Comparative Education Studies Research Articles

Questioning educational contexts, promoting equitable actions: reflections on some paths of practice and research with complex instruction in Italy

ABSTRACT Within the framework of comparative education studies, this article discusses the process of borrowing and implementing Complex Instruction (CI) in Europe, focusing on three different multicultural and heterogeneous educational contexts in Italy: five primary schools, a Master academic teaching course, and a first literacy course for migrant adults. The paper explores the potential of CI for intercultural education and active citizenship. It aims to highlight how this cooperative approach can be an opportunity to question the usual school norms and habits and challenge what is taken for granted in the relationship with diversity, by transforming teaching into a creative and emancipatory experience in dialogue with diverse students.

Cultural Heritage and Educational Practices: A Conceptual Study of Cantonese Folk Song Education in Guangdong Province

This paper explores the intersection of cultural heritage and educational practices in the teaching of Cantonese folk songs in Guangdong Province. It examines the cultural significance of Cantonese folk songs as vital components of Guangdong's intangible cultural heritage and evaluates both formal and informal educational practices that support the transmission of these traditions. The study identifies key challenges, including limited resources, declining youth engagement, and the integration of folk songs into standardized curricula. Additionally, the paper discusses innovative pedagogical methods, such as the use of digital platforms and multimedia tools, that can enhance the preservation and revitalization of folk music. It concludes by suggesting future research directions, including comparative studies of folk song education across regions, the role of technology in cultural transmission, and strategies for increasing youth engagement with traditional music. This research contributes to the ongoing discourse on cultural sustainability and the role of education in preserving intangible cultural heritage.

A comparative study of early childhood education and care national documents between China and Finland

Early childhood education and care (ECEC) serves as a crucial foundation for children’s holistic growth and lifelong learning. Despite its significance, comparative analyses of leading ECEC documents across cultures remain limited. To address this gap, our study conducts a comparative analysis to identify key aspects and examine similarities and differences in national ECEC documents from China and Finland. Methodologically, we used a triangle of researchers from China and Finland. We employed qualitative content analysis to systematically identify, examine, and compare the key aspects in these two countries from the leading ECEC documents, i.e., the Chinese national ECEC guidelines and the Finnish ECEC national core curriculum. The findings reveal numerous similarities alongside notable differences. Both countries place a high value on ECEC, emphasizing principles that shape the learning environment and use diverse pedagogical methods. However, nuanced variations exist in the approaches. The Chinese documents feature more specific guidelines tailored to different age groups, accompanied by detailed pedagogical suggestions, while the Finnish national core curriculum offers general guidelines for all preschool age groups, complemented by the unique feature of individual development plans for each child. The findings have significant implications for policymakers, ECEC educators, and practitioners in international contexts. Future studies are needed to further explore the specific pedagogies in ECEC between these two nations and to analyze how the curriculum and educational guidelines are implemented in pedagogical practices.

Comparative Study of Basic Education in Indonesia and Finland

This research aims to compare the basic education systems between Indonesia and Finland. The research method used is literature study with a qualitative approach. Data was obtained through literature analysis, including books, scientific journals, articles and research reports that are relevant to the topic being researched. The research results show that the education system in Finland has advantages in terms of strong government support, free education for all teachers, high teacher qualifications, and collaboration between society, teachers and students. On the other hand, Indonesia faces challenges in implementing education, including transparent monitoring and evaluation, harmony between the school environment, family and community, and teacher qualifications that are not yet optimal. This study provides an understanding of best practices that can be adopted by both countries to improve education and the preparation of competent human resources in the future.

