School Subjects Research Articles

Does a religious universalism haunt secular Religious Education?

Abstract Contemporary theories of non-confessional religious education (RE) imagine the subject as inclusive and non-indoctrinatory. Any latent confessional tendencies towards universalism—encouraging or promoting a singular religious vision—have been exorcised within secular, liberal education systems. But can universalism be so easily avoided? In this paper, I argue that some forms of universalism are unjustified, while others are educationally inevitable. The argument acknowledges that failures to distinguish between different forms of universalism lead to confusion about the purposes and justification of RE, and contribute to the poor status of the subject in schools within England and Wales. Knowing when, how, and why universalism operates educationally can help to improve all kinds of education, particularly religious education. This paper is part of a suite of papers, titled ‘Universal Individuals,’ which explore the relations and tensions between forms of universalism (political; civic; philosophical) and individualism.

Fractal Project: Effects of a Teaching Intervention on Students’ Motivation for Science Learning

The present study aimed to examine whether student motivation changes or remains relatively stable after the completion of a teaching intervention of one school year duration focused on the study and understanding of fractals of their everyday world. There were 122 participant high school students of 10th and 11th grade. The tool used to assess student motivation before and after the teaching intervention towards learning in Science in this study, was the Students' Motivation towards Science Learning (SMTSL) questionnaire by Tuan et al. (2005a). It allows for six different motivational factors to be examined: Self-efficacy, active learning strategies, Science learning value, achievement goals, performance goals, and learning environment stimulation. Moreover, student motivation in three different school subjects was examined: Physics, Chemistry and Biology. The comparison of motivational factors was made between the experimental group and the control group. The findings of the statistical analyses, reveal that before the intervention the means of the motivational variables in the two groups did not differ; however, after the intervention, the motivational factors of the experimental group improved significantly in comparison to the motivational factors of the control group, which, on the contrary, decreased, with some exceptions.

Outdoor Learning: Changing The View Of The Boring Subject Of Pancasila Education In Elementary School

Pancasila Education as a compulsory subject in elementary schools is often seen as boring learning due to monotonous and conventional teaching methods. This study aims to examine how the implementation of outdoor learning methods can be an effective solution in changing students' perceptions of Pancasila Education subjects. Using a systematic literature review method, this research analyzes various reference sources related to the implementation of outdoor learning in learning Pancasila Education at the elementary school level. The method in writing this article uses a case study method with data collection techniques, namely interviews, observations, and literature studies. The results showed that outdoor learning succeeded in changing the learning paradigm from theoretical to more dynamic and meaningful. This method allows students to observe, feel, and practice Pancasila values directly through real experiences in the surrounding environment. Some effective implementation strategies include contextualized material planning, outdoor deliberation simulation, project-based approach, and joint reflection. The implementation of outdoor learning is proven to increase students' interest in learning and understanding of Pancasila Education materials, as well as help internalize Pancasila values through meaningful hands-on activities.

Material utterances in feedback within practical-aesthetic school subjects

The article presents a part of a pilot study investigating feedback within practical-aesthetic subjects in primary and secondary education. Feedback within the school context is often understood as verbal or written communication between teachers and students. The subjects referred to as practical-aesthetic largely involve skill training in relation to materials and various types of artifacts. In situated activities where materials, the body, and cultural practices interact, the content and formation of feedback need to be examined as a relational process. Using the posthumanist analytical concept of "material utterances," the article aims to make visible and discuss feedback phenomena that emerge within and through situated activities in three practical-aesthetic subjects: crafts, home and consumer studies, and art. The phenomena made visible within/through these activities are the inclusions and exclusions that are continuously made, creating dynamic feedback hybrids. It is within these feedback hybrids of materials, body, and discourse that understanding and knowledge are formed and constantly reshaped

Sticky, slippery, and smooth access – exploring the affective potentials of access to writing technology in lower secondary classrooms

ABSTRACT Student access to digital writing technology has become increasingly prominent across various school subjects and education levels. Promoting a techno-optimist approach to solving pedagogical challenges, access has predominantly been foregrounded as something that students are ‘provided’, that is, access is to be uptaken by human individuals. In this article, we trouble this notion through exploring the affective potentials of access to writing technology. Advocating relational thinking, access is understood to hold multiple potentials in students’ writing practices. We focus on students’ task-related writing on screens, in the school subjects L1 (Language and Literature) and Social Studies in lower secondary classrooms in Finland and Sweden. Drawing on video-data, the analysis shows how access holds the potential of becoming sticky, slippery, and smooth in students’ writing, further engaging students and teachers in sociotechnical care work in classrooms.

