Quality Of Teaching Research Articles

THE IMPORTANCE OF DIGITAL INCLUSION IN MODERN EDUCATION

The research addressed the importance of digital inclusion in modern education, focusing on how the integration of digital technologies can impact access to educational resources and the quality of teaching. The problem investigated was: how effective is digital inclusion in reducing inequalities and improving academic performance? The overall objective was to analyze how digital tools influence education and identify the challenges and opportunities associated with this inclusion. The methodology employed consisted of a literature review, using academic sources to examine relevant studies and articles on the topic. The research revealed that digital inclusion can promote greater equity by facilitating access to materials and resources, in addition to improving student performance through personalized pedagogical practices. Continuous teacher training was identified as an essential factor for the effective integration of digital technologies in the educational environment. However, challenges were also observed, such as the need for adequate infrastructure and support for educators and students. The final considerations highlighted that, for digital inclusion to benefit the educational environment, continuous effort is needed in policies and practices that support the use of technologies. Future studies could explore the conditions and strategies for effective implementation of digital technologies in education.

The Association of Health Literacy With the Quality of Discharge Planning and Readiness for Hospital Discharge in Jordanian Acute Myocardial Infarction Patients.

To examine the relationship between health literacy with the quality of discharge planning and readiness for hospital discharge in acute myocardial infarction patients in Jordan. Acute myocardial infarction is a major heart disease caused by plaque formation in coronary arteries. Complications after acute myocardial infarction include readmission and physical complications such as chest pain, and limited health literacy increases the risk of complications. Improving the health literacy of patients can improve postdischarge outcomes and decrease complications. This study was conducted using a cross-sectional design. Data were collected from 123 patients who were recruited from three hospitals in Jordan. A demographics questionnaire and three valid and reliable instruments (Health Literacy Questionnaire, Readiness for Hospital Discharge Scale and Quality of Discharge Teaching Scale) were used to collect the data. The authors adhered to the STROBE checklist during the preparation of this study. The results demonstrated that the Readiness for Hospital Discharge had weak to moderate positive correlations with health literacy scales (r = 0.24-0.36, p < 0.05). The content subscale of the Quality of Discharge Teaching Scale showed weak positive correlations with navigating the healthcare system, finding good health information and understanding health information scales of the Health Literacy Questionnaire. The results reported here indicate that health literacy positively correlates with readiness for hospital discharge and quality of discharge teaching. Improving the health literacy of acute myocardial infarction patients can enhance their discharge planning outcomes. The findings of this study are beneficial for healthcare providers in designing targeted interventions that correspond to health literacy among acute myocardial infarction patients. No patient or public contribution.

Artificial intelligence in physical education: comprehensive review and future teacher training strategies

Artificial intelligence (AI) technology is deeply changing our lives and provides impetus for improving production and living efficiency as an important emerging tool. Digitalization and intelligent development have also become the development direction of the sports industry, bringing new requirements to the transformation of physical education (PE) and the improvement of the quality of PE teachers. PE is an important part of the public health system, and AI can deeply participate in the formulation of teaching strategies, the tracking of teaching processes and the evaluation of teaching results, effectively improving the quality of teaching. Research on the application of AI technology in PE has been carried out. This paper comprehensively reviews the existing research and conducts a comprehensive analysis of the research progress and status. The potential application areas of AI in PE are discussed to better promote the intelligent and digital upgrading of PE. We found that the research on the application of AI in PE is still in its early stages, and the research content needs to be strengthened in terms of breadth and depth. Furthermore, this paper analyzes the challenges faced by PE teacher development and training in the context of educational transformation in the era of AI, and explores the necessary skills and knowledge related to AI technology that future PE teachers should master in order to effectively achieve the improvement of teaching level and the sustainable development of public health system. The review of this paper provides valuable guidance for educators and policymakers to formulate high-quality teacher development and training mechanisms, and provides a new reference for the application and development of AI in sports.

Implementation of Committee Partnerships on AI-Based School Policies at Public Junior High School

In the increasingly sophisticated digital era, artificial intelligence (AI) technology has significantly changed various fields, including education. In Indonesia, secondary schools have begun implementing AI technology to improve the quality of teaching and school management. Implementing this technology includes using AI-based systems for personalized learning, student data analysis, and more efficient school administration management. Implementing AI-based policies requires a strong partnership between the school committee and the school. This includes monitoring technology implementation, providing teacher training, and involving parents in the technology-based learning process. This study aims to identify and analyze the role of partnerships between school committees and schools in implementing AI-based policies at SMP Negeri 3 Tanjungsari. To ensure effective policy implementation, various stakeholders, including school committees, must support advancing AI technology in education. This study employs a qualitative approach, incorporating a case study method. It obtained the collected data through in-depth interviews, participant observation, and document analysis. The study results indicate that strong partnerships between school committees and schools play a significant role in supporting the implementation of AI policies. However, some challenges are still faced, such as the committee's lack of understanding of AI technology. This study also offers strategies to improve the effectiveness of these partnerships, including training and enhancing communication between the committee and the school. These findings significantly contribute to developing educational policies that are more adaptive to technological advances.

