Students In Educational Environment Research Articles

A longitudinal study on the impact of perceived stress on academic engagement among deaf college students: the moderating effect of positive emotions

IntroductionThis longitudinal study sought to examine the dynamic influence of perceived stress on academic engagement among deaf college students, as well as assess the moderating role of positive emotions in this relationship. Given the unique challenges faced by deaf students in educational environments, understanding these dynamics becomes crucial for developing effective support strategies.MethodsAcross a seven-month period, encompassing two semesters, 223 deaf college students were evaluated three times using the Perceived Stress Questionnaire, the Academic Engagement Questionnaire, and the Positive Emotions Questionnaire.ResultsThe results indicated that these students experienced high and variable levels of perceived stress, along with inadequate and similarly fluctuating levels of academic engagement. Their positive emotions were moderately low but relatively consistent. Perceived stress was found to be a negative predictor of academic engagement, while positive emotions positively predicted academic engagement. Furthermore, positive emotions acted as a moderating factor, alleviating the negative effects of perceived stress on academic engagement and serving as a protective mechanism for the academic engagement of deaf college students.DiscussionThis research sheds light on the impact of perceived stress on academic engagement in deaf college students, and reveals the underlying mechanisms, contributing precious empirical evidence to further our comprehension and enhance special education services.

Belongingness:The Keystone of Student Development in Evolving Educational Environments

Based on the literature review and analysis of survey responses from Babson College students’ changing sense of belongingness before, after, and during the COVID-19 pandemic, this study investigates the influence of belongingness on students in educational environments. The findings reveal that, despite the barriers posed by remote learning, there are effective approaches to mitigate these impacts, such as shorter lectures, facilitated discussions, and maintaining a strong online presence. Moreover, the personal narratives from students during this unprecedented time offer perspectives on the varying degrees of belongingness experienced across different educational stages and modalities. This research underscores the nature of belongingness and its critical role in fostering an inclusive, supportive academic environment, highlighting the need for innovative teaching strategies to preserve student engagement and belonging. In the end, this paper calls for further research into pedagogical practices that can enhance a sense of belonging in both physical and virtual classrooms, which is always evolving.

Kahoot! Game‐based digital learning platform: A comprehensive meta‐analysis

AbstractBackgroundIn recent years, the widespread use of technology in classrooms has encouraged the transition from traditional lecture methods to digital‐based learning environments. Technological game‐based learning platforms, such as Kahoot!, which are used to encourage students' active participation and interaction in learning environments, are used significantly by teachers and students in educational environments worldwide.ObjectivesThis article aims to examine the effects of Kahoot, a digital learning platform, on education through meta‐analysis. This meta‐analysis provides a holistic understanding of the potential impact of Kahoot on education by synthesizing the results of various experimental studies. This study evaluates the influence of Kahoot on key educational variables, such as academic achievement, retention, motivation, anxiety and attitude, which are essential for enhancing teaching methods and optimizing learning environments.MethodsThe study conducted a meta‐analysis following the guidelines outlined in the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis (PRISMA). A total of 43 studies that met the specified criteria were included in the sample, providing a comprehensive overview of the impact of Kahoot across different contexts. The sample was n = 1706 for the experimental group and n = 1647 for the control group.Results and ConclusionThe findings from the meta‐analysis indicate that Kahoot has a significant moderate positive effect on academic achievement, with an average effect size of 0.772 (95%CI: 0.540–1.004). The analysis also shows a very large positive effect on retention, with an average effect size of 1.492, suggesting that students using Kahoot tend to have significantly higher retention compared with those who do not. For motivation, Kahoot demonstrates a large positive effect, with an average effect size of 0.960, indicating that students using Kahoot tend to be more motivated. The impact on anxiety is less clear, with a small negative effect size of −0.338, suggesting a moderate reduction in anxiety levels among students using Kahoot. Lastly, Kahoot appears to have a medium positive effect on students' attitudes towards learning, with an average effect size of 0.678.TakeawaysThese results underscore the potential of Kahoot as an effective educational tool. The results of this study provide valuable guiding information for educators and policy makers by helping to optimize teaching methods and learning environments through the effective use of digital tools, such as Kahoot. The findings suggest that Kahoot can increase academic achievement, retention, motivation and attitudes and potentially reduce anxiety, making it a promising digital tool for modern educational practice.