Plurilingual Education across Educational Levels – Conceptualization, Curriculum Analysis, and Recommendations for Further Development

In the period 2020-2023, the research and development project Plurilingual Education – Minority and Majority Students' Language Awareness across Educational Levels (PE-LAL) investigated students' language awareness across educational levels in the context of plurilingual education in the mandatory language subjects in primary and lower secondary school (Danish, Danish as a second language, English, French, German) and in Almen Sprogforståelse in upper secondary school. Based on findings from the PE-LAL project, the article focuses on plurilingual education in a Danish educational context. First, the article presents the project's conceptualization of plurilingual education developed through an abductive approach. The conceptualization forms a continuum consisting of three pluralistic approaches and a transversal dimension. Then, based on the conceptualization, the article presents findings from the project's curriculum study showing that plurilingual education is integrated in all language subjects in primary and lower secondary school and in Almen Sprogforståelse in upper secondary school – albert in different ways and with different objectives – leaving the Danish language curriculum with great development potential for plurilingual education. Finally, by drawing on the curriculum findings and other research results from the project, the article concludes with an introduction to the project's Recommendations to strengthen plurilingual education in language subjects in primary and lower secondary school and in Almen Sprogforståelse in upper secondary school in Denmark. The 18 recommendations represent an ideal scenario for how plurilingual education can be strengthened at different levels vertically and horizontally in the Danish educational context, which is why the recommendations address both the macro level (curriculum and teacher education) as well as the meso and micro levels (school, teacher, teaching materials, teaching practice). Each single recommendation is an important contribution to strengthen plurilingual education.

Implementation of citizenship education policies in a Chilean secondary school: The role of new leaders

This study explored the relationship between school leadership and the implementation of citizenship education (CE) in a Chilean public secondary school, in the context of different reforms in this area, which generate contradictions around the type of curriculum to be implemented, ranging from minimalist versions focused on civic education, to maximalist versions focused on active and critical citizenship. Among them, Law 20.911 (2016) stands out, which establishes that each school must have a citizenship education plan. A case study is presented in a borough where the local policy (municipality) incorporated leaderships that work full time to coordinate and implement CE in each of the schools of the borough, a novel initiative in the national context. An institutional ethnography was developed, which examines the relationship between what is institutionally defined at different levels and its implementation, exploring how CE operates from the perspective of the different actors and recognizing their power to translate policy into action. Institutional documents were reviewed, interviews were conducted with educational actors and classes and other formative instances were observed during a school year. The results show the challenges that leaders must face: the articulation between the municipal and school levels for the implementation of CE; the tension between accountability and the focus on the pedagogical meaning of CE; the reconciliation of different notions about CE within the school; and difficulties to involve the teaching staff in the implementation of CE, and to articulate CE with other school subjects, incorporating it into the curriculum.

The Impact of Parental Influence on Students' Music Subject Selection at A-level in Ugandan Secondary Schools

This study investigates the impact of parental influence on students' selection of music as a subject in Ugandan A-Level secondary schools, amid declining enrolment in the music subject field. This research paper aims to understand how parental perceptions and attitudes toward music influence students’ subject choices, focusing on concerns over career viability and societal views on music subjects. A descriptive survey design was employed, involving questionnaires and interviews with 211 participants, including at A-level former music students (those who offered music at O-level and did not continue with it at A-level), their parents, school administrators, and music teachers. Stratified random sampling and purposive techniques were used to select respondents from secondary schools in central Uganda, with data collected through structured questionnaires and a Likert scale. Results indicate that parental discouragement significantly deters students from choosing music as a subject at A-level due to perceived limitations in career prospects and cultural attitudes, aligning with societal preferences for traditionally prestigious subjects. Limited generalizability outside of Ugandan A-level contexts may restrict the broader application of findings. Enhanced parental awareness and school-based counseling are recommended to promote music subject as a viable and valuable field.

