Education Students Research Articles

The environmental education in students with discapacity light intellectualy from the process of understanding reader

El sistema educativo forma integralmente al hombre para la vida, por lo que el trabajo que se presenta va dirigido al fortalecimiento de la educación ambiental de los educandos con discapacidad intelectual, desde la comprensión lectora, donde las tareas de aprendizaje diseñadas están dirigidas a prever las consecuencias que trae para la sociedad el deterioro del entorno; de manera que estas coadyuvan a la toma de conciencia por parte de estos educandos conjuntamente con la familia y la comunidad, así como que actúen en consecuencia para proteger el Medio Ambiente de su localidad. En la medida en que los educandos se apropien de los conocimientos con respecto a la temática que se aborda, incidirá en su participación de forma consciente en la protección del Medio Ambiente. Se utilizaron métodos científicos como: histórico- lógico, analítico- sintético, inductivo-deductivo, análisis documental, prueba pedagógica, entrevista, observación, experimento pedagógico, así como el procedimiento del análisis porcentual - la estadística descriptiva.

Pathways to master’s education: insights from students in transnational higher education in China

AbstractPrevious studies have identified the tendency among transnational higher education (TNHE) graduates to pursue master’s programmes, especially overseas degrees. Nonetheless, there is a lack of exploratory research on this ‘transnational’ group to understand the logic of practice behind this phenomenon. This article draws on interviews with 23 students at a Sino-US university to understand their perceptions of master’s study and explore the effect of TNHE experience on their decision-making about further study. Using Bourdieu’s theory of practice, we find students perceive pursuing master’s study as a natural progression and a remedy for failures in their educational backgrounds. This paper also argues that the ‘fit’ or ‘split’ between TNHE students’ habitus and the embedded field generates two distinct groups regarding choices of post-graduate study, international aspirants and returnees. While the acquisition of new habitus and capital through TNHE experiences steers most students towards international master’s study, the durability of old habitus and personal reflexivity lead a few to pursue domestic education. Our findings provide implications for TNHE administrators in supporting students’ post-graduate educational aspirations and further development of TNHE institutions in China.

Exploring the potential of artificial intelligence to enhance the writing of english academic papers by non-native english-speaking medical students - the educational application of ChatGPT

BackgroundAcademic paper writing holds significant importance in the education of medical students, and poses a clear challenge for those whose first language is not English. This study aims to investigate the effectiveness of employing large language models, particularly ChatGPT, in improving the English academic writing skills of these students.MethodsA cohort of 25 third-year medical students from China was recruited. The study consisted of two stages. Firstly, the students were asked to write a mini paper. Secondly, the students were asked to revise the mini paper using ChatGPT within two weeks. The evaluation of the mini papers focused on three key dimensions, including structure, logic, and language. The evaluation method incorporated both manual scoring and AI scoring utilizing the ChatGPT-3.5 and ChatGPT-4 models. Additionally, we employed a questionnaire to gather feedback on students’ experience in using ChatGPT.ResultsAfter implementing ChatGPT for writing assistance, there was a notable increase in manual scoring by 4.23 points. Similarly, AI scoring based on the ChatGPT-3.5 model showed an increase of 4.82 points, while the ChatGPT-4 model showed an increase of 3.84 points. These results highlight the potential of large language models in supporting academic writing. Statistical analysis revealed no significant difference between manual scoring and ChatGPT-4 scoring, indicating the potential of ChatGPT-4 to assist teachers in the grading process. Feedback from the questionnaire indicated a generally positive response from students, with 92% acknowledging an improvement in the quality of their writing, 84% noting advancements in their language skills, and 76% recognizing the contribution of ChatGPT in supporting academic research.ConclusionThe study highlighted the efficacy of large language models like ChatGPT in augmenting the English academic writing proficiency of non-native speakers in medical education. Furthermore, it illustrated the potential of these models to make a contribution to the educational evaluation process, particularly in environments where English is not the primary language.