Classification and Analysis of the Application of Knowledge Graphs in Education

A classification of the use of knowledge graphs in the educational field is presented and analyzes the methods used is carried out. The lack of systematization of the use of knowledge graphs in education, adapted to the individual needs and interests of various stakeholders, has necessitated the analysis and classification of the use of knowledge graphs in education, taking into account the key participants in the educational process. The purpose of the article is to classify the use of knowledge graphs by key participants in the educational field and analyze the methods used to construct and manipulate knowledge graphs. The research methodology is based on review, analysis, classification of scientific articles and projects. As a result of the analysis, several conclusions were obtained. The most common application of knowledge graphs is their use as an educational environment for students, serving as a tool for learning specific subject areas. Teachers perceive knowledge graphs as a means of organizing and structuring educational materials, and education managers consider them valuable for constructing individual learning trajectories and as auxiliary tools for decision making. Various authors have proposed a variety of approaches to working with knowledge graphs, using a variety of techniques such as machine learning, natural language processing algorithms, ontology creation, expert assistance, and the use of a wide range of models. The general trend is that methods for working with knowledge graphs often combine different approaches and technologies to achieve maximum efficiency in solving specific problems. The possibility of further application of the results is to identify the least covered group of stakeholders and develop for them a model of a recommendation system based on knowledge graphs, using modern and relevant methods for processing them.

Exploring the High Quality Development Path of Virtual Teaching and Research Room for College English Course under the Background of Digital Education

With the continuous deepening of educational reform, there have been significant changes in college English courses. With the promotion of information technology, digitalization of teaching has become a key factor. In the process of college English teaching, virtual teaching and research rooms have become an important condition. The high-quality development of virtual teaching and research rooms can create a better teaching environment for students, promote resource sharing, and promote the development of teachers. Based on this, this article analyzes the current situation of virtual teaching and research rooms for college English courses under the background of educational digitization, and explores ways for high-quality development.

Inclusive Special Needs Education and Happiness of Students with Physical Disabilities in Saudi Arabia: The Role of School Satisfaction and Self-Concept

This research aims to discover how inclusive education practices can determine the happiness and school satisfaction of students with physical disabilities through the development of self-concept. To achieve the objective of this study, quantitative research was used by administering a questionnaire to 403 students with special needs in secondary and high school in Saudi Arabia. The collected data were analyzed according to structural equation modeling. Our findings support the considerable agreement on the importance of inclusive special needs education for the happiness of physically disabled students. A total mediating effect of self-concept between ISNE and school satisfaction is also confirmed, which shows the great importance of the psychological dimension in special education. These results can orient and assist school managers in defining an appropriate educational environment for students with special needs. They can provide specific directives for raising the happiness and the quality of life of such students, making them more productive and socially active. Following this research, a new school framework can be drawn to protect, assist, and change the self-concept of students with physical special needs to shift the perspective of disability from an obstacle to overcome to an opportunity to exploit.

The Importance of Movement in the Education of Pupils with Intellectual Disabilities

The article deals with the importance of movement in the education of pupils with intellectual disabilities. There is now a growing body of research that emphasizes the positive impact of physical activities on the physical, mental, and social aspects of the lives of individuals with intellectual disabilities. This article evaluates the importance of including diverse forms of exercise in educational programs for this group of learners. Research has shown that comprehensive and adapted exercise programs have the potential to significantly improve the functional abilities, psychological well-being, and social integration of students with intellectual disabilities. This article highlights the need to provide physical education teachers and coaches with specific guidelines that reflect the latest scientific findings and assist in the effective planning and implementation of exercise programs for this specific population. In the final recommendations, the article highlights the necessity of integrating physical activities into the educational environment for students with intellectual disabilities as a key factor in promoting their overall development and quality of life.

