Contemporary Education System Research Articles

ROLE OF HOLISTIC EDUCATION PRACTICES TO ENRICH THE INDIAN KNOWLEDGE SYSTEM IN CONTEMPORARY EDUCATION

Education is the most powerful instrument to enhance and inculcate the BhartiyaKnowledge tradition in the 21st-century generation. This research article started with a brief introduction to the Knowledge System with special reference to India. The highlights are the foundation and principles of holistic education,the interrelationship between Indian knowledge andHolistic Education, and the contemporary education system. There is a total absence of moralvalues, ethical training, and knowledge of culture and tradition in the young generation which is also referred to as Generation Z(GenZ). This article focuses on the role of holistic education in spiritual awakening among the generations and learning from our ancient literature, art, and culture which ultimately enhance the panoramic development of human beings. An emphasis on the balance between traditional wisdom and contemporary educational approaches is the prerequisite. The focus on the holistic education practices that contribute to the enrichment of the Indian Knowledge Tradition showcases an integration of traditional wisdom and modern teaching methodologies. The role of the Bhartiya Knowledge Tradition in the Indian education system is a vital source of rejuvenating the strength of glorious ancient art, culture, and literature among learners studying at different levels of education.IndianKnowledgeTradition with the Holistic Education approach can regain the prestige of Bharat as Vishwa Guru all over the world once again.

Relationship between Teacher Professional Development and use for ICT in Teaching and Learning in Primary Schools in Sabuli Sub-County, Wajir County

Information and communication technology use in education has become an indispensable aspect in the contemporary education system. This explains why many governments including Kenya government have invested in information and communication technology to foster the quality of education. However, despite efforts to avail information and communication technology resources, their use and impact on instructional delivery has been minimal, especially in primary schools in Kenya. Consequently, there has been concern on relationship between availability of information and communication technology and teacher professional development in primary schools. This situation has necessitated the proposed study which is aimed at assessing the relationship between teacher professional development and use for ICT in teaching and learning in primary schools in Sabuli sub-county, Wajir County, Kenya. The study used correlation research design. The target population 94 teacher comprising 30 head teachers and 64 teachers of primary schools in Sabuli sub-county, Wajir County. Given the small number of teachers in public primary schools in Sabuli sub county, the study purposively selected all teachers and head teachers as participant to avoid reducing the ambiguity of a study. Thus, the sample population was 94 respondents. The researcher gathered data using questionnaires from teachers and used semi-structured interview for head-teachers. Data was analysed using descriptive and regression statistics. The findings highlight a statistically significant positive relationship between teacher professional development and ICT use, indicating a direct relationship between the two variables.

The Effects of Digital Divide on the Educational Rights of Marginalised

The contemporary education system in Kerala, India, has adapted to the online teaching-learning process with the inevitable integration of technological advancements. Within the diverse socioeconomic-politicall and scapes in India, the gapin various forms of capital available for individuals also expands to the realm of digital engagement. The aim of the current study is toanalyse how spatial locations intersect with digital access to education. This paper showcasesmultiple factors responsible for creating the crisis of digital divide among geographically estranged communities. The current study employs a descriptive design and presents its findings through athorough narrative review of the existing literature.

Measuring Inclusion in Vocational Education and Training through the Prism of Justice of Education

The highest possible level of inclusion and justice are the primary goals of most contemporary education systems, including vocational education and training. The Index for Inclusion, which was developed two decades ago, defines inclusion on three levels, i.e. policy, culture and practice, and provides a methodological framework for measuring the inclusive orientation of schools. This paper raises the question of whether the selected Index for Inclusion indicators can be used to also measure different dimensions of justice, which is defined as a multidimensional concept. The just redistribution of basic goods is complemented by recognition, representation and relationality. A study with the aim to determine the multidimensionality of the implementation of inclusivity in Vocational Education and Training institutions using statistical analysis was carried out. An online questionnaire was created and completed by 427 education professionals (head teachers, teachers and school counsellors) employed in vocational education and training. The dimensionality of the measured constructs was checked using a set of 28 variables with factor analysis, i.e. the Maximum Likelihood method and Varimax rotation. It was found that the statements that had been formulated on the basis of the Index for Inclusion can also be used to measure different dimensions of justice. The final version of the questionnaire (modified questionnaire), which contains a set of twenty items, adequately measures the redistribution and recognition aspects of justice, whereas the representation and relational aspects have proven to be two-dimensional concepts. A modified questionnaire could be a suitable starting point both for the self-evaluation of schools and a general measurement of inclusion in terms of justice.