Computational Thinking Integrated in School Subjects – A Cross-Case Analysis of Students’ Experiences

The integration of computational thinking (CT) into K-12 education offers substantial potential to improve digital literacy and deepen students’ understanding across various subject areas. By embedding computational procedures and solution-oriented approaches into traditional curricula, students can develop essential skills that are critical for thriving in an increasingly digital world. However, the effective integration of CT into subject-specific learning poses challenges for educators, largely due to a lack of training and experience in implementing interdisciplinary instructional strategies. This study explores the impact of integrating CT into K-12 education through diverse instructional approaches, including modelling, storytelling, and unplugged activities. The research examines how students' subject knowledge, CT concepts, and practices evolved under each CT integration practice, as well as their acceptance toward CT integrated lessons. The study was conducted in different subjects, including language arts, biology, and physics, and at different grade levels. The technology acceptance model was used as a theoretical framework to understand students' adoption towards the different integration practices. The study revealed that different CT integration practices yield varying impacts on students' attitudes, particularly in relation to their prior programming experiences. Namely, primary school students with prior programming experience display a higher behavioural intention due to a lack of early biases toward programming. Conversely, secondary school students, less familiar with interdisciplinary approaches, initially show less enthusiasm for future engagement. These insights underscore the need for tailored instructional strategies that consider students' prior experiences and the broader goal of preparing them to contribute to a technologically driven society.

Škola – služba systému, státu či bezpečí žáka. Vývoj školní edukace v bezpečnostní problematice

The article discusses the issue of the development of school education within the scope of security problems, education in the school subject “civil defence education”. This discussion is set in the context of the development of teacher training in the given area. The text reconstructs selected “reactions” of educational policy and teachers’ training processes regarding the contemporary perception of “safety in school”. The last part of the text is dedicated to connecting historical contexts and current issues of safety in schools and education that supports health and a safe environment in schools.

Deutungskämpfe um das Schulfach Wirtschaft – Eine historische Diskursanalyse zur Pädagogisierung gesellschaftlicher Problemlagen

This article analyses the phenomenon of pedagogization in relation to the implementation of a new school subject. The aforementioned subject is called “Wirtschaft / Berufs- und Studienorientierung” within the German federal state of Baden-Württemberg and was instituted in 2016. Even before the launch, a huge media dispute about the role of economic knowledge in schools ensued. Politicians, the scientific community and foundations weighed in on the design of the school subject. The article presents these actors and their view on the matter as a phenomenon of pedagogization, as the subject was continuously described as a rudimental contribution to solve a multitude of societal problems.

The life and death of Liberal Studies: explaining curriculum change in post-handover Hong Kong

ABSTRACT This article analyses the history of a secondary school subject in Hong Kong called ‘Liberal Studies’ which was introduced as a compulsory school subject in 2009 and replaced by ‘Citizenship and Social Development’ in 2021. Through an analysis of curriculum guidelines, government publications, media articles, and the extant literature we explain both why it was created and replaced. What emerges is that the subject was both a product and victim of the shifting political climate in post-handover Hong Kong. Its emergence was linked to the post-handover restructuring of the education system, the quest for educational reform and facilitated by a process of referencing global trends and overseas models. Its demise was the result of direct state intervention following the introduction of the National Security Law in 2020. The subject was seen to encourage anti-government protests, have failed to educate patriotic citizens and its replacement justified by reference to the need for national security and nation building. We discuss the relevance of LS with regards to models of curriculum change.