Perspective of educational environment on students' perception of teaching and learning.

Cross-sectional research was designed using the Dundee Ready Education Environment Measure (DREEM) to examine the impact of the educational environment on students' perceptions of learning and teaching in a university offering higher education. Using a Likert scale, 300 participants from various streams were assessed. There were no disparities in the students' judgments in the five DREEM categories of discipline, accommodation, gender, level of study, and disciplines. In general, students judged that the student-teaching environment was satisfactory. To investigate the validity of the DREEM, we conducted Cronbach alpha analysis and exploratory factor analysis (EFA) employing principal component analysis with varimax rotation. Only 44 of the 50 factors were deemed to be significant, with a cumulative explained variance of 46.539%. The total construct dependability of the EFA nine-factor solutions was 0.954. Finally, only five acceptable factors explained 46.539% variance using the criteria of eigenvalue > 1 and Cronbach's alpha > 0.6. Factor analysis was appropriate as evidenced by the Kaiser-Meyer-Olkin Measure of Sampling Adequacy of 0.942. With a Cronbach alpha of 0.955, the revised first domain of "student perception of learning" was the most trustworthy DREEM item, accounting for 20.19% of the variance. The highest factor loading was for the item "Teaching helps me become a more active learner". A redesigned DREEM might be valuable for assessing the educational environment at institutions providing higher education.

Педагогічний дизайн як сучасне явище індивідуальної майстерності науково-педагогічних працівників закладів вищої освіти

Abstract. The search for effective means of professional training of students has led us to the need to analyze and understand the possibilities of pedagogical design in the educational process of higher education. To solve the tasks, methods of historical analysis were used to analyze and generalize the scientific literature on the problem of work; structural-genetic analysis and synthesis, specifying the object and subject of research. An analysis of the scientific and pedagogical literature in which the object of study is "pedagogical design" shows that the definition is a modern phenomenon in the trend of development of pedagogical science. This explains the ambiguity of the interpretation of the concept of pedagogical design by different researchers. In the study, the authors propose an authorial definition of pedagogical design in the narrow sense. Pedagogical design is a complex creative scientific and practical activity of a scientific and pedagogical worker on the formation of a harmonious, aesthetically complete educational environment of students and the development of objects of material culture. Along with the positive effect of the implementation in practice of higher education institutions, the use of pedagogical design does not immediately solve the existing problem of choosing pedagogical learning technologies. Unfortunately, it remains a key problem for the teacher - the subject of the educational process. The scientific novelty of the study is that it is proposed to expand the meaning of "pedagogical design" as a complex creative scientific and practical activity of scientific and pedagogical worker to form a harmonious, aesthetically pleasing educational environment for students and develop effective pedagogical technologies and teaching methods. The practical significance of the study is to expand the scope of pedagogical design in higher education. The presented study does not cover all aspects of this problem. Theoretical and practical results obtained in the process of scientific research are the basis for its further study and improvement. Key words: pedagogical design, individuality, skill, teacher, research and teaching staff, institution of higher education.

The Possibilities of Using New Digital Technologies in Teaching Students the Course of Geometry

This article discusses the possibilities of using digital educational resources, including virtual and augmented reality (VR/AR) technologies in the process of teaching geometry to future mathematics teachers. In the modern education system, in order for students to receive an effective education, they must first arouse their interest in learning new knowledge, and only then will the new material move into long-term memory. And it is impossible to interest the youth of the 21st century with videos, presentations, pictures. Therefore, the use of VR/AR technologies in the learning process is considered promising. The authors of the article analyzed the state programs and concepts on the research topic, analyzed the work of domestic and foreign scientists on the research topic, conducted online surveys and conversations with students, and analyzed the results. . In addition, the article presents a number of tasks performed by the use of technology in augmented reality, and examples of their digital performance in the chapter "Rotating body" in the course of practical training. As part of the math education program, 54 students were surveyed to find out how well students are familiar with VR/AR technologies and how they use them, and the results of the survey are presented in detail. According to the results of the survey, it was found that students do not know the possibilities of applications and programs of VR/AR technology in the course of geometry and need to improve their knowledge in this area from a methodological and psychological-pedagogical point of view. The authors believe that teaching future mathematics teachers to use augmented reality technologies in geometry lessons will stimulate the process of visualization and create a creative, informational and educational environment for students.