Digital Resources and Technologies for Improvement of Educational Process in Ukraine

The contemporary system of higher education necessitates the application of digital resources and technologies. The aim of the research is to manifest the impact of digitalization on the educational process and to outline their incorporation into teaching practices. The descriptive study was applied that is based on the participants’ behaviors, or perceptions of digital resources and technologies used. The following methods were implemented: surveys; observations; content analysis; semi-structured interviews; and questionnaires. Over 60 recent scientific works were selected to evaluate the problem of using digital resources and technologies for improvement of educational process. The research was conducted among 43 instructors of educational institutions. The findings showed that instructors use digital resources and technologies extensively. On the basis of average calculated index, it was concluded that Google Docs, communication tools, smartphone apps, Learning Management systems, games, presentation software, online assessment, AI tools are most effective. Digital resources and technologies are characterized by a number of advantages oriented towards improvement of the educational process. It was found that digital tools are incorporated through a number of techniques and strategies: demonstration, collaborative learning, problem-based learning, project-based learning, and digital games. Instructors stated that they use interactive lecture, peer learning, and simulation-based learning less frequently. The choice of techniques and strategies depends on the course or lesson, educational objectives, students’ needs, and possible challenges which instructors may face. The study outcomes can be used to elaborate funding decisions, curriculum development or teachers’ professional development for formation of digital skills among academic and pedagogical staff.

Discussion on the Impact of Campus Culture Construction on Ideological and Political Education and Learning Style Construction

In the contemporary education system, campus culture construction, ideological and political education and learning style construction complement each other. Campus culture is the embodiment of the university spirit. A good campus cultural environment plays an important role in the improvement and edification of students' moral quality. Therefore, campus culture construction plays an important role in the cultivation of students' ideological and political education. This paper will explore how campus culture construction affects ideological and political education and learning style. It has an impact.

EdTech in sociological education: Challenges and opportunities, risks and solutions

The contemporary system of sociological education undergoes all processes of digital transformation; therefore, the key challenges to the teaching community and risks associated with new functions and a decrease in the quality of education require serious rethinking in the context of digital transformation. Moreover, the tasks of identifying the capabilities of EdTech and constructive ways of using them in sociological education are also updated. The article considers the trends in the development of EdTech in education and conditions, technologies and directions for its use in sociological education. The empirical basis of the article is the results of sociological research conducted by international and Russian organizations on the use and development prospects of EdTech. The introduction and use of technologies in the education system determine the task of developing a new digital infrastructure and of the corresponding training/retraining of teaching staff. On the other hand, the education system should respond to students’ requests for emotional inclusion, support, psychological well-being and pedagogy of care in the digitally mediated environment. The author argues that the key tasks to be solved under the introduction of EdTech into sociological education are as follows: formation of a meaningful approach to the use of technology by all participants of the educational process; training in new methods for the analysis of transforming social reality; identification of legitimate ways to use artificial intelligence in education and research. The article emphasizes the dynamism of digital transformation in education, which determines the need for monitoring research and for a comprehensive (infrastructural, personnel, content) digital transformation strategy taking into account the features of educational programs.

