Aspirations Of Students Research Articles

A Bildung theoretical framework for Models-based Practice in physical education

ABSTRACT Background: Models-based Practice (MbP) has gained popularity in the literature on physical education. It offers a comprehensive approach to teaching and programme planning. However, MbP lacks a solid theoretical foundation to guide reflections on educational purposes, teaching methods and learning aspirations. Purpose: This paper proposes a framework to address this shortcoming by drawing on Wolfgang Klafki's theory of general Bildung. The goal is to provide a theoretical foundation for MbP and contribute to its further development. By exploring the potential of a Bildung theoretical framework for MbP, this paper also seeks to bridge the gap between the Anglo-American tradition that MbP adheres to and the Continental tradition of Bildung. Relevance and Implications: The analysis demonstrates how Bildung theory can complement and challenge elements in MbP. First, it can contribute with an overarching educational purpose, which is to develop the capacity for self-determination, co-determination, and solidarity. Second, the principle of exemplarity can secure alignment between the main themes of models and epochal key problems. Third, the principles of non-affirmativity and versatility can inform learning aspirations for students, and the principle of multidimensionality can inform a multi-model approach where students engage with different body-cultural practices. Fourth, the principles of autonomy and interdependency can inform the pedagogical work of teachers. Conclusion: We conclude that, on the one hand, MbP can serve as a framework for integrating the educational principles of Bildung in schools, enriching the pedagogical landscape of physical education. On the other hand, Bildung theory can provide a solid theoretical framework for MbP, as it underpins several strengths of the approach and can guide its future development. Thus, MbP can provide a practical framework for working with general Bildung in physical education, while Bildung theory can provide a theoretical framework with criteria for the development and use of pedagogical models in MbP that align with democratic and educational objectives.

Transgenders In India: A Study Of Educational Status And Legal Rights In Educational Institutes

Abstract In the present paper Transgenders in India: A study of Educational Status and Legal Rights in Educational Institutes done. In the study we selected 20 Educational institutes, 60 teachers and 17 trangenders. for data collecttion we use Questionnaire for the status of transgender Education in Educational Institute (QSTEEI) through Google Form. our OBJECTIVES is I. To study the educational accessibility of transgender in Educational Institutes. II. To analyze the legal safeguards and its implementation in educational institutes for the transgenders. III. To find out the problems faced by transgender to fulfil their educational aspirations. And HYPOTHESIS H 1. There is significant difference in accessibility of education between transgender and dominant genders. H 2. There is significant difference existence and implementation of legal rights for transgender community in improvising the educational accessibility in India. H 3. There is significant difference in the fulfillment of educational aspirations of transgender students. our conclusion of The studies revealed that the transgender community has a low educational level, transgender people felt excluded from the curriculum, and faces barriers to education. Major findings of the study showed that transgender students experienced discrimination, intolerance, and physical and mental harassment in school due to their sexual orientation and gender identity. Transgender and gender diverse students avoided their school because they can’t conform to the gender stereotypes dominant within the school. There is a lack of proper learning environment within school boundaries for the education of transgender children, because of their sexual orientation and gender identity, and face stigma. It is recognised that there is a need for reform in the educational system including that in the curriculum, for better representation of the Transgender community. However, only education can empower the community from within to make each one of them self-sufficient and confident. key word : Transgenders, Educational Status, Legal Rights, Educational Institutes

Preliminary Employment Trajectory Findings from a Pan-Canadian Survey on Career Motivations and Aspirations of Undergraduate Engineering Students

Engineering students have varied vocational motivations and aspirations. Clarity regarding these factors, how they can be nurtured, and how they can impact attrition from the profession can help foster retention and diversification. A survey was deployed in 2023 at six Canadian schools, garnering about 2500 responses. Approximately 45 questions examined demographics, motivations for choosing engineering, engineering identity, personality characteristics, career aspirations, and influencing factors. We focus on three research questions in this study: 1) to what extent do students self-identify as engineers (in training), 2) do students have preferences concerning the types of organizations they aspire to work within, and 3) do students have preferences concerning the types of work (or employment trajectories) they aspire to pursue. Responses were examined across gender, year of study, and institution, and were characterized using descriptive statistics, significance testing, and ANOVAs. Initial results provide a rich picture of student career interests, varying by demographics.