Features of psychological readiness of teachers to use information and communication technologies in pedagogical activity

The objectives of the research: The article considers the problem of preparing teachers for activities in the information space, which covers both the virtual space, where electronic communications are provided via various Internet networks, and certain technical devices. Considerable attention is paid to the study of the peculiarities of the psychological readiness of teachers to use information and communication technologies. The complex of research methods is used in the work: Psychological features and problems of the influence of information and communication technologies on the implementation of effective interaction between teachers and students are identified. Theoretical results: Based on the analysis, the essence and structure of psychological readiness of teachers to interact with students in the digital educational environment are revealed, which contains cognitive, motivational and operational components. Empirical results: A set of methods for studying the levels of psychological readiness of teachers to use information technology and interaction with students in the educational environment is grounded and the results of their application in a representative sample of educators are presented. It is noted that the introduction of ICT in the educational environment contributes to improving its quality, as well as improving the organization of educational institutions and their management.

Barriers and bridges with digital tools in visual arts for students with disabilities: a snapshot of a year challenged by COVID-19

Due to the pandemic, teachers across the nation were thrown into a digital educational environment where they had to rely on technology (and the good graces of parents) to convey instruction across the virtual learning landscape. For teachers of the visual arts, the shift to virtual learning created the opportunity and challenge to create engaging, fun, and relevant lessons, especially when teaching students with disabilities. The impetus for accessibility to visual arts learning for all students comes from the importance of visual arts to culture, community, and further life skill engagement. The basis for the need for accessible instruction is in the policies and procedures developed at a county, state, and federal level supporting the access to the educational environment for students with disabilities. In this article, we move from the macro level of policy and procedure to the micro level of real teachers implementing appropriate strategies to engage students directly in their visual arts instruction. We, in collaboration with visual arts instructors, dive into the barriers that came with the shift to a virtual learning environment during the pandemic for students with disabilities, and how they identified strategies to bridge the gaps. Teachers identified how their “teaching toolbox” was stretched and expanded through the use of new digital tools. We also identify supports and strategies lacking in the digital learning environment and how the teachers attempted to overcome them. The teachers also share how they implemented specially designed instructional strategies to meet the students’ needs while engaging the students with the visual arts content. We explore teacher perspectives on the implementation of digital strategies during distance learning and gain insights on lessons learned, strategies to carry forward, and digital divides that continue, even into the varied learning modes following the COVID-19 pandemic.

PEMBINAAN NILAI SPIRITUAL DAN SOSIAL ISLAMI PESERTA DIDIK DI LINGKUNGAN PENDIDIKAN MINORITAS MUSLIM

The conditions of the educational environment have an impact on the spiritual and social values of students. The school environment is often part of what shapes the personality of students, so muslim students who study in educational institutions that are minority muslims know a lot about cultures that are far different from islamic teachings. Therefore, this study aims to reveal how Islamic spiritual and social coaching of students in the educational environment of Muslim minorities. The research was conducted by SMA Negeri 2 Sipora, the approach used was qualitative. Data were collected by observation techniques, interviews and documentation studies. Data analysis uses the techniques Huberman offers. The result of the study was that the spiritual value development carried out at SMA Negeri 2 Sipora was in the form of establishing regular dhuha and zuhur prayer activities, tadarus al-Qur'an, a special cultum of Muslim students, instilling an attitude of respect for every elder. Meanwhile, the development of Islamic social values to Muslim students in the Muslim minority education environment is to emphasize honest behavior, discipline, responsibility, courtesy, tolerance, self-confidence, mutual cooperation. These values found are realized at SMA Negeri 2 Sipora due to the application of learning methods that are in line with environmental conditions and student conditions.