FEATURES AND ADVANTAGES OF THE DUAL FORMOF HIGHER EDUCATION

The advantages and possibilities of a dual form of higher education as a symbiosis of theoretical and professional-practical components of education are considered. In this case, the applicant receives all the necessary knowledge on the basis of a higher education institution (university or college), and practices them at an enterprise or company with which the institution cooperates. This system is currently being implemented in all European countries. Modern professional education, including higher education, lacks practical content. Instead, the dual form involves constant communication between the educational institution and the employer. Enterprises reserve the required number of training places for future specialists in higher education institutions. Students work in their chosen specialty during the entire period of professional training. There are various options for combining training and practice: three days at the enterprise and three days at the institution; classes in the morning, and work in the afternoon or vice versa. Depending on the chosen program and the agreement with the employer, applicants can spend a week studying theory and a week gaining practical experience, or two months attending lectures and the next two months working, developing and improving the acquired skills and abilities. Undoubtedly, the introduction of dual education requires adjusting industry standards and revising educational programs, designing learning outcomes that are required by the labor market. The concept of training specialists under the dual form of education, approved in Ukraine, regulates the rights, interests and obligations of educational institutions, employers, and students. Dual education makes it possible to turn students into mobile, competent, dynamic and experienced professionals who know what they want to achieve. It opens up new opportunities for professional training. At the same time, in the authors’ opinion, it is inappropriate to transform all professional education into dual education; this is a form of education for those who are able to combine study and work experience.

ChatGPT in education: unveiling frontiers and future directions through systematic literature review and bibliometric analysis

PurposeThis is a dual-focused study that anticipates qualitatively and quantitatively examining the literature on the recently initiated revolutionizing concept of ChatGPT in education by performing a Systematic Literature Review (SLR) and bibliometric analysis. Current study analyzed eight research questions: (1) the main information and annual scientific publications on ChatGPT in education, (2) the pioneer authors and collaborative authors exploring ChatGPT in education, (3) the authors' productivity through Lotka’s Law of Authors’ Scientific Productivity, (4) the most pertinent sources on ChatGPT in education and how are sources clustered through Bradford’s Law of Scattering, (5) the most related, cited countries and the nature of international collaborations exploring ChatGPT in education, (6) the most relevant publications exploring ChatGPT in education, (7) the most occurring and trending keywords in the empirical studies on ChatGPT in education, and (8) the themes and areas for future investigations on ChatGPT in education.Design/methodology/approachThe current study was designed as a SLR and bibliometric analysis, extracting articles from the Scopus database and utilizing both Biblioshiny and VOSviewer software for advanced scientific mapping and visualizations via quantitative and qualitative analysis approaches.FindingsThe results indicated that ChatGPT in education is a progressively evolving worldwide concept generating 45 scientific publications from 2023 to 2024 (May). The USA, China, and Indonesia are the most productive countries that have published articles on ChatGPT in education. The education systems, AI, students, educational computing, human experiments, teaching, educational status, chatbots, generative AI, academic integrity, educational technology, worldwide education, and technology acceptance are the pertinent future directions in the field of ChatGPT in education.Originality/valueThe analysis’s outcomes will enhance the area of study with theoretical and practical implications and benefit students, teachers, policymakers, regulators of educational and higher educational sectors, government, and the general public worldwide with effective utilization of ChatGPT in education.

Influence of Socioeconomic Status of Parents on the Scholastic Achievement of Mathematics Students in Selected Secondary Schools within Ado LGA of Ekiti State

The investigation explored the influence of socioeconomic status of parents regarding the academic successes of math students in chosen secondary schools located in the Ado LGAof Ekiti State. The study encompassed both public and private educational institutions, employing a straightforward random sampling technique to select five secondary schools and sixty students. Information was gathered via a self-designed questionnaire with distinct sections A and B, concentrating on demographic details and parental elements such as education level, family background, income, and occupational status in relation to students' performance in Mathematics. The instrument underwent face and content validity procedures, and the results were assessed using Pearson correlation coefficient, yielding a value of 0.85. Hypotheses were evaluated through Chi-square analysis, and data were presented using pie charts and tables. The outcomes unveiled a significant influence of parent’ educational background, family background, occupation, and income level on the academic success of mathematics students. The researcher recommends the implementation of financial assistance programs for families with lower incomes to ensure equitable access to quality mathematics resources. Moreover, schools are encouraged to establish initiatives and parental engagement programs, fostering an inclusive and equitable learning environment. The study advocates for policy changes to promote fairness in mathematics education for students from diverse socioeconomic backgrounds.

