Students In Educational Settings Research Articles

ExamVoice: Innovative Solutions for Improving Exam Accessibility for Blind and Visually Impaired Students in Saudi Arabia

Ensuring equitable educational opportunities for blind and visually impaired (BVI) students in Saudi Arabian higher education remains challenging despite legislative and institutional efforts. This paper proposes a system to assist BVI students independently during exams, aiming to create an inclusive exam environment that minimizes distractions and facilitates their participation alongside peers. Key contributions include the development of a secure platform, ensuring exam confidentiality, and fostering confidence and active engagement among BVI individuals. The study highlights the importance of integrating innovative assistive technologies and implementing rigorous policies to overcome systemic barriers and improve support mechanisms for BVI students in educational settings.

Toward a continuous improvement for justice

In recent years, improvement researchers have sought to foreground equity in continuous improvement (CI) in efforts to better advance the position of Black, Brown, and other marginalized students in educational settings using CI. While we view these efforts as noble and necessary, we argue in this paper that CI has largely centered equity and pushed justice to the periphery. In particular, we argue that the field of CI in education has focused squarely on equity—what we define as reducing racial and other gaps in dominant outcomes. In so doing, CI has deprioritized justice, which we define as improving outcomes that center on the comfort, agency, and dignity of all students, but minoritized students (i.e., Black, Brown, LGBTQ+, disabled, multilingual youth, and working-class) in particular. In so doing, CI efforts risk upholding dominant schooling outcomes and accompanying practices that sort students into unequal categories, limiting the capability of minoritized students to reach their full potential, erasing and demeaning students' cultural wealth, knowledge, and identities, and restricting their access to rich learning opportunities. We argue for a continuous improvement for justice that: (a) confronts dominant outcomes rather than uncritically prioritizing them; and (b) aims to use its tools to create systems that prioritize outcomes that grant comfort, agency, and dignity to minoritized students and communities.

EMPOWERING EDUCATION: INTEGRATING CRITICAL PEDAGOGY INTO TRANSFORMATIVE TEACHING STRATEGIES

The objective of this study is to explore the implications and effectiveness of critical pedagogy in fostering social justice and empowering students in educational settings. This research adopts a qualitative approach, employing literature review to examine the implementation and outcomes of critical pedagogy in various educational contexts The study findings reveal that critical pedagogy serves as a powerful tool for challenging societal norms, empowering marginalized individuals, and promoting social justice within educational settings. Through student-centered learning, collaborative problem-solving, and the development of 21st-century skills, critical pedagogy equips students with the tools and mindset necessary to critically evaluate their surroundings and take action to address oppressive conditions in society. Furthermore, the research highlights the pivotal role of teachers in facilitating critical inquiry, fostering dialogue, and promoting social justice within the classroom. By engaging in self-reflection and transformative practice, educators can create inclusive learning environments that empower students to become active agents in their education and advocates for positive change in society. he contribution of the results of this research to the development of the scientific field lies in providing insights into the practical application of critical pedagogy in classrooms, highlighting its capacity to equip students with critical thinking skills and a sense of agency to address oppressive conditions, thereby advancing the discourse on transformative education practices and social justice within educational contexts.

Chatting or Cheating – Test of a First-Rate Intelligence?

The emergence of Large Language Models (LLMs) has significantly influenced the landscape of Higher Education, with their adoption by students and educators escalating rapidly since OpenAI introduced ChatGPT in November 2022. By means of a rapid literature review the authors examined the current state of generative artificial intelligence (GenAI) tools and their application in diverse learning and teaching settings within Higher Education. A comprehensive analysis was conducted, including peer-reviewed academic literature, conference calls, and insights from social media discussions. This investigation culminated in the development of the ENIGMA framework, comprising six key activities, namely Engage, Navigate, Individualise, Guide, Moderate, and Adapt. The study underscores the necessity for further research into the seamless integration of AI technologies by educators and students in educational settings.