Factors Influencing Teacher Enthusiasm: A Qualitative Study in Turkish Context

This study explores the factors influencing teacher enthusiasm in Turkish public schools through a qualitative, exploratory case study design conducted in two provinces in the northwestern region of Türkiye. Data were collected from 28 teachers using semi-structured interviews, with participants selected through convenience and maximum variation sampling methods. Content analysis was employed to analyze the data. The research identified three primary themes: personal factors, contextual factors, and external factors. Personal factors include motivation, affection for teaching and job satisfaction. Contextual factors encompass students’ academic performance and behaviors, school leadership practices, relationships with colleagues, and working conditions. External factors involve parental attitudes, educational policies, the value perception of the teaching profession, and incentives and rewards. The findings emphasize the critical role of personal motivation, affection for teaching, and job satisfaction in fostering teacher enthusiasm. Additionally, supportive leadership, positive student interactions, and a collaborative work environment are crucial contextual factors. External factors such as positive parental attitudes, consistent educational policies, societal recognition of the teaching profession, and appropriate incentives and rewards also play a vital role in fostering teacher enthusiasm. These results suggest that policymakers should prioritize consistent educational policies as well as recognition and rewards for teachers, while school principals should create supportive and collaborative environments. By addressing these areas, stakeholders can enhance teacher enthusiasm, ultimately improving teaching quality and student outcomes.

Enhancing Face Validity in Teaching Quality with Six Sigma Approach for Sustainable Development Goals (SDG)

Objective: The Teacher Teaching Quality Instrument using the Six Sigma approach (T²Qi-6σ) is a new tool for assessing teaching quality in primary and secondary schools. As such, it is essential to carefully review each item in T²Qi-6σ for face validity, including an assessment of language use, sentence structure, vocabulary appropriateness, and spelling accuracy. This is useful in providing the empirical evidence for supporting sustainable development goals (SDG) initiatives specially to enhance the quality of item assessment. Theoretical Framework: This study aims to test the face validity of T²Qi-6σ using Content Validity Ratio (CVR) analysis by Lawshe (1975). This CVR adapted to be used for face validity even the method mainly applied for establishing content validity. Method: A total of ten assessors were selected using a purposive sampling technique consisting of six test takers and four language experts. The face validity of the T²Qi-6σ involves as many as 125 items with five primary constructs based on Six Sigma: define, measure, analyze, improve, and control. Results and Discussion: The quantitative findings of the study indicate that the instrument demonstrates strong face validity, with 113 items meeting the minimum CVR value (N=10, CVRcritical = 0.62). Efforts have been made to enhance 12 items that initially did not meet the minimum CVR value. In total, 125 items T²Qi-6σ show great promise as a psychometric measurement tool to enhance the quality of teaching among educators. Research Implications: T²Qi-6σ assists educators in enhancing their self-competence and teaching quality, offering benefits and implications for theory, the field of measurement, and the implementation of the Six Sigma approach in education in Malaysia. Originality/Value: The assessment of CVR indicates that T²Qi-6σ demonstrates high face validity and suitability for use. The consensus among the panel of assessors evaluating face validity clearly demonstrates that T²Qi-6σ is appropriate and relevant for use in the study aimed at enhancing the quality of teacher instruction through the Six Sigma approach. The use of Six Sigma aims to broaden the knowledge base for quality assessment in education, which has traditionally relied on similar methods. It would be intriguing to evaluate the impact of the Six Sigma DMAIC model in the Malaysian education sector.