Challenges of teaching skills (student teachers) in the kindergarten practical education process from their perspective

Practical education is a significant part of the educational and psychological tools represented by vision and practice. This has a positive impact on teacher preparation The second semester is devoted to practice in kindergartens, lasting six weeks. This is a real training opportunity for student teachers to demonstrate their skills and learn many teaching and kindergarten skills that will become a teaching experience in the future. The aim of this study is to identify the obstacles of student teacher teaching skills in the process of practical education in kindergartens in central Sulaimani, all of which were female. Utilizing a descriptive research method, the researcher employed a measurement tool consisting of 33 items categorized into six areas to identify obstacles to teaching skills among basic education students. The research sample comprised 82 student teachers. Statistical treatment of data was conducted using the SPSS program, facilitating the analysis of collected information and percentage weight. Finally, the researcher came to several conclusions: Level of obstacles to teaching skills Practical education among teacher students is generally high. The field of teaching materials, educational supervisors and kindergarten staff is generally at a weak level among student teachers, but the fields of planning, personality and teaching methods of teachers are at a high level.

Challenges of teaching skills (student teachers) in the kindergarten practical education process from their perspective

Practical education is a significant part of the educational and psychological tools represented by vision and practice. This has a positive impact on teacher preparation The second semester is devoted to practice in kindergartens, lasting six weeks. This is a real training opportunity for student teachers to demonstrate their skills and learn many teaching and kindergarten skills that will become a teaching experience in the future. The aim of this study is to identify the obstacles of student teacher teaching skills in the process of practical education in kindergartens in central Sulaimani, all of which were female. Utilizing a descriptive research method, the researcher employed a measurement tool consisting of 33 items categorized into six areas to identify obstacles to teaching skills among basic education students. The research sample comprised 82 student teachers. Statistical treatment of data was conducted using the SPSS program, facilitating the analysis of collected information and percentage weight. Finally, the researcher came to several conclusions: Level of obstacles to teaching skills Practical education among teacher students is generally high. The field of teaching materials, educational supervisors and kindergarten staff is generally at a weak level among student teachers, but the fields of planning, personality and teaching methods of teachers are at a high level.

The Impact of Role Models and Experiences on Physical Education Teacher Education Students’ Technological, Pedagogical, and Content Knowledge

Preparing future physical education teachers to effectively integrate technology is a responsibility of physical education teacher education (PETE) programs. The purpose of this study was to examine 124 PETE students’ Technological, Pedagogical, and Content Knowledge (TPACK) levels, role models for TPACK, and first-hand experi-ences with TPACK. Participants completed the Survey of Preservice Physical Education Teachers’ Knowledge of Teaching and Technology. Descriptive statistics, analysis of variance, and stepwise regression were used to determine TPACK levels, differences among participants, and predictors of TPACK. Results indicated that PETE students had high levels of TPACK (M=4.0, SD = .76) and that PETE faculty modeling was the most significant predictor of TPACK. TPACK was observed and experienced mostly with video analysis/demonstrations and activ-ity monitoring.

