Educational Strategies Research Articles

Mimetic Teaching Strategy in Design Education: Relationship Between Students Learning Style and Creativity

Mimetic Teaching Strategy in Design Education: Relationship Between Students Learning Style and Creativity

Digital storytelling as a strategy for developing 21st-century skills: a systematic review of qualitative evidence

ABSTRACT Digital storytelling (DST) is an educational strategy that has been shown to be capable of developing a wide range of skills. The focus of this review is to examine the relationship between this strategy and the development of 21st-century skills, a highly relevant notion in today’s educational systems. The findings combine qualitative evidence regarding DST and its influence on developing 21st-century skills. A meta-aggregative approach was utilised to analyse the results of 18 selected studies. The results suggest that 1) no matter the characteristics of the DST activity, there will always be 21st-century skills at play when creating a digital story; 2) the relationship between DST and 21st-century skills is solid and clear; and 3) there is a notable influence on critical thinking, creativity and collaboration skills. Finally, design principles and recommendations for practitioners are proposed.

The Future is Now: Educators’ Vision for Tomorrow

Education is never far from the news. It is intimately tied to the past, the present and the future. Some say that the past is where education has remained in terms of vision and practice. The more optimistic see education as taking stock of the past to create a present and a future. We are on the threshold of several important national milestones. The National Strategy for Education is up for review in the next two years as well as the National Curriculum. Then there is the collective agreement for educators, which is up for review in 2023. The future of educators hinges on the present and the future. This research, therefore, invited educators to reflect on the future of education and educators themselves. Nine focus groups were conducted, with 45 participants in total. Five key themes emerged from the data as influencing the future of education and educators, namely teaching and learning, leadership and climate, the education system itself, policy, and a changing society. The insights may serve as the basis for reflection and as a springboard for the generation of policy and practice on a national level.

Factors and Manifestations of Resilience in Graduate Students: A Multidimensional Perspective

In the current environment of higher education, universities face the challenge of fostering resilience in graduate students, a crucial element for their academic success and personal development. This study focuses on analyzing the factors that contribute to resilience in graduate students at the State University of Milagro (UNEMI). A mixed-methodological approach was used, integrating quantitative and qualitative analyses of data collected through questionnaires applied to students from three different master's programs. The research, exploratory and descriptive in nature, adopted a non-experimental and cross-sectional design, which allowed for data collection at a specific point in time, without altering variables. The sample consisted of 733 students, utilizing a detailed questionnaire and qualitative analyses for in-depth interpretation. The electronic distribution of the questionnaires facilitated broad participation. The results, structured into seven subscales, revealed significant variations in student experiences across different disciplines. These differences underline the need for educational policies tailored to the specific characteristics of each field of study. Subtle but important differences in the perception of resilience and well-being between genders were observed, highlighting the importance of more inclusive educational approaches. Factorial analysis provided a detailed view of how various factors impact aspects such as health, well-being, motivation, and student satisfaction. It is concluded that this holistic approach is key to understanding the complexity of the university experience and developing educational strategies that promote comprehensive and enriching learning.   Received: 17 January 2024 / Accepted: 6 April 2024 / Published: 5 May 2024

Learning Styles and Motivation: Their Role in Academic Performance

This study examines the correlations between academic motivation, learning styles, and academic achievement in higher education. The goal of this study is to prove that there is a correlation between academic motivation, learning styles, and academic success of students. Utilizing Pearson correlation and multiple regression analyses, it explores these variables' impact on academic performance. It highlights the importance of educators recognizing the diversity in learning styles and motivational drivers among students. The results reveal a slight negative correlation between learning styles and academic achievement, but no significant correlation between academic motivation and other variables. The study also suggests that while learning styles have a modest impact on academic performance, the role of motivation is more complex and warrants further investigation. These findings suggest a modest influence of learning preferences on educational outcomes and underscore the complex nature of motivation in academic settings. The study advocates for an integrated pedagogical approach that addresses learning diversity and motivational dynamics. The research contributes to the ongoing debate about the effectiveness of tailoring educational strategies to individual learning styles. It emphasizes the need for a holistic approach in addressing student needs in academic environments.   Received: 7 February 2024 / Accepted: 20 April 2024 / Published: 5 May 2024

A comprehensive assessment of self-leadership among students in China’s ethnic regions: insights and implications for higher education