Effect of Lavender Oil on Social Anxiety Among First-Year College Students

ABSTRACT Background: In order to build learning environments that support both academic and psychological growth, it is important to recognize and manage social anxiety, a problem that is frequently experienced by first-year students in educational settings. Objective: The aim of this study is to assess effectiveness of lavender oil on social anxiety among first-year college students. Methods: A quasi-experimental research design was employed. The 100 samples selected using the non-probability purposive selection strategy. The instrument has two sections: demographic information and the Social Interaction Anxiety Scale. Results: The results reveal that in the pretest, 70 (70%) had no anxiety, 12 (12%) had mild anxiety, and 18 (18%) had moderate anxiety, while in the post-test, 85 (85%) had no anxiety, 13 (13%) had mild anxiety, and 2 (2%) had moderate anxiety among first-year students. Students had a mean anxiety score of 37.90 ± 8.59 before and 21.53 ± 5.79 after the test. The mean difference score was 16.37, while the mean difference percentage was 41%. The estimated paired “t”-test result of t = 16.209 was found to be statistically significant at P < 0.001. This demonstrates that the lavender oil on social anxiety administered to students was effective in lowering anxiety levels during the post-test. Conclusion: Lavender oil is a promising natural treatment for social anxiety, providing a simple and accessible option with little side effects.

Toward Social and Emotional Learning for Justice-Involved Youth: A Conceptual Framework

Social and emotional learning (SEL) has been used in many K-12 schools across the United States to improve academic and nonacademic outcomes. Extensive research affirms SEL’s benefits for students in educational settings. However, there is a research gap in adaptations of SEL for alternate settings. This article conceptualizes a SEL framework for justice-involved youth on community supervision to support rehabilitation efforts in the juvenile justice system (JJS). Integrating SEL into JJS may reduce recidivism and help justice-involved youth develop the skills to reintegrate into society successfully.

Learn independently using the Padlet application to improve writing skills

This study aims to explore the effectiveness of using the Padlet application to improve writing skills through self-study. Self-directed learning methods are becoming increasingly important in today's educational landscape, with technology acting as a key driver. This study engages students in educational settings to apply independent learning using padlets in developing their writing skills. This research was conducted through a qualitative approach with a classroom action research design. Data collection was carried out through observation, interviews, and document analysis of the activities carried out by students in the learning environment. The results of the study show that the use of the Padlet application is effective in stimulating student learning independence and active participation in the development of writing skills. This app provides an interactive platform that facilitates collaboration, reflection, and feedback between students and other teachers. The results of this study have important implications for the design of learning strategies that encourage student independence and develop writing skills. In addition, this research also highlights the role of technology in creating innovative learning environments and supporting student academic growth. Thus, the application of the Padlet application in independent learning can be considered as the right solution to improve students' writing skills

Belonging in Higher Education: A Twenty Year Systematic Review

Belonging is more than just a buzzword; it is a critical factor that affects students’ academic engagement, motivation, persistence, and overall achievement, especially considering the diversity of students in educational settings. The goal of this paper is to dissect the complexities of belonging, examining its various determinants, the diverse impacts it has on student university populations, and the range of strategies that effectively nurture this sense of belonging. We conducted literature search in August 2023 using the Web of Science database, focusing exclusively on publications from the Journal of University Teaching and Learning Practice. We used a combination of keywords like ‘belonging’, ‘university belonging’, ‘social belonging’, and other related terms, ensuring a comprehensive collection of relevant studies. A total of 133 articles were identified, with 77 selected for detailed full-text review. The final selection process resulted in 33 articles for the systematic review. Key results from our review indicate that belonging in higher education involves four main themes: connectedness to peers, staff, and the institution; feeling safe and part of the community; being valued and accepted; and embracing diversity and inclusion. These themes reflect a holistic understanding of belonging as a multi-dimensional concept, significantly influenced by institution-wide approaches, inclusive environments, educator practices, and quality relationships. The variation of belonging experiences identifies key challenges such as exclusion of diverse groups, lack of connection opportunities, and insufficient support relationships. Effective strategies for fostering belonging include targeting multiple system levels, building relationships, employing diverse educator practices, leveraging technology and creating inclusive environments.