Ethics in undergraduate nursing degrees: An international comparative education study

Background Ensuring morally competent nurses depends on many factors, such as environmental, social, political, and cultural. However, several inadequacies in nursing education have been documented, and no common framework has been established for how nursing ethics should be taught in undergraduate education. Research questions What are the different approaches across nursing programmes established in teaching ethics? What are the main similarities and differences across programmes facilitating a common understanding in developing a curriculum capable of preparing a morally competent nurse? Research design International comparative education study in five steps: (1) formulating the initial question; (2) defining the units of comparison; (3) determining the variables of comparison; (4) describing the findings; (5) interpreting the findings. The comparative variables were identified, extracted, and populated in a piloted grid. Participants Six universities were purposefully selected by the Promoting a Morally Competent Nurse project partners for their nursing education curricula as delivered in 2022–2023. Ethical considerations No ethical approval was required, given no human participants and public data regarding nursing curricula. Findings Variability emerged in the terminologies used in naming the courses, the numbers of credits and hours devoted to teaching ethics, when the courses are delivered (since the initial semesters of nursing education or concentrated in the final years), and their main modes of delivery (a single or separate module or integrated across the curriculum). Contents have some similarities, whereas the teaching methods varied and included (or not) explicit connections with clinical practice. Attendance is mandatory in all courses. The assessment methods used varied from knowledge-based to more competence-based approaches involving multidimensional strategies. Conclusions This comparative study explored similarities and differences across nursing programmes in six different European countries. The reviewed ethics curricula lack significant clarity, and they offer important areas to consider for future development. Issues emerged regarding terminologies, learning workloads, when to deliver, how to deliver, the main contents, and the teaching and assessment methods that merit further discussion.

Mutual recognition of qualifications, health workforce migration, and graduate outcomes: a comparative mapping study of undergraduate dental education in Europe

BackgroundThe resource needs of health services are served by the recognition of qualifications across borders which allows professionals to migrate between countries. The movement of dentists across the European Union (EU), especially into the United Kingdom (UK), has provided a valuable boost to workforce supply. Recent changes to policy recognising overseas qualifications have brought attention to the equivalence of qualifications awarded in EU countries. Professional regulators need to be confident that dentists who qualified elsewhere have the appropriate knowledge, skills and experience to practise safely and effectively. The aim of this study was to compare UK and EU dental curricula, identify any differences, and compare the extent of pre-qualification clinical experience.MethodsThis was a mixed methods study comprising a questionnaire and website searches to identify information about curricula, competences, and quality assurance arrangements in each country. The questionnaire was sent to organisations responsible for regulating dental education or dental practice in EU member states. This was supplemented with information obtained from website searches of stakeholder organisations for each country including regulators, professional associations, ministries, and providers of dental education. A map of dental training across the EU was created.ResultsNational learning outcomes for dental education were identified for seven countries. No national outcomes were identified 13 countries; therefore, learning outcomes were mapped at institution level only. No information about learning outcomes was available for six countries. In one country, there is no basic dental training. Clinical skills and communication were generally well represented. Management and leadership were less represented. Only eight countries referenced a need for graduates to be aware of their own limitations. In most countries, quality assurance of dental education is not undertaken by dental organisations, but by national quality assurance agencies for higher education. In many cases, it was not possible to ascertain the extent of graduates’ direct clinical experience with patients.ConclusionsThe findings demonstrate considerable variation in learning outcomes for dental education between countries and institutions in Europe. This presents a challenge to decision-makers responsible for national recognition and accreditation of diverse qualifications across Europe to maintain a safe, capable, international workforce; but one that this comparison of programmes helps to address.

중국 노인교육의 발달과정 분석과 한국과 중국 간 노인교육 비교연구

In 2022, Chinese elderly population reached 297.8 million, accounting for 14.9% of the total population, indicating that China has entered an aging society. In response, the country has been actively developing strategies to cope with the aging population and expanding elderly education. However, there is a lack of research on senior education in China in Korea. In view of this need, the purpose of this study is to introduce the development process of Chinese elderly education to Korea and to enhance the understanding of elderly education between the two countries. The research questions are, first, to analyze the development process of elderly education in China, and second, to compare the development process of elderly education in Korea and China and suggest the future development direction of elderly education. The research methods used were literature survey and comparative study of elderly education between Korea and China. The results of the study showed that Korea has entered a period of full-scale expansion of lifelong education for the elderly, with Article 20(3) of the Lifelong Education Act of 2023 stipulating the establishment of lifelong education facilities for the elderly. The strength of Chinese elderly education is its emphasis on promoting rural elderly education, centered on the National University for the third Age, and strengthening vocational education for the elderly. In conclusion, the future development direction of elderly education is to establish a system of guaranteeing opportunities for elderly education through a cooperative system of public and private citizens, foster a model of elderly education based on national universities to discover an ideal model of elderly education, develop courses for elderly education based on regional characteristics, and develop and spread high-quality online education.