МЕТОДИЧНА ПІДГОТОВКА МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ ДО ОРГАНІЗАЦІЇДОСЛІДНИЦЬКОЇ ДІЯЛЬНОСТІ УЧНІВ

The article analyzes the state of methodical training of future teachers for the organization of research activities during biology education. The article analyzes model programs "Biology. 7-9 grades" for institutions of general secondary education. The current state of methodical training of future teachers for the organization of research activities during biology education has been clarified. It has been found that the research approach in the education of education seekers is implemented through the study of all educational disciplines, the formation of research biological skills, takes place during the training of professional disciplines, and is consolidated during the training of selective disciplines and practical training. Acquiring research skills by students is one of the priority tasks of modern biological education. Because STEM education is based on the practical, interdisciplinary application of knowledge and skills to solve practical tasks that students face, not only during education, but also in everyday life. Accordingly, training should aim to teach students disciplines in a pleasant and, above all, practical way, since it is a project-based form of training. Higher education should be aimed at awakening the scientific interest of students and developing their ability to solve problems. The purpose of such training is to teach students to apply an interdisciplinary approach during training, to adapt knowledge and skills to real-life problems, to give them more tools for future professional activities. Mastering research skills by students is one of the priority tasks of modern biological education. STEM education is based on the practical, interdisciplinary application of knowledge and skills to solve practical problems faced by students, not only during their studies but also in everyday life. Accordingly, education should aim to teach students disciplines in an enjoyable and, above all, practical way, as it is a project-based form of learning. Higher education should be aimed at awakening students' scientific interest and developing their ability to solve problems. Implementation of these changes will require significant efforts from all participants in the educational process. However, if these efforts are successful, they will contribute to improving the quality of higher education in Ukraine and ensure that higher education students are prepared for successful professional activities in modern society.

Remote Learning in Military Higher Education During Covid-19: Challenges and Strategies for Student Officers in Sri Lanka

The COVID-19 pandemic precipitated a global shift in higher education toward remote learning, prompting diverse adaptations to ensure continuity in student education. This transition was particularly impactful in Sri Lanka, where the tri-forces' student officers, crucial for national defense, underwent remote postgraduate studies. This study investigates the challenges, perceptions, and proposed strategies of these officers pursuing the PSC (Master’s degree at Defence Services Command and Staff College) during the pandemic. Grounded in Anderson's Theory and Practice of Online Learning, the research employed a descriptive cross-sectional design, surveying 30 male student officers via an online questionnaire. Results indicate a generally positive reception of remote learning, with 61.9% expressing satisfaction, despite encountering technical barriers, limited peer interaction, motivation issues, and content comprehension difficulties. While 52.4% reported moderate engagement levels, 66.7% acknowledged satisfactory lecturer support. The study suggests enhancing infrastructure, fostering interactive learning environments, and improving teacher-student interaction to mitigate challenges and bolster remote learning effectiveness. Notably, 85.7% of respondents advocate for hybrid learning, blending online and traditional methods. However, limitations include a small, male-only sample, limiting generalizability, and neglecting perspectives of officers with lower IT and English proficiency. Recommendations include policy interventions to enhance teacher-student interaction, promote engagement, and optimize remote learning quality, recognizing its pivotal role in future higher education. This study contributes insights into the challenges and prospects of remote learning in a unique military educational context, informing strategies for its effective implementation amidst crises and beyond.

Co-designing assessment tasks with students in tertiary education: a scoping review of the literature

Traditional assessment methods in tertiary education may not suit students’ diverse learning needs, values, and preferences. Co-designing assessment with students may engage them more effectively. This scoping review determined assessment co-design processes employed in tertiary education, evaluated the impacts on student learning outcomes and key factors contributing to effective assessment co-design. Seven databases were searched, limited to human studies in English language published between 2003–2023, with records screened by two reviewers. Data were presented in tabular form and a narrative synthesis. From 6233 records identified, 51 articles were included. Three main assessment co-design processes were: co-design of assessment rubrics and marking criteria; assessment co-design with larger student groups (e.g. via multiple-choice question pools and co-creation workshops); and intensive assessment co-design with smaller groups. Positive student outcomes included increased assessment literacy, student autonomy, engagement and interest and development of professional and learning skills. Staff support and effective communication between team members were some key enablers, while some barriers included time constraints and student resistance to participation. There were diverse co-design processes and outcomes from assessment co-design across disciplines. Future research should prioritise assessment co-design with international students for inclusion and equity and graduate students to accommodate advanced learning skills.

Specific ICF training is needed in clinical practice: ICF framework education is not enough.