Elements of Minority Stress and Resilience in LGBTQ+ Students’ Experience of Education

ABSTRACT This study investigates the experiences of minority stress and resilience among LGBTQ+ students in educational settings and identifies critical contributors to their well-being. To highlight the unique educational experiences of LGBTQ+ participants a qualitative research strategy was employed. We conducted narrative interviews with 27 LGBTQ+ people aged 17 to 41 who are or have been enrolled in primary, secondary or tertiary education in Slovenia. The results indicate that minority stress is a significant in their educational experiences, with various deleterious effects. The testimonies of our respondents indicate, albeit to a lesser extent, that the education system can enhance the resilience of LGBTQ+ youth and mitigate the negative impacts of minority stress. This study confirms prior research on minority stress effects on LGBTQ+ individuals. It asserts that LGBTQ+ youth experience minority stress within the education system, while emphasizing that certain aspects of resilience can significantly mitigate these negative effects. As social support emerged as a significant factor in our study, it would be reasonable to investigate how school personnel can enhance LGBT youths’ resilience in the future. Additionally, it would be beneficial to investigate how the support of peers and (chosen) families influences the school experiences of LGBTQ+ students.

Using Extrinsic Motivation in Learning English During Covid-19 Pandemic

Using extrinsic motivation as a reward system offers a way to motivate students in educational settings. It is also a boundless teaching method to encourage students’ motivation in class. Since March 2020, Indonesian students and universities have undergone massive learning changes without being prepared. After the COVID-19 Pandemic, most universities had to change to online teaching and learning. This research examines how extrinsic motivation is practical and applicable in an educational setting. If the students do not have internal drives, extrinsic motivation, such as rewards, is needed to strengthen the students’ behaviors. The study adopts the case study method (Gerring, 2004). In addition, the researcher focused on the effectiveness of extrinsic motivation. Lecturers performed individual check-ins with 18 students for six weeks. They observed lecturers and students to investigate students’ perceptions of extrinsic motivation in their English classes. Results showed that extrinsic motivation can motivate students to participate actively in their English classes and to practice English inside the classroom during online learning. It also created active types, showing that almost all the students raised their hands to participate and seemed to study English harder. Thus, using extrinsic motivation made the teaching and learning process run effectively.

Survey of mosquitoes larvae at Bayero University, Kano students’ hostels (Old Campus) (Culicidae: Diptera)

The risk of contracting mosquito-borne diseases upon being bitten by an infected mosquitoraises serious health concerns for both staff and students in educational settings. Consequentlya survey was conducted to identify various mosquito species and breeding sites within the oldcampus hostels of Bayero University, Kano, during January and February 2023. The surveyencompassed breeding sites such as stagnant pools of water, drainages, gutters, and discardedcontainers. Mosquito larvae were sampled using dippers and scoops, and their enumerationwas performed with a Pasteur pipette. Three genera were identified: Anopheles, Aedes, andCulex spp. A total of 1,115 larvae were sampled from six locations, per volume of water comprising three each from female hostels and three from male hostels respectively. Theprevalence of mosquitoes was higher in female hostels (785 larvae, 69.4%) compared to malehostels (370 larvae, 32.7%). In female hostels, Aedes sp. exhibited greater abundance (400, 50.9%) than Culex sp. (337, 42.9%), with Anopheles sp. being the least abundant (48, 6.11%).Conversely, in male hostels, Culex sp. dominated with 186 (50.2%), followed by Aedes sp. with 179 (48.3%), while Anopheles sp. was the least abundant with 5 (1.35%). Consequently, the mean abundance of mosquitoes between male and female hostels demonstrated a significantdifference. This study contributes valuable insights into the larval habitats of mosquitoes in thestudents’ hostels of Bayero University, Kano, specifically during the dry season. Factors suchas student activities, inadequate sensitization, and poor sanitation were identified as majorcontributors to the creation of breeding sites for mosquitoes in the hostels.