Innovative FOCUS: A Program to Foster Creativity and Innovation in the Context of Education for Sustainability

This study is based on the urgent need to adapt education systems to meet the challenges of the 21st century. It examines the implementation of the “Innovative FOCUS” program at the secondary school level to promote creative problem-solving skills in the sustainability context. The Innovative FOCUS program employs a two-stage approach, integrating flexibility, originality, creative personality development, and strategic planning. It includes in-service teacher training and a challenge-based learning framework in which students engage in real-world sustainability projects. The program’s effectiveness was evaluated through teacher and student feedback focusing on the development of prototypes addressing sustainability challenges. The implementation of the InFOCUS program in 19 secondary schools demonstrated significant effectiveness. Teachers indicated that the program’s tools were effective in promoting students’ creativity and problem-solving skills. Of the 64 student teams, 62 successfully developed innovative prototypes, reflecting an improved capacity for innovative thinking and underlining the practical impact of the program. The Innovative FOCUS program effectively integrates sustainability education with creative and critical thinking skills. It demonstrates the potential of challenge-based learning in transforming students’ approaches to real-world problems, aligning education with 21st-century sustainability goals. The program’s success highlights the importance of such innovative approaches in contemporary education systems.

Use of E - learning as a Learning Method Among Students

This study investigates the utilization of e-learning as a prevalent learning method among students. With the proliferation of digital technology, e-learning has become increasingly popular as an alternative or complement to traditional classroom-based instruction. Through a comprehensive literature review, this research explores the various factors driving the adoption of e-learning among students, including flexibility in scheduling, accessibility to resources, and personalized learning experiences. Additionally, the study examines the challenges associated with e-learning implementation, such as digital literacy barriers, technological infrastructure constraints, and concerns regarding social interaction and engagement. Furthermore, the research evaluates the effectiveness of e-learning in facilitating knowledge acquisition, skill development, and academic achievement compared to traditional learning methods. By synthesizing empirical evidence and case studies, this study aims to provide insights into the evolving landscape of e-learning and its implications for educational practice and policy. The findings contribute to a deeper understanding of the opportunities and challenges associated with the widespread adoption of e-learning as a learning method among students in contemporary education systems.

Vocal Techniques Literacy in Huai Opera for School-Based Education in Shanghai Municipality, China

Huai Opera is a traditional Chinese operatic form known for its distinctive vocal techniques, melodic tunes, and captivating storytelling, originating from the Huai River region in China. The study’s primary objective is to investigate vocal technique literacy in Huai Opera for school-based education in Shanghai Municipality, China. Anchored in musicology and ethnomusicology, this research is conducted within the School of Huai Opera, encompassing the Southern and Northern Schools, known for their distinctive regional influences and vocal styles. Two key informants, a seasoned Huai Opera performer and vocal instructor and an accomplished ethnomusicologist, lend their unique insights to shed light on the multifaceted nature of vocal technique literacy in Huai Opera education. The structured interviews and systematic observations that were used to collect data are carefully analyzed to show the different breathing techniques, vocal techniques, and rhythms that makeup Huai Opera’s vocal technique literacy curriculum. The study’s findings underscore the significance of integrating traditional arts into contemporary education systems to preserve cultural heritage and enrich students’ educational experiences. It emphasizes the need for innovative pedagogical approaches and highlights the role of traditional arts in nurturing cultural engagement among youth.

Module Development on Human Breathing System Materials Based on Moocs for Class VIII Students

Technology has been used to innovate learning in the contemporary educational system. With the use of technology, teachers hope to create a more engaging learning environment and give pupils stimulus so they can comprehend what they are studying. One form of using technology in learning is the use of MOOCs as a learning medium. Therefore, this research aims to develop a MOOCs-based digital module on respiratory system material for grade VIII junior high school students. This research is a Research and Development (RnD) study with the 4D model which is limited to the third D stage which includes the Define, Design, Development stages. The data collection techniques used were observation, interview, and questionnaire. The instruments used in this study were observation sheets, teacher interview guide sheets, expert validation sheets, and student response test sheets. Data analysis techniques were carried out qualitatively and quantitatively. The results showed that the MOOCs-based digital module was very feasible and could be used based on the results of expert validation. The results of the learner response test to the digital module developed showed a very good category. The conclusion from the results of this study shows that the digital module developed was declared feasible by a team of experts and received a positive response from students to be continued in a wide-scale trial to see the effectiveness of the product.