Navigating the maze: determinants influencing student’s choices in higher education admission across diverse disciplines in Maharashtra

PurposeThe purpose of this paper is to unravel the complex factors guiding students' decisions during the higher education admission process in the Maharashtra state.Design/methodology/approachThe study is based on descriptive and exploratory research and to accomplish the above said objectives, researcher use mix method (qualitative and quantitative). The research was conducted in the higher education institutions, colleges, coaching centers and universities providing under graduate and postgraduate courses in the cities of Maharashtra state, like Pune, Mumbai and Nashik where streams like management and engineering, are available.FindingsThrough a comprehensive dissection of these determinants, the research aims to provide nuanced insights that can guide educational institutions and policymakers in tailoring effective strategies. By recognizing the unique needs and aspirations of students across disciplines in Maharashtra, this study aims to contribute to the enhancement of the higher education admission process.Research limitations/implicationsWhile the study provides valuable insights into student decision-making in Maharashtra, its findings may not be directly applicable to other regions with different socioeconomic, cultural and educational contexts. Therefore, the generalizability of the findings beyond Maharashtra may be limited.Originality/valueFocusing specifically on Maharashtra adds a regional dimension to the research, considering the unique sociocultural, economic and educational characteristics of the state. This contextual focus allows for insights that are tailored to the local context, providing a deeper understanding of the challenges and opportunities in higher education admissions within Maharashtra.

Commentary on the impact of early exposure and mentorship on the neurosurgery career aspirations of medical students in LMICs

Commentary on the impact of early exposure and mentorship on the neurosurgery career aspirations of medical students in LMICs

Entrepreneurship Education, Entrepreneurial Self-Efficacy, Need for Achievement, and Entrepreneurial Intention among Students in Pakistan

This study takes a comprehensive approach to entrepreneurship education (EE) among Pakistani business students, exploring the intricate interplay of entrepreneurial self-efficacy (ESE), need for achievement (NFA), and entrepreneurial intention (EI). Focusing on business students with specific knowledge and perspectives on entrepreneurship in Pakistan, this study aims to bridge the existing research gap by drawing on various theories and philosophies. The main objective is to demonstrate how EE influences the development of ESE, NFA, and EI, thereby providing a thorough understanding for university administrators and policymakers to design targeted EE programs. The data was collected from 104 individuals using Google Forms and analyzed through Smart PLS 4.0, ensuring ethics, participant consent, openness, and confidentiality. The results offer a comprehensive view of the entrepreneurial aspirations of Pakistani university students, thereby enriching academic discourse and informing the formulation of educational policies and practices.

Cultural, social, and economic influences on academic field choice among Jewish and Muslim students.

This study investigated the complex cultural, social, and economic factors influencing the choice of academic field among Jewish and Muslim students in Israeli higher education. By employing a mixed-methods approach, combining quantitative surveys and conjoint analysis, this research revealed significant differences between the two groups. Our findings indicate that Muslim students exhibit significantly higher levels of individualism compared to Jewish students, as measured by the individualism scale. They also place greater importance on prior work experience and teacher influence when choosing a field of study. In contrast, Jewish students prioritize earning potential. The findings underscore the need for culturally responsive educational policies and support systems that cater to the diverse needs and aspirations of students from different socio-cultural backgrounds. This study contributes to understanding the multifaceted dynamics shaping educational choices in multicultural societies and highlights the importance of fostering inclusive learning environments. Future research should include additional ethnic groups and explore the long-term impact of educational pathways on social and economic mobility.