Comparison of Education in New Zealand and Indonesia in Science Subjects in Primary School

In New Zealand, science education is also tailored to the local context and Maori culture, which provides an additional dimension to science learning in primary school. On the other hand, Indonesia has a different approach to science education in elementary schools. The purpose of this study is to understand the differences in science education approaches in New Zealand and Indonesia and their implications for student learning outcomes in elementary schools. This study uses a comparative descriptive approach to evaluate the differences in the approach to science education in primary schools between New Zealand and Indonesia. The results of this study show that there are significant differences in the approach of science education in primary schools between New Zealand and Indonesia, which has an impact on students' learning outcomes and scientific understanding. New Zealand implements an inquiry-based learning approach supported by adequate laboratory facilities and a more ideal teacher-student ratio. This allows students to engage directly in experiments and observations, which helps them develop critical thinking skills and a deeper understanding of science. In Indonesia, the science learning approach tends to focus on memorization and theory, with limited laboratory facilities and a large number of students per class, which limits the implementation of practice-based learning. As a result, Indonesian students have lower scientific comprehension scores, as seen in the PISA results. Differences in the quality of educational facilities, teaching methods, and time allocation for science learning in both countries are the main factors that affect student learning outcomes.

Nurturing Chinese Nationalists: High-School Ideopolitical Education Textbook Narratives (1991-2019)

Following the Tiananmen Incident, the Chinese government began to tighten its grip on education and turn increasingly to nationalism. Understanding the significant impact that education has on shaping lifelong ideology and behavior throughout adolescence, the Chinese government has strategically leveraged ideopolitical education, a highly politicized subject in high schools, to foster nationalism. This study attempts to address the critical knowledge gap concerning diachronic narratives in high-school ideopolitical education textbooks from the 1990s to the present. These narratives are categorized into five themes: (1) the Chinese nation; (2) the superiority of socialism; (3) the notoriety of capitalism; (4) the Century of Humiliation; and (5) the manipulation of and monopoly over common history. These themes potentially fuel nationalism through the two dynamics of “common history” and distinction between the self and other. This study thus sheds light on the Chinese government’s decades-long, consistent endeavor to instill nationalism through high-school ideopolitical education after the Tiananmen Incident.

Solving Geometric Problems Using a Non-Traditional Form of Teaching

The paper focuses on innovative and creative approaches to teaching geometry in the first year of primary school. Geometry is generally not a popular part of mathematics. The findings are based on several studies investigating how students at different educational levels solve different mathematical problems. The link between geometry and the math trail is an interesting one, as it combines knowledge of geometry in the real world with solving problems directly in the field. Through the MathCityMap portal, first grade students were able to solve geometry problems created by a math trail using different measuring tools. The results of the abovementioned outdoor activity showed that the students had gained a positive attitude towards geometry and that they had broadened their perspective on the connections between mathematics, other school subjects and everyday life.

Religious Education (RE) as a Context: The Subcultures That Shape Teacher’s Work When Teaching This Subject in Australian Catholic Secondary Schools

Religious Education (RE) can be conceived of as a specific context within which secondary RE teachers from diverse backgrounds teach. This context gives rise to distinctive subject subcultures, characterised by a unique set of beliefs, norms, and practices that are shared by teachers who teach RE. Using micronarratives as a way to initiate further discussion and to distil some key points which can be elaborated upon, we illustrate some salient aspects of RE’s subcultures. These include a subculture of ambiguity, boundary crossings and objects, and a confusion of purpose and terms. Knowledge of these may better assist schools—and Catholic Schools’ Departments—to orient and support these teachers in their classroom practice.

Lessons learned teaching social and emotional learning in physical education teacher education: a self-study