The Religious Tourism Education With The Concept of Bioregionalism (Comparative Study of Bali Traditional Tourism Education and Islam Based Tourism)

Bali is onel of thel world-class tourist attractions in Indonelsia. Thel nicknamel Bali as thel island of thel gods shows Bali as a relligious island. Thel objelctivels of this relselarch includel thel delvellopmelnt of relligious tourism elducation baseld on Balinelsel customs and Islam and elducation on thel concelpt of relligious tourism baseld on tourist arelas baseld on "biorelgionalism". Thel melthod useld in this writing is a litelraturel relvielw melthod which is delscriptivel analysis through various litelraturel studiels to strelngtheln thel analysis which is supporteld by various sourcels which havel theloreltical delpth from elxpelrts. Thel findings show that relligious tourism elducation, such as tourism baseld on customs and Islam, nelelds to bel provideld in accordancel with thel delvellopmelnt of Islamic tourism in Bali. It will not belcomel morel advanceld if thel problelms faceld by managelrs of Islamic tourism selrvicels arel not bridgeld. Thelrelforel, thel delvellopmelnt of relligious tourism elducation which elmphasizels thel concelpt of Biorelgionalism is elxplaineld by thel elffelctivelnelss of relgulating spacel utilization in thel delvellopmelnt of tourist arelas baseld on local wisdom, which doels not yelt relflelct thel concelpt of sustainablel delvellopmelnt with a compleltel and comprelhelnsivel elnvironmelntal pelrspelctivel, namelly by taking into account elcological, elconomic and socio-cultural factors

Taking ’Asia as method’ seriously in decolonizing comparative curriculum studies in South Korea

ABSTRACT This conceptual article is to problematize Western-centered comparative curriculum studies in South Korea, drawing on research related to postcolonial criticisms of comparative education and curriculum studies, and to suggest a decolonial research imagination for comparative curriculum research in South Korea and East Asia broadly, based on Kuan-Hsing Chen’s idea of Asia as method. To this end, I elaborate on Chen’s concepts of inter-referencing and critical syncretism for decolonizing the compliant research imagination. Additionally, I argue for the shift of the point of reference towards Asia, the extension of curriculum manifestation as a unit of comparison with curriculum conceptualized as a space for constructing cultural imaginary and subjectivity, and curriculum researchers’ onto-epistemological considerations as a comparativist. I conclude the paper with a caution not to dismiss Western contributions to curriculum research in Asia and the possibilities of the existence of resistance to Western-dominant knowledge structure in South Korean curriculum scholarship in the forms of translation and/or hybridity. This study can contribute to decolonizing the intersection of comparative education and curriculum studies that has been Western-centered in South Korea and suggesting a transgressive onto-epistemological orientation for comparative curriculum studies in the contexts of South Korea in particular and East Asia in general.

A Brief Analysis of the Comparative Study of Dual Vocational Education in Germany and Socialism with Chinese Characteristics - Taking General Hotel Management Majors as an Example

A Brief Analysis of the Comparative Study of Dual Vocational Education in Germany and Socialism with Chinese Characteristics - Taking General Hotel Management Majors as an Example

The Development of Islamic Education Syllabus in Secondary Schools between Malaysia and Sudan: Challenges and Prospects

Comparative educational studies have played pivotal role in university research. However, comparative studies in the development of secondary education syllabus have not been given much consideration compare to higher education studies. This paper attempts to conduct comparative study on the development of syllabus in secondary schools between Sudan and Malaysia. Qualitative method and content analysis have been utilized to collect data beside semi structured interviews with Malaysian and Sudanese experts. The study come up with some results that may help to develop and improve syllabus that should be reformed to stay relevant. There are some challenges to develop syllabus that need to be taken into consideration by syllabus designers and experts such as differences in culture, language and educational environment, philosophy of education, religious diversity and Globalization and its impact on the attitudes and morals of students. The prospects are emphasized on shared values among religions in syllabus development such as justice, truth and human rights and encourage critical thinking in the contents of school’s syllabus.