ЭФФЕКТИВНЫЕ ОБРАЗОВАТЕЛЬНЫЕ ПРАКТИКИ НА ОСНОВЕ АЛГОРИТМОВ ИСКУССТВЕННОГО ИНТЕЛЛЕКТА В ПОДГОТОВКЕ БУДУЩИХ ПЕДАГОГОВ

The paper considers practical aspects of the implementation of the educational process in an electronic educational environment for students — future teachers in order to form their readiness to perform work functions and actions in conditions of uncertainty and digital transformations. Based on the analysis of scientific literature, the results of the survey, the experience of preparing students of pedagogical directions, as well as taking into account the application of a multi-paradigm approach to pedagogical education, the methods of training future teachers using artificial intelligence algorithms are proposed. The article presents the methodology of the existence and functioning of a collective pedagogical megasystem, both forecasting pedagogical processes and identifying new patterns and making effective didactic decisions based on the use of collective intelligence algorithms in the implementation of pedagogical practice. The article reveals the applied aspect of the use of collective intelligence algorithms in the implementation of quasi- professional activities at the university and during pedagogical practice in order to form the readiness of future teachers to implement pedagogical activities based on learning to choose effective didactic solutions. This aspect is key for the readiness and ability to implement professional actions and functions due to variations: the contingent of students, subject content, organizational and pedagogical conditions of a particular educational organization. Taking into account both spontaneous and systemic aspects in the implementation of professional activity is crucial for the choice of learning technologies that ensure maximum productivity of the teacher and, as a result, the achievement of high educational results of students. For these purposes, the most suitable algorithm for choosing methods and technologies for the implementation of professional activities by future teachers is the ant algorithm. This algorithmic model allows us to take into account both the probabilistic nature of the changing impact parameters, and allows us to evaluate and select the high effectiveness of the application of this algorithm, which distinguishes it favorably among other artificial intelligence algorithms. The article provides an example of an ant algorithm for determining the best hierarchy of organizational and pedagogical conditions conducive to the best choice of technologies and methods for the implementation of professional activities by future teachers. As a conclusion, the authors propose to use collective intelligence algorithms in the process of quasi-professional activity of future teachers in the framework of pedagogical practice, which will contribute to the formation of their readiness to implement pedagogical activities in terms of performing labor functions and actions based on learning to choose effective didactic solutions.

Pengaruh Lingkungan Pendidikan Terhadap Minat Belajar Siswa di Sekolah Dasar

This research is a quantitative research with an ex post facto correlational model which aims to determine the significant influence between the educational environment of students at SDN 220 Cinnong, Sibulue District, Bone Regency. The data in this study were collected by questionnaire and processed using descriptive statistical analysis and inferential analysis. The results showed that there was a significant influence between the educational environment on student interest in learning at SDN 220 Cinnong with a value of (3.2046) greater (>) value (0.68083) which means H0 is rejected and H1 is accepted. Based on the results of the study, it can be concluded that the educational environment will have an impact on students' interest in learning. So the better the educational environment it will increase student interest in learning. From these conclusions, the impact resulting from this study is known that a good educational environment will increase students' interest in learning.

Teachers of Special Education and Assistive Technology: Teachers’ Perceptions of Knowledge, Competencies and Professional Development

The main aim of this study is to quantitatively investigate special education teachers’ use of Assistive Technology (AT) in special education through a questionnaire distributed to special education teachers in the Jeddah School District. In all, 64 questionnaires were included in data analysis, which found that teachers have a moderate level of AT knowledge and skills and a moderate knowledge of AT concepts and terms, and felt moderately confident about identifying a variety of AT devices. Moreover, 90% of respondents are strongly interested in receiving more training on AT, preferably through one-on-one individualized instruction and attendance at workshops or conferences. This study recommends AT training as having special importance in preparing a conducive educational environment for students with disabilities, for as the professional development of teachers’ competency has a significant influence on teaching students with disabilities, this would better enable teachers to integrate AT into the school curriculum.