Education in Sri Lanka: A Historical, Administrative, and Contemporary Overview with Emphasis on Secondary Schooling

Aims: This research aims to comprehensively explore the historical evolution, administrative intricacies, and current state of secondary education in Sri Lanka, with a particular focus on the post-independence era. It seeks to provide valuable insights into the challenges, initiatives, and policy measures that have shaped the educational landscape in the country.
 Study Design: The study adopts a historical research design, meticulously tracing the trajectory of education in Sri Lanka from ancient times through the colonial periods to the contemporary era. It places a particular emphasis on the post-independence period, scrutinizing administrative reforms, decentralization efforts, and the structure of secondary schooling.
 Place and Duration of Study: The research is conducted in Sri Lanka, encompassing various regions and educational institutions across the country.
 Methodology: Grey literature, including historical documents, archival records, and unpublished reports, serves as a pivotal source for this study. Government reports, policy documents, and contemporary educational sources are analyzed to provide a nuanced understanding of the challenges and initiatives in Sri Lanka's education system. Internal memos, working papers, and non-peer-reviewed literature are utilized to dissect administrative structures, policy measures, and curriculum development.
 Results: The research reveals the intricate historical journey of education in Sri Lanka, highlighting the impact of colonial rulers on the traditional education system. Post-independence challenges and initiatives, such as decentralization efforts and administrative reforms, are scrutinized. The contemporary education system, including diverse school categories and the flow of education from preschool to tertiary levels, is comprehensively analyzed. Key policies, such as free education, medium of instruction, and compulsory education, are detailed to showcase the government's commitment to inclusive and accessible education.
 Conclusion: In conclusion, this study provides a holistic understanding of the multifaceted dimensions of education in Sri Lanka. By examining historical roots, administrative intricacies, and the current state of the secondary education sector, the research sheds light on the enduring pursuit of knowledge and enlightenment in Sri Lanka's educational journey. The findings offer valuable insights for scholars, policymakers, and those interested in the dynamic evolution of education in the country.

Towards a new approach for understanding educational inequality: The Sen– Bourdieu-Bernstein theoretical framework

Understanding the mechanisms underpinning the transmission of educational inequalities is fundamental for fighting social injustice and promoting social mobility. Towards this aim, the paper proposes an extension of the synthetic theoretical framework of Sen-Bourdieu, incorporating the key sociological concepts of classification and framing and the corresponding rules of recognition and realization, as elucidated by Basil Bernstein. By elaborating on the complementarities of the adopted theoretical frameworks, the purpose of the paper is the development of a conceptual model capable of better unravelling the complex processes that influence educational choices and outcomes within contemporary educational systems. Τhe practical possibilities of the suggested theoretical model are demonstrated through its application to a topical issue of educational policy, namely the nexus between school choice and inequality. In this context, the role of educational policy is construed as facilitating individuals’ educational paths by eradicating restrictive factors and establishing emancipating ones..

Contemporary Education Systems: The Case of United States

Modernization efforts for the development of education systems were carried out in parallel with the needs of the age. In this direction, societies that have taken the step of modernization have first tried to revise their existing education systems and identify the prominent obstacles. Education systems have followed a very different course in history; It has been affected by many historical, geographical, economic, social, and cultural factors. The United States education system is an education system that is managed locally due to the history and structure of the country, where the education program, academic calendar, programs, school system structuring, and teacher appointments are determined by the states. In this study, first the political and cultural history of the country and then the functioning and structure of the education system are discussed. The study also compared the Turkish education system and US education. Finally, the study was concluded by including the problems encountered in the US education system.