The relations between personality types and academic achievement: A comparative study of formal and distance education

The problem of this study is determined by using the psychological personality models and the background of numerous studies on various aspects of the educational achievements of students conducted based on different theoretical approaches. By examining the correlation of cognitive and personality traits and their individual-typical characteristics in the inseparable structure of individuality, and the correlation of these with the educational achievements of students in formal and distance education institutions, the purpose of the study is to examine the effects of personality types on students' academic achievement. Therefore, a correlation design has been employed in the study. The population of the study is composed of students studying in higher educational institutions in Turkey. The sample of the study, on the other hand, consists of students who receive face-to-face and online education. The data required for the study has been collected by sending survey forms via the Internet. Students from 46 different universities in Turkey participated in the study. To solve the determined tasks and check the initial assumptions, a series of pedagogical research methods were used by utilizing the SPSS program: theoretical analysis of psychological literature in terms of the problem being studied and testing by statistical methods. As a result of these analyses, it has been observed that academic achievement has relations with personality types and students’ success has increased in distance education.

Comparative study of the national identity education in senior high school English textbooks from Kyrgyzstan and China

Relevance\Purpose. This paper conducts a comparative quantitative analysis of senior high school English books in Kyrgyzstan and China from the perspective of national identity education. It analyses the information, design, symbolic characteristics, and proportion of national identity education in two versions of English textbooks.Methodology. The study used the textual analysis method and the comparative method.Results. The findings are as follows: English textbooks in Kyrgyzstan pay more attention to national identity and national knowledge system construction, relying on many country-specific themes. Meanwhile, English textbooks for Chinese senior high school focus more on the presentation of an authentic English language context in which the foreign culture proportion is greater than that of the Chinese culture. English textbooks in Kyrgyzstan tend to present Kyrgyzstan identity based on Russian and English languages. The textbooks include three language types to strengthen the consciousness of the Kyrgyzstan national knowledge system. English textbooks in China tend to present English language�speaking countries. The textbooks contain one language�English�and the Chinese language rarely appears on the cover pages.Conclusions. English textbooks in Kyrgyzstan tend to present Kyrgyzstan culture as part of the national identity construction. These textbooks pay more attention to translating local Kyrgyzstan culture and provide more vivid themes to stimulate comparisons between the Kyrgyz Republic and other countries. English textbooks in China tend to construct a multicultural knowledge system by presenting many common, daily topics of world culture and diversity.

Innovations in online classes introduced during the COVID-19 pandemic and their educational outcomes in Japan

BackgroundThe novel coronavirus disease (COVID-19) pandemic emerged in Japan in February 2020, forcing the adoption of online education by university medical schools across Japan. The advantages and disadvantages of online education have been studied in Japan; however, the educational outcome of online classes conducted during the COVID-19 pandemic has not been completely evaluated. In this study, we examined the relationship between lecture format (e.g., face-to-face or online) and performance of third-year university students in their organ-specific cardiovascular course examination.MethodsThis retrospective, nonclinical, and noninterventional comparative educational study included 550 third-year medical students who took a cardiovascular course between April 2018 and May 2022. Cardiovascular coursework was conducted in-person in 2018 and 2019, online in 2020 and 2021, and again in-person in 2022. The course comprised 62 lecture and 2 problem-based learning (PBL) sessions. A quiz was set up in advance on Moodle based on all lectures conducted in 2021 and 2022. A written examination was administered at the end of the course to evaluate the knowledge of students. The student online course evaluation questionnaires were administered in 2020 and 2021. Examination scores and proportion of failures in each year were compared.ResultsThe mean examination scores were significantly higher in 2021 and 2022 than in 2018, 2019, and 2020 (p < 0.05). Univariate and multivariate analyses adjusted for the class type, online quiz, and PBL revealed that only online quiz was significantly associated with better examination results (p < 0.05). A student course evaluation survey indicated that the online format did not interfere with the students’ learning and was beneficial.ConclusionsThe introduction of online classes into medical education due to the COVID-19 pandemic was as effective as face-to-face classes owing to learning management system and other innovations, such as online quizzes. Online education may confer more benefits when provided in a combination with face-to-face learning after COVID-19 pandemic.