The use of a common language in interprofessional collaboration is essential. The World Health Organization's International Classification of Functioning, Disability and Health (ICF) has been identified as a unifying framework for interprofessional collaboration and the identification of client needs. Higher education institutions (HEIs) offer ICF framework education to students but is it enough to enable graduated professionals to implement the ICF in clinical work? In our experience, the ICF education provided by HEIs does not meet the requirements of clinical practice, which might be due to gaps in teaching ICF to students (education) and specific requirements for teaching ICF to professionals already working in rehabilitation (training). This paper discusses the need for the ICF training in practice and ways to address it. Although many rehabilitation center professionals had previously received ICF education provided by the HEIs, the rehabilitation centers felt the need to develop their own practical training materials that could be applied to their own environment. Overall, 18 different ICF-based materials were developed during the Erasmus+ project called INPRO to promote person-centered and interprofessional practice in the rehabilitation centers. The practical training using real cases was considered valuable. It could be further developed in cooperation with HEIs and vice versa. It could also be used to teach students, i.e., future colleagues. To deepen and broaden the integration of the different materials based on the ICF, it is important to continue the interactive discussion between HEIs and clinical practice, and between management and its staff.

Teaching strategies based on augmented reality for the understanding of theorems and proofs in mathematics courses for higher education students

The object of this study is to explore how teaching strategies based on increased reality can improve the understanding of theories and demonstrations in mathematics courses for higher education students. Realized an exhaustive revision of the academic literature relative to the use of the increased reality in the teaching of mathematics. We identify and analyze studies that investigate the impact of reality increased in the understanding of abstract mathematical concepts, as well as in the motivation and compromise of students. In addition, we will examine specific applications of increased reality used in educational contexts to teach theorems and demonstrations. The results reveal that the teaching strategies are based in reality and offer many benefits for the understanding of theorems and demonstrations in mathematics courses for higher education students. These benefits include improved visualization of abstract concepts, greater interaction and active participation, adaptability to the individual needs of students, immediate feedback and greater motivation and compromise. In combination, these results suggest that the increased reality has the potential to significantly transform the form into which one teaches and learns the mathematical concepts in higher education institutions.

Teaching strategies based on augmented reality for the understanding of theorems and proofs in mathematics courses for higher education students

The object of this study is to explore how teaching strategies based on increased reality can improve the understanding of theories and demonstrations in mathematics courses for higher education students. Realized an exhaustive revision of the academic literature relative to the use of the increased reality in the teaching of mathematics. We identify and analyze studies that investigate the impact of reality increased in the understanding of abstract mathematical concepts, as well as in the motivation and compromise of students. In addition, we will examine specific applications of increased reality used in educational contexts to teach theorems and demonstrations. The results reveal that the teaching strategies are based in reality and offer many benefits for the understanding of theorems and demonstrations in mathematics courses for higher education students. These benefits include improved visualization of abstract concepts, greater interaction and active participation, adaptability to the individual needs of students, immediate feedback and greater motivation and compromise. In combination, these results suggest that the increased reality has the potential to significantly transform the form into which one teaches and learns the mathematical concepts in higher education institutions.

Developing microbiology literacy in biology education college: future teacher candidates

ABSTRACT Recently, several articles have reflected on the existence of microorganisms in supporting the life and health of living creatures as the beginning of the emergence of microbiology literacy. In the curriculum, understanding the activity of microorganisms has been studied from pre-school, elementary school, and middle school to college. The presence of microorganisms is often associated as a cause of disease. As a result, most students know the negative impact of microorganisms but have not discovered the fundamental role of microorganisms in their lives. Special attention needs to be given as a form of effort to strengthen microbiology literacy. Several studies state that students have an important role in disseminating the concept of sterilization, maintaining a safe distance, and using masks as generally applicable protocols during the pandemic. Therefore, with the aim that microorganisms have an important role, both directly and indirectly and to curb negative perceptions of microorganisms, we propose microbiology competencies among biology education students, who are future teaching candidates. This article identifies the complex challenges of 21st-century microbiology learning and the OECD framework. This approach includes the use of pedagogical interventions with the main objectives: (i) knowledge (to teach fundamental microbiology knowledge, (ii) skills (to increase awareness in recognizing and solving real-life problems), and (iii) attitudes and values (to explain the contribution of microbiology in supporting life).