Propagation of Ancient Indian Knowledge through IKT Courses in Open Schooling

Let’s go back to Indianness and experience the richness of ancient Indian culture” is a call to rediscover and immerse ourselves in the profoundheritage of India. It invites us to explore the long-standing customs, works of art, schools of thought, and knowledge that have shaped thiscountry. The abovementioned quote encourages returning to the fundamentals and learning about the rich tapestry of Indian history andculture, which stands for spirituality, harmony in diversity, traditional arts, music, dance, cuisine, rituals, and philosophy like as yoga and Vedanta.India has always been viewed as having a rich and diversified knowledge legacy as it is the home of one of the oldest and most sophisticatedcivilizations in the world, including the Indus Valley civilization and the Vedic culture. The vibrant Indian method of living a life is made knownto the entire world through the rich traditional practices of Ayurveda, meditation, and yoga. The ancient Indian sciences are incredibly helpfulin today’s times because of their timeless concepts, all-encompassing viewpoint, and ability to address modern challenges. This paper exploresthe diversity of ancient Indian knowledge and the necessity of incorporating it into the country’s contemporary educational system. Additionally,it also describes NIOS’s initiative to incorporate IKT subjects into the open school curriculum, which was prepared specifically for Indian openschool learners. The major objective of introducing IKT subjects was to prepare citizens of tomorrow who are not only academically competentbut also emotionally balanced, socially responsible, and environmentally sensitive. This paper was written with the goal of communicatingbest practices and increasing the general awareness of the numerous programmes provided by NIOS and encouraging more people to engagewith it and utilize its resources.

ETHICAL LEADERSHIP PRACTICE IN EDUCATION: A SIGNIFICANT SYSTEMATIC REVIEW

This systematic literature review explores the significance of ethical leadership practices in the context of education. The introduction provides an overview of the importance of ethical leadership within educational settings. However, these leaders contend with complex moral dilemmas, navigating the delicate balance between adhering to laws and potentially disobeying some, which could result in a competitive disadvantage. This study employed the PRISMA methodology, conducting a systematic search across academic databases, specifically Scopus and the Web of Science, resulting in a comprehensive selection of studies, reviews, and articles pertaining to ethical leadership in educational contexts. By utilizing an advanced search strategy involving keywords such as 'ethical leadership,' 'ethical management,' and 'education,' the analysis revealed the pivotal role played by ethical leadership in educational settings and organizations, contributing to higher-quality leadership. The final dataset consisted of 35 items, with the review identifying key themes that were subsequently validated by experts and categorized into three distinct themes: (1) the impact of ethical leadership on workplace behavior, (2) ethical leadership within educational contexts, and (3) ethical leadership across diverse industries and sectors. In conclusion, ethical leadership stands as a foundational element of responsible and effective leadership within the contemporary educational system.

Man as a “Work of Art”: The Religious–Dialogical Dimension of Education as a Path of Education for Beauty/Goodness

Aiming to establish a dialogue with modern man, who lives in a culture marked by great challenges, church documents put a great emphasis on the via pulchritudinis. The via pulchritudinis, i.e., the way of beauty, is considered to be a privileged way of achieving dialogue. Awareness of the importance of beauty, in close connection with goodness and truth, is increasingly present in the theological and the religious–pedagogical thought. One of the specific questions related to education for beauty refers to the education of a person who is called to transform his or her life into a “work of art”. This paper reflects on only one specific aspect of the issue of shaping human beauty/goodness, that is, people’s “humanity”, in connection with the challenges of increasingly complex coexistence in diversity. Globalization and migration trends, primarily by complicating life together/coexistence, pose certain challenges to man as an individual, as well as to the entire society, especially the challenge that is coexistence of different cultures and religions. Since these problems also penetrate school classrooms, education systems are expected to provide appropriate responses. The paper consists of two parts. In the theoretical part, two specific fundamental issues related to the education of a person’s “humanity” in the atmosphere of “conflict culture” are considered: the issue of comprehensive education following the ancient connection of beauty and goodness, as well as the issue of education for coexistence. The second part presents the results of the research which was carried out in the Republic of Croatia and which aimed to examine the presence of curriculum content that enables the acquisition of religious–dialogical competence, using the method of text analysis. In more exact terms, faced with the challenges that arise from a society burdened with misunderstanding, violence and hostility, often linked with a religious affiliation and worldviews, we ask ourselves the following question: to what extent is the contemporary education system in the Republic of Croatia, at the level of its curricula, open to the comprehensive development of students, especially in terms of the development of the religious–dialogical dimension, necessary for living a good and beautiful life in the modern multicultural and multireligious world? The results reveal a different, mostly insufficient, openness of the curriculum to the religious dimension of intercultural education. That is one of the reasons why the education system does not seem to be open to the development of the knowledge, attitudes and skills necessary for a harmonious and “beautiful” coexistence in modern society.