ABSTRACT In modern society, individuals are granted greater autonomy, amplifying the significance of self-leadership. The cultivation of self-leadership stands as a pivotal determinant in the holistic development of college students. Despite its importance, higher education’s role in fostering self-leadership has been comparatively overlooked, with empirical examinations using validated models in this domain remaining scarce. This research delves into the self-leadership attributes of students in Chinese ethnic region universities, utilizing the College Student Self-leadership Assessment (CSSA) and enriching the study with semi-structured interviews with students and educators. Drawing on responses from 2,578 participants across thirteen ethnic region universities in China, and insights gleaned from interviews, students’ self-leadership was evaluated across nine dimensions. The results illuminated that students generally exhibited commendable self-leadership attributes, particularly excelling in value selection and self-perception. Nevertheless, deficiencies were noted in their intrinsic learning motivation, goal management, and independent decision-making. Additionally, significant variances in self-leadership were detected across variables such as gender, grade and institutional tiers. These findings underscores the essential need for educational strategies that strengthen students’ self-leadership. Key recommendations involve adopting project-based learning that incorporates cultural engagement, and developing interdisciplinary curricula, which together enhance student autonomy and community involvement, thereby fostering a robust self-leadership foundation. This study provides key insights into pedagogical and assessment methods to develop self-leadership among students, filling a crucial gap in higher education research, especially in ethnic region universities, and underscores the need for specialized support for their developmental needs.

Exploring the typology of reasoning influencing university teachers’ language teaching and learning strategies

Despite the critical role of reasoning in shaping language teaching and learning strategies in higher education, prior studies have either separately examined reasoning or focused on one specific type thereof and language teaching and learning strategies. To address this gap, this study took a comprehensive approach by examining various types of reasoning in language instruction and their alignment with language teaching strategies in higher education. It adopted a sequential mixed-methods design through two phases of data collection. The study instruments included a mixed-method questionnaire, interviews, classroom observations, and document analysis. The quantitative phase collected data from 357 university teachers of Arabic-language disciplines at the university level who completed a mixed-methods questionnaire using a 5-point Likert scale and brief written explanation. Exploratory factor analysis, descriptive and inferential analysis of variance and the Scheffé test were used to analyse the quantitative data. In the follow-up qualitative phase, 20 university teachers from the quantitative phase were observed in the classroom and interviewed, and their document tasks were analysed using thematic analysis. The results unveiled four distinct typologies of university teachers’ reasoning closely aligned with their language teaching and learning strategies: inductive, abductive, analogical, and deductive reasoning. Notably, these typologies were associated with cognitive, metacognitive, interactional, and Knowledge strategies. Furthermore, the findings highlighted the intricate interplay and mixture of these typologies, indicating that university teachers do not rely solely on one type or strategy. Finally, the conclusion section outlines critical areas for future research concerning reasoning and language teaching and learning strategies in higher education.

Community-based dental education in Iranian dental schools

BackgroundCommunity-based dental education (CBDE) has been an essential advancement in dental education in recent decades, enhancing it in many aspects. This study aimed to determine the characteristics and improvements of CBDE in dental schools in Iran.MethodsIn the present descriptive study, an electronic questionnaire, including 18 “yes/no”, “multiple choice”, and “short answer” questions about the nature and extent of CBDE and students’ experience in CBDE, was used. In early 2021, the questionnaires were mailed to the deans of all 43 dental schools in Iran under the supervision of the Council for Dental Education of the Iranian Ministry of Health and Medical Education. Reminder calls were made after 6 and 12 weeks. Dental schools that did not follow the CBDE program were excluded. The responses were analyzed descriptively.ResultsThirty-six dental schools completed the questionnaire (response rate: 84%). Seventeen schools (47%) reported having CBDE in their dental program. Sites lacking a well-equipped dental setting were the most used out of all extramural sites. The number of weeks dedicated to CBDE ranged between 1 and 20 (median: 4). The most common dental procedures practiced in extramural sites were pediatric dentistry (100%), restorative dentistry (71%), and dental examination (59%). The student-to-supervisor ratio in CBDE ranged between 3 and 15 (median: 5). In most schools (65%), the staff involved in directing CBDE were Community Oral Health PhDs.ConclusionsAn increasing number of Iranian dental schools have integrated CBDE into their undergraduate dental curriculum. The characteristics and extent of this educational strategy vary widely among dental schools. CBDE can be more effective by making positive changes in dental programs.