ABSTRACT Background Social and emotional learning (SEL) has emerged as a political and educational priority worldwide. Numerous academic and non-academic benefits of effective (well-designed and well-implemented) SEL programmes within educational contexts exist. Not surprisingly, SEL has been acknowledged as one of the most prioritised educational agendas to support students’ holistic growth and success across different subjects in schools, health and physical education is no exception. Yet, while SEL continues to progress as a global education priority, there is limited literature on SEL in physical education, and even less which seeks to explore teaching SEL in a physical education teacher education (PETE) programme. Purpose Framed by Loughran’s conceptualisation of developing a pedagogy of teacher education, this study explored lessons learned from one teacher educator’s first experience teaching SEL in a health and physical education teacher education programme. Method A self-study of teacher education practices methodology supported one teacher educator to interrogate their experience, decisions, identity, and practices teaching SEL in a PETE programme. Data includes written reflections (n = 10 pages, single-spaced), transcribed critical friend discussions (n = 112 pages single-spaced), and teaching artefacts. Data analysis involved a collaborative reflexive thematic analysis approach to facilitate the inductive identification of themes and patterns. Findings Results are grouped into three categories: lessons learned about my practice as a teacher educator, lessons learned about my pre-service teachers, and lessons learned about teacher education. The three lessons include: (1) the importance of SEL being taught not caught, (2) students lack content knowledge, and (3) once is not enough. Results confirm teaching SEL requires a programmatic approach. Each lesson represents an ongoing process of making sense of self in practice. Conclusions The results of this research provide pedagogical considerations about teacher education programmes and those who teach in them. Teaching about teaching is a complex process. Teaching about teaching SEL may be an even more complex process as teacher educators rarely have developed these competencies themselves.

Can We Tackle the Environmental Crisis With Education?

The world is becoming less livable due to climate change and the loss of nature. What can be done to stop this environmental crisis? What would empower young people to help protect the environment? Schools and clubs sometimes offer environmental education programs—lessons or activities to help young people understand the environment and its vulnerabilities, and what can be done to protect it. Do these environmental education programs work? To answer this question, we conducted a big summary of 169 studies, which included more than 176,000 young people from around the world. The results provide good news: environmental education generally helps young people to know about, care about, and do things to protect the environment. Our research also raises new questions. For example, now that you know environmental education can be effective, do you think it should be provided more often? Should environmental education be a required subject in school?

Disinformation in Political Advertising in the Context of First-Time Voters’ Advertising Literacy

The authors of this research study investigated the ability of first-time voters to comprehend, identify and evaluate political advertising along with their ability to understand and identify disinformation in political advertising. Two groups were compared: one that received media education as a compulsory subject in school and one that did not. This study also showcases the positive impact of media education on first-time voters, since it revealed a significant difference in advertising literacy levels between these groups. The results of the study show that there were notable improvements in defining and identifying political advertising and disinformation among media-educated students. Both groups of students were able to define the goals of disinformation in political advertising and most consider them unethical. The highest score in both groups was achieved in verifying media sources and news. This study highlights the paramount importance of advertising literacy for first-time voters since it gives them the tools to discern political advertising and enables them to make well-informed decisions during the electoral process. It also emphasises the importance of media education.

ДУХОВНА ОСВІТА В ЧЕСЬКІЙ ТА НІМЕЦЬКІЙ СПІЛЬНОТАХ ВОЛИНІ У ХІХ – НА ПОЧАТКУ ХХ СТОЛІТТЯ

The paper characterizes the peculiarities of the spiritual education of children and youth of the Czech and German communities of Volyn in the 19th – at the beginning of the 20th century. It was established that in these communities only the primary and non-institutional (religion education in families and thanks to the activities of public educational societies) level of spiritual educational institutions was represented. It was determined that the most important feature of the German community in Volyn was its socio-cultural isolation, as a result of which the model of German schooling (primary and secondary level) developed by the colonists was based on the Lutheran or Roman Catholic religion followed by the Germans of Volyn. Throughout the entire period of their stay in the Volyn region, the German colonists relied on religion and the church in the education and upbringing of children, therefore the entire process of education was characterized by a spiritual and religious character. In German parochial schools, children studied, in addition to purely religious disciplines, Latin and German, arithmetic, writing, geography, history, music and singing. However, the imperial authorities made sure that secular subjects were taught in russian; it was also one of the main subjects in colonial schools. It has been proven that religious practices played an important role in the schooling of German colonists: the whole Sabbath day was devoted to the so-called «confirmation instructions», i.e. reading and discussing religious texts; Sunday, in addition, included «reading services» and various religious rites - christenings, visits to the elderly and the sick, confession and communion. It was established that spiritual education in the primary schools of the Czech community in Volyn consisted of the study of russian-czech writing, reading in russian and Czech, russian history, arithmetic, sacred history, and prayers. During the 19th century, most Czech schools were transformed into russian parochial schools, and Czech churches became Orthodox churches.