Persepsi Mahasiswa Melalui Dialog Prodi Terhadap Peningkatan Kualitas Pelayanan Pendidikan

This research is motivated by the fact that higher education in Indonesia is experiencing a paradigm shift towards a more participatory and inclusive approach. This article examines the importance of dialogue between students and study programs in improving the quality of educational services at the Faculty of Teacher Training and Education, University of Muhammadiyah Surakarta, especially in the Accounting Education Study Program. The purpose of this study is to describe the aspirations of students through dialogue study programs in improving the quality of services of the Accounting Education Study Program of the University of Muhammadiyah Surakarta. Using quantitative and qualitative descriptive approach methods, the source of data for this study is through questionnaires and interviews from students, lecturers, and structural in the study program with 147 respondents in this study. The study also used three different data sources. The data collection techniques used are questionnaires and interviews to collect data from students, lecturers, and structural in the study program. This study uses source triangulation and techniques to ensure the validity of qualitative data. The results of the study show that student satisfaction with learning facilities, laboratory facilities, and lecturer teaching is generally good, but there are several areas that need improvement, such as the condition of LCD, air conditioning, and laboratory cleanliness. Although the majority of students are satisfied with the material and teaching, there are complaints about teaching and assessment methods. The Independent Learning Independent Campus (MBKM) program is considered useful, but integration with lectures needs to be improved. Improvements in the socialization of scholarship information and evaluation of study program services are expected to increase student satisfaction and support their overall academic achievement. The validity of the qualitative data obtained through a questionnaire related to the condition of learning facilities in the lecture hall shows that 59.7% of students feel that the available facilities are good. For the completeness of the laboratory in the Accounting Education Study Program, as many as 56% of students are satisfied. Regarding student satisfaction with the learning delivered by lecturers, 53.3% of students expressed satisfaction. Meanwhile, 52.8% of students were satisfied with the lecture material presented. Regarding the service of the study program, 54.1% of students were also satisfied. The results of the questionnaire showed that 49.1% of students were very satisfied with the scholarship information service, while satisfaction with the academic advisor (PA) service was recorded at 43.4%. Finally, 50.3% of students expressed satisfaction with the thesis supervisor's services. Based on the questionnaire data obtained, in general, the level of student satisfaction with various aspects in the lecture environment tends to be good. The majority of students are satisfied with the learning facilities, laboratory equipment, delivery of lecture materials, and study program services. However, there are several aspects that need more attention, such as scholarship information services and academic guidance services. The results of this study show the level of student satisfaction with the quality of study program services. This aspiration can be used as a valuable input for study programs to make efforts to improve the quality of better services.

The Role of Arab and International Entrepreneurship Podcasts on the Career Aspirations of Arab Female University Students

The Role of Arab and International Entrepreneurship Podcasts on the Career Aspirations of Arab Female University Students

PARENTAL INVOLVEMENT AND CAREER ASPIRATIONS OF SENIOR SECONDARY SCHOOL STUDENTS IN OBIO/AKPOR LOCAL GOVERNMENT AREA OF RIVERS STATE

This study investigated parental involvement and career aspirations of senior secondary school students in Obio/Akpor Local Government Area of Rivers State, Nigeria. The study adopted correlational research design. The study was guided by three research questions and three null hypotheses. The population of the study comprised of 35,555 public senior secondary school students in the area. The sample size was 395 senior secondary school students which was determined using Taro Yamane Scientific Method. The study adopted the use of simple random sampling technique for the study. The instrument for data collection was a structured questionnaire, titled: “Parental Involvement and Career Aspiration Questionnaire’’ (PICAQ). The instrument was validated by experts in the Department of Educational Psychology, Guidance and Counselling. The reliability of the instrument was determined through test re-test reliability method which a reliability index of r=0.77. Pearson Product Moment Correlation (PPMC) was used to answer the research questions and test the null hypotheses at 0.05 level of significance. The study revealed that there was high positive relationship between parental expectation, parental support, parent-child relationship and career aspirations of senior secondary school students in Obio/Akpor Local Government Area of Rivers State. It further revealed that there was significant relationship between parental expectation, parental support, parent-child relationship and career aspirations of senior secondary school students in Obio/Akpor Local Government Area of Rivers State. It was recommended among others that; career guidance interactions should start in the early years of schooling in order to avert negative parental influences and build proper career aspirations among students.