Impact of Artificial Intelligence on the Enhancement of Quality of Teaching in the Private Sector Tertiary Education: International Perspective

Impact of Artificial Intelligence on the Enhancement of Quality of Teaching in the Private Sector Tertiary Education: International Perspective

Enriching the professional identity of early childhood development teachers through mentorship

The purpose of this paper is to highlight three professional identity tensions that are experienced by beginning teachers: the change in role from student to teacher; conflicts between expectations and realities of mentor support given to students (mentees), and contradictory notions of learning to teach. Research shows that Early Childhood Development (ECD) is losing many highly qualified teachers due to the perceived lack of proper mentorship in developing professional identity. This article outlines a study to explore the mentoring needs of ECD teachers in developing a positive professional identity. Participatory Reflection and Action (PRA) as a data collection method, which relied heavily on interpretivism as epistemology was conducted. The research sample consisted of all fourth year (final-year) undergraduate BEd students (n=713), who had to attend the compulsory teaching-practice component of the teacher training programme for the first time during the second and third quarters of the academic year. The BEd (Foundation Phase) students’ completed matrices (maps) were transcribed, coded and categorised through thematic analysis. As a result, two dimensions of the participants’ identity construction emerged: (1) Positive Role Modelling and (2) Missed Opportunities. It is suggested that mentor training, as well as scheduled talk-time and reflection opportunities between the mentors and mentees could transform the Work Integrated Learning (WIL) landscape and enrich the professional identity of Early Childhood Education teachers.

Efektivitas Komunitas Belajar dalam Meningkatkan Kualitas Guru di Sekolah

Teacher learning communities are regarded as essential means to improve education quality through collaboration and professional development. However, implementation within formal school contexts faces challenges, such as time constraints, limited structural support, and low awareness of the benefits of learning communities. This study aims to explore the effectiveness of learning communities in enhancing teacher quality in schools and to identify factors influencing teacher participation. The research method employed is a literature review, encompassing analysis of 25 articles from various relevant academic journals. Thematic analysis highlights key topics, including effectiveness, challenges, and opportunities for the development of learning communities. Findings indicate that learning communities have a positive role in enhancing teacher competence and work motivation. However, significant obstacles remain, such as lack of support from school management and limited understanding. The study also emphasizes the potential for digital technology-based learning communities, which could increase teacher participation by providing more flexible access. This study concludes that stronger policy support and further research are needed to address implementation barriers and maximize the potential of learning communities to enhance teaching quality in schools.

Teachers’ noticing in inclusive and special school systems: the same or different?

ABSTRACT The quality of teachers’ noticing in the inclusive classroom is supposed to depend on teachers’ expertise. As part of professional development in video clubs, we compared Austrian and Swiss teachers’ noticing of inclusive teaching. While, in Austria, teachers worked in an inclusive setting, in Switzerland the participating school ran special educational needs (SEN) classes. This led to the interesting question of whether there were differences in teachers’ noticing between the two forms of special needs education. We conducted a video club with mainstream and SEN teachers four times locally and twice cross-nationally. A qualitative content analysis was carried out and the frequencies of categories were compared quantitatively between the groups and over time. Overall, the two groups did not differ in their noticing, which is somewhat surprising but can be explained by their generally high level of expertise in relation to heterogeneous teaching. Lesson content was the only significant category where teachers in inclusive classrooms showed higher frequencies of noticing. It appears that teachers with experience in either setting were able to assess meaningful heterogeneous teaching, but that opportunities for development of inclusive teaching practices are not yet being used fully.

Problems and Countermeasures in Football Teaching in Colleges and Universities

The purpose of this article is to reveal the difficult problems faced in the process of football training in colleges and universities, and on this basis, formulate specific solutions to these problems. Under the background of increasing attention to physical education in China, football has been gradually integrated into the physical education system in colleges and universities because of its wide popularity. For example, in the process of classroom teaching, there are many common challenges, such as the lagging update of educational concepts, the lack of qualified teachers, the lack of diversified practice methods, and the low participation of students. The quality and physical fitness are all dragged down by the problems existing in college football teaching. This paper makes a detailed investigation and in-depth analysis of the current situation of football education in colleges and universities, and then puts forward a series of specific coping strategies, such as refreshing educational views, strengthening teachers professional training, expanding the diversity and interest of practice items, and stimulating students active participation, in order to provide reference for optimizing the quality of football teaching in colleges and universities.

Exploration on the Excavation and Infiltration Path of Ideological and Political Elements in Wushu Teaching in Colleges and Universities

In developing Wushu teaching in colleges and universities, we should not only teach students skills and techniques, but more importantly, we should pay attention to spreading excellent Chinese traditional culture and instill core values in students. Through the infiltration of ideological and political elements in Wushu teaching, students ideological and political education can be realized, their cultural self-confidence can be enhanced, and their national identity can be enhanced. This paper first analyzes the significance of the excavation and infiltration of ideological and political elements in Wushu teaching in colleges and universities, and discusses the strategies of the infiltration of ideological and political elements in Wushu teaching, aiming at promoting the combination of ideological and political education and Wushu education and improving the overall quality of Wushu teaching.