Trainee advocacy for medical education on the care of people with intellectual and/or developmental disabilities: a sequential mixed methods analysis

BackgroundMedical trainees (medical students, residents, and fellows) are playing an active role in the development of new curricular initiatives; however, examinations of their advocacy efforts are rarely reported. The purpose of this study was to understand the experiences of trainees advocating for improved medical education on the care of people with intellectual and/or developmental disabilities.MethodsIn 2022–23, the authors conducted an explanatory, sequential, mixed methods study using a constructivist paradigm to analyze the experiences of trainee advocates. They used descriptive statistics to analyze quantitative data collected through surveys. Participant interviews then yielded qualitative data that they examined using team-based deductive and inductive thematic analysis. The authors applied Kern’s six-step approach to curriculum development as a framework for analyzing and reporting results.ResultsA total of 24 participants completed the surveys, of whom 12 volunteered to be interviewed. Most survey participants were medical students who reported successful advocacy efforts despite administrative challenges. Several themes were identified that mapped to Steps 2, 4, and 5 of the Kern framework: “Utilizing Trainee Feedback” related to Needs Assessment of Targeted Learners (Kern Step 2); “Inclusion” related to Educational Strategies (Kern Step 4); and “Obstacles”, “Catalysts”, and “Sustainability” related to Curriculum Implementation (Kern Step 5).ConclusionsTrainee advocates are influencing the development and implementation of medical education related to the care of people with intellectual and/or developmental disabilities. Their successes are influenced by engaged mentors, patient partners, and receptive institutions and their experiences provide a novel insight into the process of trainee-driven curriculum advocacy.

Transformative learning at the community-university-land interface: A political ecology of knowledge, education and health

As awareness grows of the catastrophic implications of global environmental change, multiple scholarly fields addressing health-environment relationships have advocated 'transformative' educational strategies. Holistic Indigenous health-environment models inspire and inform many such efforts, but related land-based learning initiatives involving universities are often impeded by the competitive processes of academia. In this article we report on a community-university partnership – Pedagogy for the Anthropocene (P4A) – aimed at developing transformative educational responses to pressing global crises, inspired by land-based approaches. We integrate political ecologies of health, education, and knowledge to understand the troubled production of pedagogical knowledge in P4A, participant experiences in the resulting educational programs and the role of health and bodies in both. We first trace the production of knowledge as shaped by macroscopic and localized institutional forces; organizational and occupational dynamics; interacting knowledges and individuals; and material factors. Next, we explore participant experiences in the resulting educational programming. In both steps, affect-laden bodies of academics, trainees and community members reveal entanglements with human communities and more-than-human elements, shaped in variable ways by institutional forces such as settler colonialism and university neoliberalization. One key finding involves the role of universities in relation to land dispossession at home and abroad; another includes the challenges of pursuing transformational community-university research within contemporary universities. Tracing such entanglements yields implications for future land-based learning efforts in university settings, and broader praxis for environmental justice in the shadow of higher education's complicity with settler colonialism and globally extractive neoliberal capitalism.

Exploring the Communication, Information, and Education Strategies of the Indonesian FDA for COVID-19 Vaccine Development

The COVID-19 pandemic has become a complicated problem faced by the world. The absence of specific antiviral drugs or vaccines at the beginning of the outbreak made the public health approach the primary strategy for preventing the spread of COVID-19. The lack of transparency at the start of the COVID-19 outbreak also led to public misinformation. WHO called it an infodemic, an excess of information, whether true or not, making it difficult for people to determine valid references. In Indonesia, misinformation on health matters is not a new difficulty and is in the top rank along with socio-political. The government utilizes social media to provide information to the citizens. Social media itself has a vital role in the infodemic as a medium for disseminating information, whether credible or not. The Indonesian FDA plays an essential role in conducting education through social media. This study aims to map the elements forming citizens' engagement in Indonesian FDA social media use, especially in disseminating information about the COVID-19 vaccine. This study uses a regression method with citizens' engagement (calculated from the number of likes and comments) as the dependent variable. Three independent variables form citizen engagement elements: media richness, content production, and content type defined by the government. The sentiment toward government Instagram posts was measured by analyzing citizens' comments using the dataset from InSet Semantic Lexicon. Based on negative binomial regression results, data obtained that the framework developed in this research was statistically significant in observing the phenomenon. Media richness and content production significantly affect citizens' engagement. On the other hand, original and informative content encourages more citizen engagement. Generally, public sentiment on Indonesian FDA Instagram content, both head office and regional offices, tends to be more positive than negative.