Decentring the West in the International Baccalaureate Diploma Programme: towards a framework for critical reflection on curriculum and teaching

ABSTRACT The International Baccalaureate (IB) has attracted criticism for its Eurocentricity and Western-centricity (Bunnell et al., 2017; Walker, 2010). This article explores international mindedness, questioning whether the IB perpetuates culturally hegemonic, colonial, and Westernised ideas. The paper draws on research data collected in two International Baccalaureate Diploma Programme (IBDP) international schools in the Hong Kong SAR. We observed IBDP lessons and interviewed teachers about their uses of local and global culture and content in their teaching, considering whether the adaptation of curriculum based on cultural significance and perspectives functions to shift the Western-centric discourses for which the IB is commonly criticised. Our analysis suggests that attempts to decentre the West in the curriculum are challenging, resulting from factors including a lack of critical understanding among teachers, demands and expectations regarding assessment, the aspirations of students and their parents, and a lack of time and space within the timetable and curriculum. Drawing on literature and teacher practices, we propose considerations to move beyond recognitive politics to a more critical set of practices unsettling hierarchies of knowledge and power. The task of de-centering the IBDP’s “Western” epistemology requires further consideration and research. In this paper, we contribute to this ongoing inquiry through providing an analysis of a particular set of circumstances in Hong Kong and providing a framework to enable critical reflection of curriculum and teaching practices that could be considered across IB programmes.

Organizational culture and educational aspirations of tribal students in higher education

ABSTRACT This study examines the impact of organizational practices on the educational aspirations of tribal students in higher education and establishes the relationship between organizational culture and educational aspirations. Cameron and Quinn’s model of organizational culture was employed to study clan, adhocracy, market, and hierarchy culture examining current and preferred contexts. The study utilized an explanatory mixed-method approach to collect data from 120 tribal students using close-ended questionnaires from different colleges in Odisha, India along with interviews and focus group discussions. The study found clan, adhocracy, and market culture positively correlated with educational aspirations, while hierarchy culture was negatively correlated in the current context. In the preferred context, clan and hierarchy culture had a negative correlation, while adhocracy and market culture showed a positive correlation. Major aspects of organizational practices include learning environment, interpersonal relationships, transformational leadership, motivation, communication, scholastic, and co-scholastic outcomes. Results suggest organizational freedom, a collaborative environment, and creative and innovative outputs motivate tribal students rather than controlling the environment.

Tracking adolescent students’ educational pathways to university through school engagement, parental expectations, and student aspirations

Although improvements have been made in terms of enhancing the number of students that enrol in higher education, the long-term educational pathways of adolescents to university studies are understudied. This calls for further research into the mechanisms that underpin the long-term educational pathways of adolescents who study at university versus those who do not. The present study examines an innovative model that tracks adolescents’ educational pathways to university in England through the developmental dynamics of emotional school engagement, parental educational expectations, and adolescent aspirations. The data came from 9173 adolescents (51.63% female) from six waves of the Next Steps cohort study in England. The data were analysed using longitudinal structural equation modelling and cross-lagged panel modelling. The results of random-intercept cross-lagged panel modelling revealed positive within-person reciprocal relations between emotional engagement, parental educational expectations, and adolescent university aspirations only between specific ages. Latent regression analysis showed that greater levels of sustained parental expectations, emotional school engagement, and adolescent university aspirations were linked to greater likelihood of pursuing university-entrance exams (A-Levels, age 17). Sustained engagement had only an indirect effect on university attendance via university-entrance exams and educational persistence (age 18). Sustained high parental educational expectations were the most direct and robust predictor of adolescents’ university attendance. The findings underscore a synergistic effect between sustained parental expectations, emotional school engagement, and adolescent university aspirations as the mechanisms that lead adolescents to university studies.