Project-Based Educational Development Management to Improve Teachers' Creative Skills Through a Differentiated Teaching Approach

This study aims to develop project-based education development management to improve teachers' creative skills through a differentiated teaching approach. The challenges of 21st-century education demand increased teachers' creative thinking skills, which are very important in teaching. This study involved 63 teachers from two high schools in Solo, Central Java, who were selected purposively. The research instrument was a descriptive test that measured teachers' creative thinking skills after receiving materials with the Differentiated Instruction approach. The development of this model used the 4D approach (Define, Design, Develop, Disseminate), which aims to ensure the validity, practicality, and effectiveness of the model's application. The results showed that applying a differentiated teaching approach significantly improved teachers' creative thinking skills compared to conventional teaching methods. This increase was more visible in the group of teachers with middle and upper ability categories, while in the lower ability category, no significant increase was found. These findings indicate that a differentiated teaching approach, combined with a project-based learning model and the 4D method, can effectively develop teachers' creative skills, so it is expected to improve the quality of teaching in schools.

Determining Elementary Teachers’ Competencies Using Practical Content Development Technologies

In education, as in all areas of our lives, the rapid development of computers and the Internet has brought about radical changes. The variety and use of technology in the educational environment is becoming increasingly widespread. A qualified teacher should have a personality that is in a state of constant renewal and development, which is directly proportional to the development of science and technology. Therefore, it is valuable for elementary teachers to become digitally literate and to know how to use this technology in teaching. The aim of this study was to investigate the competence of elementary teachers in the use of practical technologies for content development. This study is descriptive in the general survey type. The "Personal Information Form" and the "Competence Scale for Using Practical Content Development Technologies" were used to collect the research data. According to the results of the research, elementary teachers’ competence in the use of practical content development technologies was very low. It was found that the competences of the teachers with a good level of Internet use were higher than those of the teachers with a poor level of Internet use.

A dynamical teaching-learning-based optimization algorithm for fuzzy energy-efficient parallel batch processing machines scheduling in fabric dyeing process

Fabric dyeing is the most time-consuming and energy-intensive process in textile production with some batch processing machines (BPMs) and uncertainty. In this study, a fuzzy energy-efficient parallel BPMs scheduling problem (FEPBSP) with machine eligibility and sequence-dependent setup time (SDST) in fabric dyeing process is investigated, and a dynamical teaching-learning-based optimization algorithm (DTLBO) is proposed to simultaneously optimize the total agreement index, fuzzy makespan, and total fuzzy energy consumption. In DTLBO, multiple classes are constructed by non-dominated sorting. Dynamical class evolution is designed, which incorporates diversified search among students and adaptive self-learning of teachers. The former is implemented using various combinations of the teacher phase and the learner phase, and the latter is achieved through teacher quality and an adaptive threshold. Additionally, a reinforcement local search based on neighborhood structure dynamic selection is also applied. Extensive experiments are conducted, and the computational results demonstrated that the new strategies of DTLBO are effective, and it is highly competitive in solving the considered problem.

Teachers' Attitudes Towards Self-Efficacy in the Compilation of Tests According to Bloom's Taxonomy Framework

This research aims to present the relationships between teachers' self-efficacy and their performance in mastering the skill of compilation of the tests according to Bloom's Taxonomy Framework. To realize this research, we have relied on numerous studies, and 100 teachers in different levels of pre-university education in Kosovo are a part of this research. Various types of research show that high self-efficacy is closely related to the use of new strategies in teaching and the teacher’s professional training. Therefore, the achievements of students in gaining knowledge cannot be missing. Teachers who possess a high degree of self-efficacy are more capable of adapting to pedagogical changes and the demands of the time, therefore it is of great importance to study the degree of self-efficacy of teachers as a primary result in encouraging learning. This research also presents the importance of various trainings and professional support to teachers to increase the sense of self-efficacy in their work. By analyzing the factors that influence teachers' self-efficacy, such as institutional support, work experience, and professional training, this research also offers practical recommendations for policymakers and school leaders to improve the quality of teaching. Received: 19 August 2024 / Accepted: 26 October 2024 / Published: 05 November 2024

Public Policies on Employment and Labor Welfare: A View from the University Teaching Role

Higher education revolves around a dynamic environment where public employment policies and the well-being of university professors play a crucial role in the construction of a prosperous and sustainable academic environment. The research identified the relationship between public employment policies and labor well-being in university professors, through a quantitative approach, descriptive-correlational scope and cross-sectional section. The results showed that better employment policies are associated with an increase in teachers' well-being at work, suggesting that properly designed policies could significantly enhance their general well-being. It was evident that the modality of contract and job stability are critical factors that affect job security and the psychosocial well-being of teachers. Despite the fact that high psychosocial well-being was reported, teachers experience collateral effects such as somatization and alienation, which evidenced the presence of psychosocial risks in the work environment. The importance of comprehensive and effective employment policies, as well as institutional support to improve the quality of teachers' working life, is concluded. The implementation of preventive programs for psychosocial risks, strategies to promote well-being and teacher participation in the continuous improvement of employment policies is recommended. These measures will not only benefit teachers, but will also have a positive impact on the quality of education and, consequently, on society.