Lessons learned through interprofessional education: exploring collaboration with elementary education, special education and communication sciences and disorders pre-service professionals

PurposeInterprofessional practice (IPP) is one way to structure collaborations to more effectively meet the complex needs of students in educational settings. This article explores the lessons learned when one research team implemented interprofessional education (IPE) experiences in partnership with a public elementary school and pre-service professionals from elementary education, special education and communication science and disorders.Design/methodology/approachThis reflective article explores the lived experiences of researchers and partners who completed an IPE experience within one professional development school’s site. Researcher anecdotes are included to support the viewpoints shared.FindingsIt was discovered that IPE experiences are essential to facilitate meaningful collaborations for pre-service professionals to learn with and from one another; however, this requires time, preparation and is most effective when teacher mentors and university professors lead with vulnerability and model flexibility. Investment in IPE is challenging but worth the effort when learning outcomes are realized.Originality/valueSpecific details regarding the structure of this experience are shared as well as future directional goals for programs hoping to implement IPE in their professional practice programs.

Analysis of Constructivism Philosophy in Academic Student Management at MAN Insan Cendekia Paser

This study delves into the philosophical underpinnings of constructivism within the realm of student management. Constructivism, a pedagogical approach rooted in the belief that learners actively construct knowledge through their experiences, interactions, and reflections, has gained prominence in educational discourse. This research aims to critically examine how the principles of constructivism shape and influence the management of students in educational settings. The investigation employs a philosophical lens to scrutinize the core tenets of constructivism, exploring its implications for the design and implementation of effective student management strategies. By synthesizing educational philosophy and practical management methodologies, this study seeks to provide insights into how educators can leverage constructivist principles to enhance the overall learning experience for students. Through a comprehensive literature review and analysis, the research aims to contribute to the ongoing dialogue on the integration of philosophical perspectives into educational practices. By unraveling the connections between constructivism and student management, this study endeavors to inform educators, administrators, and policymakers about the potential benefits and challenges associated with adopting a constructivist approach in shaping the educational journey of students. The findings aim to guide educational stakeholders in fostering an environment that nurtures active learning, critical thinking, and meaningful engagement among students.

The Impact of a Mobile Learning Application on Students’ Cognitive Load and Learning Performance in Biology

Aim/Purpose: This study aims to analyze the cognitive load experienced by secondary school students in Biology within m-learning environments and its impact on learning performance. Background: Cognitive load has become a critical issue that schools need to address to ensure students can excel in their learning without being overwhelmed. While principles for reducing cognitive load have been extensively discussed in previous research, studies focusing on mobile learning (m-learning) for Biology among students in Malaysia remain limited. This study employed Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) to address this gap. By integrating four key principles—segmenting and pretraining, modality, redundancy, and seductive details—into m-learning tasks using the Successive Approximation Model (SAM1), this study aimed to reduce cognitive load and enhance students’ learning performance. Methodology: This study employed a quantitative approach using a randomized pre-test/post-test quasi-experimental design. Students were randomly assigned to either an intervention group (20 students) or a control group (18 students). The study was conducted over four weeks, comprising a three-week intervention period with a one-week interval. Statistical analyses, including independent t-tests, Mann-Whitney U tests, Quade ANCOVA, and Pearson correlation, were used to analyze the quantitative data. Qualitative feedback was analyzed using thematic analysis. Contribution: This study contributes by providing instructional design strategies that incorporate principles for reducing cognitive load in mobile learning for Biology. It also demonstrates how Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) can be effectively integrated. By examining the cognitive load experienced by secondary school students in m-learning environments, the study offers valuable insights for designing and implementing effective instructional strategies. Identifying the factors influencing cognitive load enables educators to develop targeted interventions that enhance learning experiences and optimize performance. Findings: The study indicated that the adoption of mobile learning tasks not only significantly reduced cognitive load but also corresponded to enhanced learning performance. Participants engaging in m-learning experienced lower cognitive load, which was positively associated with superior performance in learning tasks, emphasizing the beneficial impact of mobile learning on cognitive load management and academic achievement. Recommendations for Practitioners: Educators and instructional designers are encouraged to incorporate cognitive load principles into their instructional strategies and learning material design to enhance student performance. Policymakers should consider similar strategies to reduce the cognitive load for students in educational settings to improve learning outcomes. Recommendation for Researchers: Researchers are encouraged to replicate the design elements used in this study when developing mobile or online learning materials to reduce learners’ cognitive load and enhance their performance. They should also consider expanding this research to other topics, subjects, and educational levels to provide further insights and validate the effectiveness of these design elements across different contexts. Impact on Society: The findings of this study have significant implications for society, particularly in addressing mental health and stress issues among the younger generation. By identifying strategies to manage cognitive load and reduce stress in online learning environments, the study provides valuable insights for educators, parents, and policymakers. These strategies can help mitigate the adverse effects of cognitive overload, improve learning experiences, and promote better mental well-being. Additionally, the study’s recommendations can guide the development of more effective and supportive learning environments, contributing to overall societal well-being and academic success. Future Research: Future studies could explore cognitive load beyond the intrinsic and extraneous components focused on in this study, examining additional elements within the frameworks of cognitive load theory and multimedia learning. In addition to using the cognitive load questionnaire, exploring other measurement tools could ensure a more comprehensive understanding of cognitive load. Future research might also consider enriching mobile learning tasks by diversifying subject matter and conducting longitudinal cohort studies. Such studies could provide valuable insights into memory retention over extended periods, aiding in optimizing mobile learning frameworks and enhancing educational experiences.