Study on the Assessment of the Level of Skill and Coordination of Higher Education Students

The research was conducted in the first semester of the academic year 2023-2024, the subjects tested were students of the Faculty of Physical Education and Sport of “Spiru Haret” University of Bucharest. They gave their consent to participate in tests on the evaluation of skills in handball, gymnastics, and tennis classes. So in gymnastics, they performed circle throws and fixed-point ball throws over time, with correct execution being appreciated. The throws with the two objects were made with both hands, starting with the handy hand, with a break between trials. In tennis, our subjects had 10 balls thrown to them by the teacher and had to perform the long forehand crosscourt shot in the hatched areas (as the first trial) and the long backhand crosscourt shot in the hatched areas (the second trial). For handball, we opted in this experimental study for two individual trials of moving with two balls in dribbling over a distance of 10m, dribbling simultaneously (trial 1) and alternately (trial 2), and a partner passing trial (distance 3-4m, 30seconds) simultaneously with (trial 3).

The Study of the English Preparation Course to Enhance Students’ English Proficiency for the Standardized Test “Your Score is High; my Score is Low. How to Make it Higher?”

“Your score is high; my score is low. How can I make it higher?” The author heard this in students’ conversations after they received their pre-test scores in the TOEIC training course. This is the major reason the author decided to conduct this study. Using the TOEIC score as part of the graduation requirements, the university designed and provided an English preparation course, namely EG1001: English for Proficiency Preparation, for students before taking the test. This small-scale research aims to investigate the effectiveness of the test preparation course in enhancing students’ English language proficiency and to explore which specific skills non-English major students need to improve for the TOEIC test. The study used pre-and post-tests to collect the language proficiency outputs of 57 higher education students in this course. Additionally, the study used their mini-test scores from each unit of the learning material to track their progress. The findings revealed that the post-test mean score (48.96) was higher than the pre-test mean score (40.58), indicating that after participating in this course, the participants improved their English proficiency. The results also suggested that students needed to practice more on the listening part of the TOEIC test.

Organizational and managerial context of project-based learning development in higher school

The article is devoted to the study of the organizational and managerial context of the development of project-based learning in Russian universities. The sample of the study is represented by twelve universities of different types (federal, research, reference) Volga, Ural, Siberian and Southern Federal districts. Based on the traditional analysis of official documents posted on the official websites of universities, an assessment of key aspects of university policies in the implementation of project-based student education was carried out, reflecting the development of the organizational infrastructure of the analyzed practice and forming an environment of social interaction between students, teachers, curators, employers and representatives of educational management. The development of assessment tools was based on the methodology of systemic, organizational and managerial, process, situational and temporal approaches. The purpose of the study is to analyze the organizational and managerial context of project–based education in Russian universities. It is established that the institutional practices of implementing project-based learning in the universities under study have different resource capabilities and are implemented along different trajectories that have their own logic. The study recorded that in the information space, and accordingly in the organizational and managerial environment, diversity is represented in determining the goals and effectiveness of project training. The demarcation lines in the existing organizational and managerial models are strategic forks that ensure: the mass or selectivity of project-based education in universities; orientation towards educational and/or product results; integration of project-based learning into the educational process or the implementation of students' project activities beyond their educational activities. The dependence between the organizational design of project training and its resource provision – regulatory, personnel, and information support is revealed. The scale and intensity of managerial innovations associated with the transition of the educational process to project-based learning formats are more typical for universities included in the “Priority-2030” university development program. They determine not only serious institutional and organizational changes, but also the transformation of social interaction practices in higher education.

The Use of Animation and Augmented Reality in Teaching Computer Programming

This paper presents the main difficulties in learning computer programming faced by primary and secondary education students and examines whether Augmented Reality (AR) and animation can contribute to more effective teaching of this subject. The benefits of AR and animation in learning programming are presented and analyzed, and an overview of related applications developed in recent years is provided, as evidenced by the literature. Finally, conclusions are drawn, and suggestions for future research in this specific field are made.