given the growing reliance of society on digital tools resources. Again, infrastructure in technology such as computers and tablets, consistent internet connectivity, and backup power sources in places with erratic electricity, need to be given a priority by the government and educational stakeholders. Other priority actions required are prioritising community technology centres, giving low-income students access to subsidised internet connection, and supplying subsidised gadgets.

A Toolkit Intervention for School–Aged Jamaican Students: Strategy for Collaborative Involvement During the Pandemic

The Ministry of Education and Youth, Jamaica, designed Home Learning Kits (HLKs) for students in Grades 1–6 to address learner disengagement due to the change in classroom settings because of the COVID-19 pandemic. This intervention required a collaborative approach by diverse educational stakeholders for the production, distribution, collection, implementation, and bi–directional return of the kits. This novel approach to learner engagement prompted a need to understand the implementation of the HLKs and their use by students. Using a convergent explanatory mixed method approach, the sample included 167 of 400 schools and approximately 36,000 students islandwide. The quantitative data was analysed descriptively and thematically for the qualitative data. Overall, the results revealed the need for better collaborative efforts to execute the HLK intervention. The findings are significant to assist the Ministry of Education to implement policies and further initiatives for transformed educational outcomes.

Key factors influencing students’ academic performance

Academic achievement is a multifaceted outcome influenced by a multitude of factors spanning across educational, socioeconomic, and individual characteristics. Understanding the key determinants of students’ academic performance is paramount for educators, policymakers, and institutions to enhance learning outcomes and facilitate targeted interventions. The absence of a cohesive framework for understanding academic achievement poses a barrier to effective interventions and policies, hindering educators and policymakers from implementing targeted strategies for student improvement. To address this challenge, it is crucial to conduct a thorough examination of the factors influencing academic performance, prioritizing their identification, exploring interactions, and examining their relative impact. Through this research, educational stakeholders can gain insights to develop evidence-based strategies that foster equitable learning outcomes and pave the way for academic success for all students. In this research, linear regression is chosen as the primary model due to its ability to model relationships between variables, making it suitable for assessing the impact of multiple factors on academic performance. Simulation results show that the proposed model achieved 98% accuracy in predicting the factors that are affecting students’ academic performance. The findings derived from the linear regression analysis offer statistical insights into the key factors influencing students’ academic performance. It also incorporates visual aids to enhance the clarity and interpretability of the results. This research interprets the implications of these key factors and discusses their broader significance in the context of students’ academic performance.

Strategies for Enhancing Service Satisfaction and Students' Retention in Private Secondary Schools: A Case Study in Iringa Municipality, Tanzania

The study investigated the strategies for enhancing service satisfaction and student retention in private secondary schools in Iringa Municipality, Tanzania. It aimed to explore the levels of service satisfaction, identify the strategies for enhancement, and investigate interventions for retention. Using a case study design, 47 respondents participated, including 20 students, 8 parents, 4 school managers, and 8 head teachers, alongside 7 other education stakeholders. Data collection encompassed interviews, observation, and documentary reviews, with subsequent content analysis employed for data interpretation. The study’s findings highlight a concerning trend: low service satisfaction among customers within the selected schools. Despite existing strategies, the overall experience falls short of expectations. The study recommends that schools focus on designing and implementing internally driven strategies by considering the uniqueness of the needs of their students, conduct regular needs assessments to identify gaps and areas for improvement, implement a mechanism to track customer satisfaction continuously to make necessary adjustments through regular feedback, and schools should use customer satisfaction data to identify at-risk students.

The Effectiveness of The Problem-Based Learning Model on Student Learning Achievement in Islamic Education Learning

Objective: This study aims to assess the effectiveness of the Problem-Based Learning (PBL) model on students' academic achievement in Islamic Education Learning in class VIII at MTs An-Nuur Trisono. Method: Using a pseudo-experimental design with a pretest-posttest control group design, the study involved two classes: one experimental group that followed Islamic Education Learning with PBL, and one control group with conventional models. Data was collected through tests covering Islamic Education Learning's subject matter. Results: Statistical analysis showed a significant increase in students' learning outcomes using PBL (65.6%) compared to the conventional model (41.2%). Novelty: Students who engaged in PBL learning showed better concept understanding, application of moral values, and problem-solving skills. This study provides empirical support for the effectiveness of PBL in improving Islamic Education Learning's learning outcomes. The implications of this study emphasize the importance of applying innovative learning models such as PBL to improve the quality of Islamic religious education in secondary schools. The findings will guide teachers, schools, and education stakeholders in developing more effective learning approaches.