Exploring Hostile Sexism and Social Phobia in Ideological and Political Education: Detrimental Effects on Self-Esteem and Performance Anxiety

This study has been conducted to assess the impact of hostile sexism on performance anxiety with the double mediation on self-esteem and social phobia. Because of its adverse effects on society, the social phobia has been found to play a crucial role in decreasing the motivation of women who experience hostile sexism. Apart from the workplaces, the educational sectors are significantly affected by hostile sexism in developing countries. To conduct this study quantitative survey-based approach has been used. The targeted population for this study is graduate students from Belgium universities. Three hundred fifty questionnaires were gained and later used for the data analysis. The results reported that the direct impact of hostile sexism on performance anxiety is significant. The mediation of social phobia and self-esteem is also effective as it is found after the analysis that the model is fit and accurate. The results of SEM indicated these variables significantly exerted influence on each other. This study contributes theoretically to the growing body of literature regarding the causes of performance anxiety causes and its effects or how performance anxiety can be affected. Many educational institutions are taking crucial steps to decrease hostile sexism by giving equivalent chances to both male and female students in educational settings. There are some shortcomings as in every research that the alternative or some other method can be used to assess future results fluctuations.

Promoting Social Inclusion and Mitigating Anxiety in Educational Settings through Self-Esteem: A Multi-Group PLS-SEM Analysis of College Students in Indonesia

This comprehensive study explores the predictive role of self-esteem in relation to anxiety, specifically trait anxiety and state anxiety. The research encompasses 229 college students from a university in Medan, Indonesia, who participated in an online survey. Utilizing Multi-Group Analysis PLS-SEM, the collected data underwent thorough analysis. The outcomes obtained from partial least squares structural equation modeling demonstrate that self-esteem has a negative impact on students' anxiety levels, encompassing both trait anxiety and state anxiety. Furthermore, the structural model was assessed across two distinct gender groups (Group 1: Female; Group 2: Male), and the results indicate the model's consistency across these groups. This study contributes novel insights to the existing literature on anxiety mitigation within educational contexts, particularly among Eastern populations. In conclusion, the findings emphasize the crucial role of self-esteem as a predictor of anxiety among college students in Indonesia. The research highlights a negative association between self-esteem and both trait anxiety and state anxiety. Additionally, by demonstrating the robustness of the structural model across gender groups, the study implies the universal implications of its findings. Overall, this research provides valuable insights for educators and practitioners seeking to address anxiety-related concerns and enhance the well-being of students in educational settings.