Willingness to Forgive Oneself and Others as a Way of Personal Growth of University Students

The article is devoted to the problem the personal growth of students in educational environment. It is indicated that psychological consultation with students in the educational environment on interpersonal problems is a factor in their personal development. The relationship between willingness to forgiveness oneself and others and personal growth in university students is analyzed. The factors of personal personal growth in university students were investigated. The following hypotheses were formulated: 1) willingness to forgive oneself and others, trait forgivingness in university students are positively correlated with personal growth, personal self-efficacy; 2) willingness to forgive oneself and others, trait forgivingness, hardiness, sociability, psychological resilience are significant factors of personal growth in university students. The participants were 512 Ukrainian university students (260 women; 252 men). Scale of Deep Readiness for Forgiveness, Trait Forgivingness (dispositional) Scale, Overall Self-efficacy Scale, Scale of psychological well-being, Psychological Resilience Scale (PRS-11), Freiburg Personality Inventory, Hardiness Test, Mental Health Outcome Measures, Depression and Anxiety (BSI – 12) were applied. Pearson’s correlation coefficients to test the features of the relationship between willingness to forgiveness and personal growth, personal self-efficacy in university students were investigated. The multiple regression analysis for the factors of personal growth in university students was performed. The important factors of personal growth were identified by the study. High levels of willingness to forgiveness, trait forgivingness, sociability, personal self-efficacy, autonomy, psychological resilience, hardiness, self-acceptance increase personal growth university students. The presented findings should be taken into account by persons offering professional support for university students.

The Use of Audio-Visual Materials in the Education of Students with Hearing Loss

Learning is the process of restructuring mental schemas through adaptation to new experiences. Instructional materials help form a suitable and individualized educational environment for students with hearing loss while facilitating lexical development and comprehension of academic content. This case study aims to demonstrate the contribution of visual and audiovisual materials to the efficiency of the Social Studies Course for 4th-grade students with hearing loss. Findings of the study have been collected through video recordings of the lessons, validity meetings, the research log, realia, photographs/images, graphic organizers, and educational videos/documentaries. Data analysis demonstrates that the use of visual and audiovisual materials contributes substantially to students’ (a) comprehension of the questions and explanations, (b) participation in and drawing conclusions from classroom discussions, and (c) understanding of new vocabulary and concepts. Based on the results, it can be argued that the use of visual and auditory materials presented so as to cater to the individual needs of the students, together with various educational strategies, provides significant advantages in the acquisition of academic knowledge by students with hearing loss.

Цифровизация юридического образования: теоретический аспект

We consider current issues of introducing digital technologies into the education system, including in the lawyers’ preparation. We state that digital technologies in a rapidly changing world are not only a tool, but also a kind of life environment that opens up completely new opportunities and makes legal education accessible: the use of individual educational routes, training at any time and from any place where there is the Internet, continuous education. We establish that digitalization is the increasing introduction of digital resources into all spheres of society and is a global trend that is de-veloping rapidly and cannot be stopped. We propose arguments that the de-velopment of digital technologies in the field of legal education is highly ac-tualized and supported at the state level. We substantiate that in the process of digitalization, the structure of education is significantly changing, as well as the approach to the organization of the educational process and the educational environment of students. We argue that the use of new technologies in the educational process is one of the main conditions for the further development of digital education. We identify the strengths and weaknesses of the digitalization of legal education.

Socio-Cultural Adaptation of Tuvan Students in Educational Environment of Tomsk

This study is relevant owing the modern world, which is focused on a multiethnic educational space maintenance. The article reveals the stages of Tuvan students’ adaptation in Tomsk’s educational space. Using a systemic approach, different levels of sociocultural adaptation – ethnopsychological, social, linguistic and religious – are unveiled. The authors investigate the process of developing new types of cognitive and educational activities of Tuvan students in the universities of Tomsk and propose methods to create an unlimited interaction in a multi-ethnic educational environment