Chinese international master’s students’ experiences of a retreat to support critical thinking: a positioning theory approach

ABSTRACT We report on a case study using Positioning Theory as the basis for the design of a course to support Chinese international master’s students understand and apply critical thinking (CT) within the context of higher education (HE) in the United Kingdom. Our aim was to understand the extent to which students found this helpful in their understanding and use of CT. Drawing on previous research, the retreat included direct teaching of positioning in relation to use of CT, as well as more general information on the conceptualisation and application of CT. One hundred and twenty-eight students took part in the retreat, and 14 agreed to be interviewed about their experiences. Thematic analysis of group interviews at the end of the retreat generated three themes related to the efficacy of this approach in supporting CT: early (mis)understanding of CT and self-positioning, pedagogical approaches and perceived teacher-positioning, student aspirations to be positioned as practitioners or critical researchers. Our findings support the limited calls in the literature for direct teaching of CT early in the master’s degree, taking account of the pedagogical approaches used to support this. While our students reported a linguistic misunderstanding of the term CT, the broader role of culture was also evident in their approach to CT.

The Role of Mentoring in Shaping Educational Aspirations: A Theory of Planned Behavior Study of Hmong Students in Vietnam

This study examines the influence of mentorship on the desire to pursue higher education among Hmong ethnic minority students aged 12-15 in Lao Cai Province, Vietnam. Utilizing the Theory of Planned Behavior as a theoretical framework, the research investigates how cross-ethnic mentorship between Kinh majority mentors and Hmong minority mentees affects students' educational aspirations, using the Phieu Linh Educational Summer Camp as a case study. The study employed a quantitative approach, collecting survey data from 75 Hmong students participating in the summer camp. Five key aspects of mentorship were analyzed: quality, educational accessibility, clear educational outcomes, self-awareness, and cultural identity support, in relation to the components of the Theory of Planned Behavior. Results indicate that all mentorship aspects positively correlate with students' educational desires, with mentorship quality emerging as the strongest factor. Family support and household income were also found to significantly influence educational aspirations. The study reveals that culturally responsive mentorship can play a crucial role in shaping attitudes, subjective norms, and perceived behavioral control related to pursuing higher education among ethnic minority youth. This research contributes to the understanding of effective strategies for promoting educational equity in Vietnam's multicultural context. It offers insights for designing targeted interventions and policies to support the educational aspirations of ethnic minority students, potentially contributing to narrowing educational gaps among ethnic groups in Vietnam.

EARLY MARRIAGE AS CORRELATE OF EDUCATIONAL AND VOCATIONAL ASPIRATIONS OF MARRIED FEMALE STUDENTS IN WOMEN DAY SECONDARY SCHOOL IN MAIDUGURI, BORNO STATE, NIGERIA

The study investigated early marriage as correlate of educational and vocational aspirations of married female Students in Women Day Secondary School in Maiduguri. The objectives of the study were to determine relationship between early marriage and educational aspirations of married female students in women day secondary school in Maiduguri, Borno State, Nigeria. The study further investigate relationship between early marriage and vocational aspirations of married female students in women day secondary school in Maiduguri, Borno State, Nigeria. The study adopted correlational research design to correlate early marriage, educational and vocational aspirations among married female secondary school students. The population of the study was 1,554 married female students. Three hundred and seven (307) married female students were sampled through purposive sampling technique. Questionnaire was used as an instrument for data collection. The instrument was validated and pilot tested using Cronbah’s alpha, the result of pilot test which yielded a reliability coefficient of (r = 0.97) (r = 0.93) Cronbach Alpha. The study concludes that early marriage has negative relationship with educational and vocational aspirations of female students in Women Day Secondary School in Maiduguri, Borno State. Based on the findings, Borno State Government should open functional Counselling centers in every institution, workplaces and communities to meet up students’ problems on education, economic, social and vocational. successful professionals in their desired field.

Exploring the senior high school Indigenous students’ challenges, realizations, and aspirations during the pandemic

ABSTRACT This paper delves into the challenges, realizations, and academic aspirations of 52 Indigenous grades 11 and 12 students from Surigao del Norte Manobos, Agusan del Norte Higaonons, and Agusan del Sur Banwaons in the Philippines during the pandemic. Collected through key informant interviews, the data reveal educational challenges, including difficulty in understanding lessons and lack of family support, leading to Indigenous students’ demotivation to learning. Financial issues exacerbated these challenges. The findings highlight the students’ recognition of education as crucial for breaking the cycle of poverty. Their aspirations include surviving the crisis brought about by the pandemic, preserving cultural heritage, pursuing higher education, and contributing positively to their communities. Recommendations are provided to transform them into policies addressing the academic aspirations of Manobo, Higaonon, and Banwaon students, emphasizing cultural context and unique experiences.