Is international student mobility still a distinctive strategy? A study of upper milieu students in Germany

ABSTRACT Drawing on Bourdieu’s theory of social reproduction, the article examines whether international student mobility (ISM) is still a distinctive educational strategy of upper-milieu students in the 21st century. As a result of the Bologna process, ISM has become widespread in Europe. Does this also mean that international mobility loses its distinctive character? Based on current studies that point to a differentiation within ISM, we investigate to what extent students from upper milieus may strive to re-establish the ‘structure of distances’ - as Bourdieu puts it – in the field of higher education. Our research design consists of 95 qualitative interviews with Master’s students in Germany. The study conducts a comparative analysis to differentiate between lower, middle and upper milieus (vertical axis), with the main focus of the research being directed towards the upper milieus. In addition, the differences within upper milieus (horizontal axis) are examined by including three academic disciplines in the research design: management/business administration, medicine, and musicology. The results of our study suggest that, even within the context of a knowledge society, characterised by an increased participation in higher education, there remain numerous symbolic, spatial, and cultural opportunities for students from upper milieus to distinguish their educational paths in distinct ways, e.g. the destinations chosen, the rhetorical framing of international mobility experiences, and the integration with work-related practices beyond the course of study.

Financial protection and equity in the healthcare financing system in Iran: a cross-sectional study among slum dwellers with type 2 diabetes

ObjectivesThis study was conducted to assess financial protection and equity in the healthcare financing system among slum dwellers with type 2 diabetes (T2D) in Iran in 2022.DesignCross-sectional study.SettingPrimary care centres...

Meat substitutes in Media Discourse

Shifting from meat consumption is critical for future dietary evolution. Mainstream newspapers and social media are the leading platforms for expressing this opinion. By analysing the media discourse, the proponents of the shift from meat, to plant-based meat and cultured meat were identified. The objectives were: a) to identify themes, word frequencies, and sentiment related to meat substitutes, b) to determine Chinese perceptions of the two meat substitutes, and c) to determine which food functions are of concern to Chinese consumers. Between July 2016 and July 2022, the researcher gathered data from People’s Daily and China Daily online outlets and user comments. 574 news articles and 2,345 online comments were extracted. Three techniques were applied: sentiment analysis, thematic analysis, and word cloud analysis. The results revealed that newspapers reported positively on meat substitutes, yet user comments showed negative public perception. Chinese people held positive attitudes toward plant-based meat and negative attitudes toward cultured meat. Thus, the insights from the media discourse provided valuable indicators for stakeholders to develop sustainable food education and consumption strategies.

Enhancing prostate MRI expertise: educational strategies for radiologists.

The adoption of multiparametric MRI (mpMRI) and the Prostate Imaging Reporting and Data System has significantly changed prostate cancer diagnosis and management. These advancements, alongside novel biomarkers and updated International Society of Uropathology grade groups, have improved cancer detection and prognostication. Despite this progress, varying levels of expertise in mpMRI among radiologists have resulted in inconsistent assessments, potentially leading to unnecessary procedures and diminished confidence in the modality. This review assesses the educational landscape for prostate MRI, highlighting available resources for radiologists at all professional stages. It emphasizes the need for targeted educational strategies to bridge knowledge gaps and improve patient care outcomes in prostate cancer management.

A substance use disorder training curriculum for internal medicine residents using resident-empaneled patients.

Internal Medicine (IM) residents frequently encounter, but feel unprepared to diagnose and treat, patients with substance use disorders (SUD). This is compounded by negative regard for patients with SUD. Optimal education strategies are needed to empower IM residents to care for patients with SUD. The objective of this study was to evaluate a brief SUD curriculum for IM residents, using resident-empaneled patients as an engaging educational strategy. Following a needs assessment, a 2-part SUD curriculum was developed for IM residents at the University of Chicago during the 2018-2019 academic year as part of the ambulatory curriculum. During sessions on Opioid Use Disorder (OUD) and Alcohol Use Disorder (AUD), a facilitator covered concepts about screening, diagnosis, and treatment. In session, residents completed structured worksheets applying concepts to one of their primary care patients. A post-session assessment included questions on knowledge, preparedness & attitudes. Resident needs assessment (n = 44/105, 42% response rate) showed 86% characterized instruction received during residency in SUD as none or too little, and residents did not feel prepared to treat SUD. Following the AUD session, all residents (n = 22) felt prepared to diagnose and treat AUD. After the OUD session, all residents (n = 19) felt prepared to diagnose, and 79% (n = 15) felt prepared to treat OUD. Residents planned to screen for SUD more or differently, initiate harm reduction strategies and increase consideration of pharmacotherapy. A brief curricular intervention for AUD and OUD using resident-empaneled patients can empower residents to integrate SUD diagnosis and management into practice.