Between Resilience and Agency: A Systematic Review of Protective Factors and Positive Experiences of LGBTQ+ Students.

A negative school climate resulting from homophobic and transphobic bias and discrimination is associated with poor well-being and mental health among LGBTQ+ youth. However, protective factors and mechanisms may buffer against the impact of stigmatization. Drawing on the socio-ecological model, minority stress theory, and positive youth development and agency perspectives, we carried out a systematic review of research focusing on factors that can promote the well-being of LGBTQ+ students in educational settings, outlining the primary outcomes from studies published between 2012 and 2022. The PRISMA protocol was used for this review, and 64 articles were scrutinized. The results of the thematic analysis revealed that both external factors (school-inclusive policies and extracurricular activities; social support from school, family, and the community; and school connectedness) and internal factors (psychosocial characteristics and personal agency) promote positive school experiences, such as the exploration of sexual and gender identities in a safe environment. The present findings highlight the need for inclusive school policies and strategies and individual-level interventions that target the well-being and positive mental health outcomes of sexual and gender minority students.

From Being Literate about Health to Becoming Capable of Achieving Health: Health literacy capabilities of Zimbabwean school youth

Food security is an enduring sustainability challenge in the Southern African region. Food availability, accessibility and affordability have profound health impacts and affect the quality of life of a substantial proportion of the world’s population. This article aims to explore, together with students in educational settings, questions about the relationships between food and health, including the contextual conditions of food availability, accessibility and affordability. This provides opportunities to re-embody food by contextualising it as part of natural and built environments, thus engaging with how challenges of human health intersect with animal and environmental health. The research centres on co-creating knowledge with youth based on their valued beings and doings about health and considers how their health goals relate to food and the sustainability challenges of antimicrobial resistance (AMR). By considering how youths’ understandings, evaluations and decisions regarding health, including setting health goals, intersect with the determinants of food, we come to consider their health literacy capabilities to achieve nonpredetermined health goals that align with their valued beings and doings. As such, the implementation gap between knowing and doing is bridged through practices of health and well-being contextually grounded in the lives and experiences of the student youth.
 Keywords: health literacy, health education, capabilities approach, antimicrobial resistance, knowledge co-creation

From Being Literate about Health to Becoming Capable of Achieving Health: Health literacy capabilities of Zimbabwean school youth

Food security is an enduring sustainability challenge in the Southern African region. Food availability, accessibility and affordability have profound health impacts and affect the quality of life of a substantial proportion of the world’s population. This article aims to explore, together with students in educational settings, questions about the relationships between food and health, including the contextual conditions of food availability, accessibility and affordability. This provides opportunities to re-embody food by contextualising it as part of natural and built environments, thus engaging with how challenges of human health intersect with animal and environmental health. The research centres on co-creating knowledge with youth based on their valued beings and doings about health and considers how their health goals relate to food and the sustainability challenges of antimicrobial resistance (AMR). By considering how youths’ understandings, evaluations and decisions regarding health, including setting health goals, intersect with the determinants of food, we come to consider their health literacy capabilities to achieve nonpredetermined health goals that align with their valued beings and doings. As such, the implementation gap between knowing and doing is bridged through practices of health and well-being contextually grounded in the lives and experiences of the student youth.
 Keywords: health literacy, health education, capabilities approach, antimicrobial resistance, knowledge co-creation

Window shopping model to develop student’s religious moderation literacy

Religious diversity is a significant aspect of contemporary society, with individuals adhering to various faiths and belief systems. Promoting religious moderation among students in educational settings is crucial to fostering an inclusive and harmonious environment that respects diverse religious perspectives. Student's religious moderation literacy is inseparable from various factors. This study aimed to determine how the window-shopping model developed students' religious moderation literacy. This study was motivated by diminishing religious moderation literacy among students. This study was conducted qualitatively by using a case study. The results showed that through the window-shopping model, student's religious moderation literacy could be developed. In addition, the window-shopping model could teach students to be independent, collaborative, critical, and creative. This study is recommended to optimize the window-shopping model as a learning model that can develop various student potencies.