Correlation Among Teacher ICT Teaching, Teacher Immediacy Behaviors, Teacher–Student Rapport, and Student Engagement in Smart Classroom Teaching

With the constant evolution of information and communication technology (ICT), smart classrooms have profoundly influenced Education for Sustainable Development (ESD) by presenting advanced ICT that markedly improved the effectiveness and quality of teaching and learning. Teacher communication technology teaching and immediacy behaviors are crucial for leading and reforming the teaching and learning process in smart classrooms. Meanwhile, teacher–student rapport and student engagement are also key factors that influence ESD. This study aims to investigate the correlation among teacher ICT teaching, teacher immediacy behaviors, teacher–student rapport and student engagement in smart classroom teaching. We surveyed 1032 Chinese university students using the questionnaire method and analyzed the data using structural equation modeling (SEM). The findings revealed that teacher ICT teaching and immediacy behaviors exerted a noteworthy positive impact on student engagement and teacher–student rapport. Meanwhile, teacher ICT teaching markedly positively correlated with verbal immediacy but markedly negatively correlated with nonverbal immediacy. These findings have practical implications for ESD: in smart classrooms, teacher ICT teaching and their immediacy behaviors serve as vital factors in augmenting teaching quality, encouraging student engagement and fostering harmonious teacher–student rapport. Thus, teachers must harness their ICT teaching skills, flexibly assimilate instant behaviors into the teaching process and interact with students in a richer and more diversified manner to effectively augment teaching quality and promote the overall and sustainable growth of students. Furthermore, this study can inform the expansion of smart classrooms, which in the future should not only offer teachers a convenient teaching and learning environment but also evade ICT that limits teacher nonverbal immediacy behaviors.

Use of Artificial Intelligence (AI) Technologies in Education According to Primary School Teachers: Opportunities and Challenges

Artificial intelligence (AI), which refers to technologies that mimic human cognition, affects many industries. Education is one of these sectors. Artificial intelligence affects many educational environments, from lectures to homework. In this process, both academic and ethical concerns call into question the future of artificial intelligence. These inquiries are essential as they show that the human factor will continue as an integral part of education. Because AI tools, even when best designed, can only partially replace human interaction or quality teaching. However, they can make the teacher's job easier and contribute to more effective learning. Therefore, teachers' awareness of this technology has become essential. This research aims to determine primary school teachers' opinions about using AI tools in education. The research was conducted using a case study. The participants are 16 primary school teachers determined by the criterion sampling method. Data were collected through a semi-structured interview form and analyzed with content analysis. According to the findings, teachers stated that AI tools may have advantages and disadvantages in educational environments. While teachers are concerned about the adverse effects of artificial intelligence tools on students, they also recognize their cognitive and socio-emotional contributions. Teachers also stated that artificial intelligence can make teachers' jobs easier but can only partially replace them. The results help understand primary school teachers' opinions regarding using artificial intelligence tools in the learning process.

Creation of Stem-Centers Within Experimental Activities (Best Practices)

The article is devoted to the analysis of the organization of the creation of STEM centers as innovative educational environments aimed at the formation and development of STEM competencies and creative activity of education seekers, the development of innovative models of education and the professional improvement of pedagogical workers in the STEM direction. It was found that the organization of the creation of STEM centers requires the provision of organizational, scientific-methodical, material and technical conditions and personnel support. It was determined that the organizational conditions include the development and adoption of the necessary regulatory documents that determine the principles of STEM-centers' activities. The scientific and methodological conditions provide for the development and adaptation of educational programs and educational and methodological materials, lesson plans and manuals focused on the integration of STEM disciplines. Material and technical conditions provide for the availability of modern equipment, computer classes, laboratories, workshops, software and other technical means and resources. Staffing requires the involvement of qualified teachers, trainers, instructors, methodologists, specialists in STEM disciplines. The study is aimed at studying the best practices of creating STEM centers within the framework of the implementation of an innovative educational project at the all-Ukrainian level on the topic "Organizational and scientific-methodical conditions for the creation of STEM centers" in 2022-2027. The author of the article provided practical recommendations for organizing the creation of STEM centers, taking into account the results of the survey of basic educational institutions of the innovative educational project and the needs of modern education.