Towards a safe haven: Students from post‐Soviet countries pursuing education in Sweden during the COVID‐19 pandemic

AbstractThis article delves into the motivations and aspirations of students from post‐Soviet countries who opted for education in Sweden amid the COVID‐19 pandemic. In stark contrast to most nations which enforced stringent lockdown measures to curb the transmission of the coronavirus, Sweden adopted a relatively laissez‐faire approach, keeping significant sectors of society operational. While Sweden's strategy garnered considerable global scrutiny and critique, the students in this study exhibited a notable lack of apprehension regarding the global health crisis or Sweden's controversial approach to the pandemic. For these students, the COVID‐19 pandemic primarily manifested as a practical impediment to their forthcoming academic endeavours. Conversely, they perceived various enduring societal challenges in their countries of origin–such as unemployment, anxiety and distrust towards governmental authorities, and even armed conflict–as possessing a more entrenched and formidable nature, posing a greater threat to their overall well‐being. Against this backdrop, Sweden emerged as a perceived sanctuary capable of reinstating a state of ontological security, especially for the students identifying as members of the LGBTQ+ community and with political convictions frowned upon by the government of their home country. By focusing on the narratives of these individuals and adopting a conceptual framework that views ‘crisis’ as a relational construct, this study sheds light on the divergent experiences and perceptions of the COVID‐19 pandemic among international student cohorts. This approach underscores the nuanced and context‐dependent nature of their responses to the pandemic, emphasising the imperative of empirically accounting for these variations.

Navigating transitions: Vietnamese students’ experiences and challenges in the first year of higher education

ABSTRACT This qualitative research delves into the intricate transitional experiences of Vietnamese students during their first year in higher education (HE). Grounded in the dynamically shifting socio-cultural landscape of Vietnam, the study captures the narratives of 15 students, emphasising the unique challenges faced by those from the Mekong Delta region. Utilising a robust analytical blend of sociocultural theory, transition theory, and constructivist grounded theory, the research surfaces seven poignant themes. These are: (1) ‘Cultural Dislocation’, capturing the tension between traditional values and modern, global influences; (2) the ‘Struggle with Academic Independence’ highlighting the challenges of autonomous learning; (3) the intricacies of navigating ‘Interpersonal Dynamics in Diversity’ in a multicultural academic environment; (4) the evident ‘Digital Divide’ accentuating the disparities in technological access and proficiency; (5) the delicate act of ‘Balancing Commitments’ between academic pursuits and deeply rooted familial responsibilities; and (6) the profound ‘Quest for Autonomy and Identity Formation’, signifying the transformative nature of HE as a space for profound self-discovery and personal growth. While offering specific insights into the Vietnamese context, the study resonates with global academic transitions, underscoring the urgent need for holistic educational approaches that address the diverse challenges and aspirations of contemporary students.

Education Failure Education Failure: Untold Tales of Bangladeshi Transgender’s Unquenchable Educational Aspirations

This study examines the undocumented narratives around the persistent desire for education among transgender individuals in Bangladesh, highlighting the challenges they have encountered in their academic pursuits. Through an analysis of the stories provided by eight adult transgender participants, this research identifies noteworthy factors that have led to the disparity observed in the educational aspirations of transgender individuals. In conjunction with in-depth interviews and interpretive phenomenological analysis, a narrative inquiry approach was utilized to acquire a comprehensive comprehension of the participants' viewpoints regarding educational aspirations. The results of the study indicate several significant factors that contribute to the diminished educational aspirations of transgender students. The results of the study indicate several significant factors that contribute to the diminished educational aspirations of transgender students, such as falsified sex identity, social stigmas, bullying, abuse and harassment, teachers' ignorance and unhelpful behavior, economic hardship and poverty, and unfavorable learning environments. The findings have highlighted the need for more open and accepting environments for transgender children and young adults, particularly in family and educational settings. Teacher’s World: Journal of Education and Res arch, 50(1): 7-20