QUANTITATIVE APPRAISAL AND SCIENTOMETRIC EXPLORATION INTO THE DIGITIZATION OF EDUCATION

In the current conditions, the digitalization of education in almost all countries of the world has become a vital strategy for the total restructuring of traditional forms, tools, methods and technologies of education. At the same time, the issue of financial literacy is one of the priorities in education since the level of social welfare and the level of economic development of the country depend on the level of financial literacy. The article is devoted to a thorough scientometric review of scientific publications on the digitalization of financial education, highlighting key ideas, trends in developing scientific views, prospects, and opportunities for further research. The bibliometric analysis was carried out using specialized methods and tools, in particular, in-built Scopus and WoS databases tools, VosViewer software, and the Google Trends web application. Publications were extracted from the two scientometric databases, Scopus and WoS, in the time interval from 1990 to February 2024. A dynamic analysis of research articles showed their intensive growth since 2020, which is due to increased attention to digital education in the context of global transformations, the COVID-19 pandemic, and military conflicts. A transnational representation of the research was identified, with key geographic centres in the United States, the United Kingdom, and China. A country-by-country analysis confirmed the connection between researchers due to similarities in educational strategies and geographical proximity. Using the results of the constructed bibliometric map, the thematic analysis identified 4 key clusters that confirm the central role of digitalization in financial education. Within the clusters, thematic groups of scientific publications were identified (innovations in education and digital technologies, socio-economic challenges in education, leadership and competitive advantages in education, financial and economic aspects of education, etc. The analysis identified promising research areas, including strategies to improve access to educational resources during crises, studying the impact of Industry 5.0 on financial education, studying financial innovations in education, and researching inclusive digital education.

Sustainable Development Goals (SDGs) and Local Self-Government: Approaches and Strategies for Sustainable Education

Sustainable development is a hot topic of current research, but there are deficiencies in sustainable development measures and need to be further studied.This study explores the approaches and strategies of sustainable development goals and local autonomy in realizing sustainable education. Through questionnaire survey and regression analysis, two hypotheses were proposed.Hypothesis 1: There is a correlation between the ability of local autonomy to contribute to the achievement of the SDGs; Hypothesis 2: There is a positive correlation between sustainable education approaches that contribute to the achievement of the SDGs; Hypothesis 3: Sustainable education methods and strategies are mediating factors for sustainable development, and the relationship between local autonomy and sustainable development is enhanced.The results show that SDG and local autonomy have a significant positive impact on sustainable development, and the control variables such as education investment, local economic development, educated population, and teachers are the main influencing factors. Among them, assumptions 1 and 2 have a greater degree of impact, and hypothesis 3 has the least degree of impact. Therefore, local governments should strengthen self-governance and propose sustainable education strategies to promote sustainable development.

Research on Strategies of Ideological and Political Education to Support Digital Rural Construction

Research on Strategies of Ideological and Political Education to Support Digital Rural Construction

Health care: life stories by trans women in Colombia

BackgroundIn Colombia, health care for people with trans life experiences is characterised by countless barriers to health services and care. Commonly, trans people have experienced stigma and discrimination among health professionals, a lack of services and professionals specialized to guarantee affirmative processes from non-hegemonic gender perspectives, and there exists a marked pathologization and medicalization of services. Therefore, it is necessary to provide affirmative health services to improve health and well-being from the recognition of their needs and experiences. The article describes life narratives about health care for the gender transitions of trans women in Colombia.MethodsA qualitative narrative study was conducted with 139 trans women in seven cities in Colombia. In-depth interviews and discussion groups were conducted between June 2019 and March 2020. Data were analyzed using thematic analysis and the Atlas Ti cloud program. National and international ethical guidelines were followed in the development of the research.ResultsThis research provided an overview of the health experiences of Colombian trans women. They reported their experiences of pathologizing approaches to transgender healthcare, stigma, discrimination, and barriers to accessing preventive, specialized, and regular healthcare services. For this reason, they opted for self-medicated gender transition processes and self-management of health care. An important aspect to consider within healthcare is that not all women want binary gender transition processes.ConclusionParticipants felt that in Colombia there is a lack of affirmative health care for transgender women and that there are many limitations to care related to the gender transition processes. This exposes them to more situations that violate their rights and influences their lack of confidence and their search for professional health care. In Colombia, it is important to develop strategies for education, information, and communication, as well as a handbook for health workers on specialized healthcare for trans women.