Сравнительные педагогические исследования и потенциал педагогики Ф. Фребеля как основания для сравнения дошкольного образования в разных странах

The work analyzes the meaning, methodological problems and current state of comparative pedagogy. It is concluded that the rapid development and extension of comparative pedagogy at present can be described as expansion. The author sees the full development of comparative pedagogy as a valuable branch of knowledge through its expansion not only in breadth, but also in depth. The interest in comparative studies of preschool education is explained, according to the author, by the recognition of childhood as a valuable period in a person’s life — an idea coming from F. Fröbel. It is proved that F. Fröbel’s pedagogy can be used as a methodological tool and basis for a comparative study of preschool education in different countries.

Personal memories of the development of united states participation in large scale international assessment surveys

This essay reflects on my personal experiences conducting international comparative statistical studies in education as an employee of two U.S. federal statistical agencies between 1981 and 2011. Before 1982, the U.S. government involvement with large-scale international studies had been sporadic. By 1990, as a result of my initial support for the IEA, two U.S. federal agencies, the National Center for Education Statistics (NCES) and the National Science Foundation (NSF) supported research and development projects that raised the quality of international statistical comparisons on student achievement. My goal was to enhance existing international surveys so that the resulting statistical analyses would be perceived as a valid measurement of the performance of elementary and secondary students in multiple countries.

Comparative Study of Education for Children with Special Needs in Malaysia and Indonesian Primary School

The article aims to compare the implementation of education for children with special needs in primary schools in Malaysia and Indonesia. This study used a descriptive qualitative approach. Data was used using literature studies, observations, and interviews. The subjects used were elementary schools in Surakarta City, Indonesia, and Malaysia. The data is analyzed by means of comparative analysis. The results showed that Indonesia and Malaysia apply the concept of inclusion in the education of children with special needs. In terms of Technology, Malaysia is more advanced by introducing educational Technology such as applications and assistive Technology. This study shows a comparison of education for children with special needs in the two countries, and it is hoped that this study can recommend good practices for the effectiveness and improvement of the quality of education for children with special needs in elementary schools.

Problems of conducting comparative studies in education

The author critically analyses the persistence in comparative pedagogy of such approach to conducting interdisciplinary and transdisciplinary research, inadequate to the state of integration of the sciences worldwide, and perpetuating the atomisation of the humanities and social sciences characteristic of the 20th century. As such, the author explains the reasons for comparative education to become more open in exploring education in its broader political, cultural, religious, legal and economic context. The discipline necessarily needs to consider the comparative nature of ideas, paradigms, theories, concepts or philosophies of education, to refine its diagnostic tools with respect to differences in the aforementioned contexts, and to refine theory maps and methods of comparative research thus minimising errors in comparison of what is, nonetheless, incomparable.

Examining Quality of Life and Sleep Patterns: A Comparative Study of Physical Education and Non - Physical Education Students

Examining Quality of Life and Sleep Patterns: A Comparative Study of Physical Education and Non - Physical Education Students

Comparative Analysis of Iranian and Turkish Special Education in Terms of Aims and Principles

Comparative education is very important in terms of addressing the similarities, differences, interactions, and interaction levels of education systems. In comparative education studies the similarities and differences between the education systems implemented by the countries under consideration are investigated and presented within the framework of certain criteria. This study aims to compare Iranian and Turkish special education systems in terms of aims and principles. In the study, a qualitative study based on the document/document analysis method is adopted to compare the special education principles of the two countries. In this study, which focuses on the aims and principles of special education in Turkey and Iran, the data were collected using the relevant laws, regulations, legislation, theses, books, articles, publications, and websites of ministries and institutions. The obtained data were analyzed by descriptive analysis method in terms of similarities and differences in accordance with document analysis in comparative education. According to the results, Iran and Turkey have a similar general purpose in special education: to prepare the individual for society and the future. The main purpose of special education is to meet the educational needs of individuals with special needs. While the Turkish special education approach is more family-oriented and cares about the child’s environment, the Iranian special education approach focuses on the individual in need of special education.