Beyond the Classroom: A Case Study on the Relationship Between Education as a Public Good, Social Justice and Critical Pedagogy

The idea of education being a transformative force is central to the discourse of education. But with the evolution of societies at a rapid pace, the idea of education being a ‘public good’ stands challenged and needs to be further analysed in relation to contemporary societies. This article argues that the understanding of public goods stemming from the discipline of economics is inadequate to define the needs of the contemporary education systems. The article highlights that the idea/element of ‘social justice’ is central to understand the concept of education as a ‘public good’, and even though Indian policies on education have an element of social justice, the practice of it needs reimagining. Building on evidence from the ‘Bihar Mentorship Project’, which was an action research project at the Centre for Budget and Policy Studies, Bengaluru, the article establishes that ‘critical pedagogy’ can become a vital tool to actualise the idea of social justice in education systems and, hence, is at the core of imagining education as a ‘public good’.

IMPROVEMENT AND IMPLEMENTATION OF CONTEMPORARY EDUCATION SYSTEM

Abstract— In this paper our aim is to highlights the needs for the replacement of the traditional education system with the contemporary education system. The contemporary education system is often compared to traditional education, which is more focused on rote learning, memorization, and the transmission of information from teacher to student. The contemporary education system refers to the current and modern approach to education. It emphasizes on the use of technology, practical learning, critical thinking, and creativity to provide students with the necessary skills and knowledge to succeed in a rapidly changing world. In this paper , elaborate the various ways of contemporary education system which emphasizes on hands-on learning experiences, project-based learning, and student-cantered approaches that help students to learn in a more engaging and effective way. The contemporary education system helps to prepare students for the real world by equipping them with the ability to think critically, solve problems, communicate effectively, work collaboratively, and adapt to changing situations. Keywords:- Traditional system, Contemporary system , Assessment; Evaluation, divergent assessment, TBL

Cultural emphasis: regionalisation as an integral component of multiculturalism within China's contemporary education system

The cultural focus of this study emphasises the importance and role of culture within the process of regionalisation in the modern Chinese education system. It explores the diversity of regional cultures in China and their influence on creating a unique multicultural environment within the educational system. The article addresses the issue of regionalisation as a global trend and its specific reflection in Chinese educational theory and practice. Regionalisation, as a part of multiculturalism in China, involves recognising and integrating the diverse regional cultures within the standardised national educational framework. Methodological principles and approaches such as case studies, content analysis, qualitative data analysis, and longitudinal studies were operated. Particular attention is given to the methods employed for preserving and showcasing the cultural heritage of the regions in China, as well as their incorporation into educational programmes and events. This highlights the cultural significance of regionalisation and its relevance within the context of cultural diversity and cross-cultural exchange in modern Chinese education. China is currently intensifying efforts to promote and showcase its culture, both as a whole "Chinese culture" and "the culture of Chinese regions," emphasising the uniqueness and diversity of the ethnic groups that comprise the Chinese nation, both within the country and in the international arena.