Dimensions Of Education Research Articles

Home care program for high-risk pregnancies: a qualitative study of care providers perspectives from Iran

BackgroundHigh-risk pregnancies are accompanied by significant complications for the mother, fetus, and baby if not controlled and received timely care. During home antenatal care, high-risk pregnant women can receive non-medical interventions by a home visitor.ObjectiveThis study’s main aim was to explore care providers’ perspectives regarding the home care program for high-risk pregnancies.Materials and methodsThis qualitative study was conducted in a university hospital and 5 comprehensive health centers in Ahvaz (Iran) from February 2023 to July 2023. The sampling method used was purposive sampling considering the maximum possible diversity, which continued until data saturation. There were 13 in-depth and semi-structured interviews with care providers. Data were simultaneously analysed using Graneheim and Lundman content analysis by MAXQDA version 20 software.ResultsData analysis led to the extraction of 3 main categories, 10 subcategories, and 24 main codes. The main categories and subcategories were “support dimension (family and community support for high-risk pregnant women),” “education dimension (empowerment of high-risk pregnant women and care providers),” and “infrastructures of the program (acculturalization, provision of program budget and care tariff, means and equipment, security and ethical issues, manpower, and the necessary arrangements for the home care).”ConclusionsProviding home care services for high-risk pregnant women plays a vital role in expanding health justice and ensuring maximum access for high-risk pregnant women to perinatal care. Implementing the home care program requires family and community support, educational empowerment of care providers, and the provision of the necessary infrastructure for the program for high-risk pregnant mothers and their families.

The Psychology of Mindfulness for Pre-Service Teachers Preparation Program

The benefits of mindfulness in adults have been widely researched, and its positive impact on psychology and teacher performance has become a major focus in the field of education. These benefits include stress regulation and reduction, increased compassion, and improved teaching effectiveness. Many studies have highlighted the positive relationship between mindfulness traits and teaching readiness. This study specifically examines the role of prospective teachers' mindfulness traits in their readiness to teach. The theoretical model proposed by Manasia et al. (2019), which includes four key dimensions of teaching, was used to measure the teaching readiness of prospective teachers in three academic programs at the Department of Language Education at a leading state university in Malang, East Java, Indonesia. The Five Facet Mindfulness Questionnaire (FFMQ) was employed to measure the mindfulness traits of students as future teachers. The study found that mindfulness traits were able to predict higher teaching readiness in participants. These findings also form the basis for a community service activity, which involves providing mindfulness psychology training during teaching preparation orientation for students as prospective teachers.

Pengaruh Kemiskinan dan Kesehatan terhadap Indeks Pembangunan Manusia di Daerah Provinsi Jawa Barat

The Human Development Index (HDI) is a key indicator that reflects the quality of life of society, including the dimensions of health, education and income. This research aims to analyze the influence of poverty and health on HDI in West Java Province. Poverty, as an economic factor, and health, as a social factor, interact with each other and influence the level of the Human Development Index. In this research, we used secondary data obtained from the West Java Central Statistics Agency, with a quantitative approach through multiple regression analysis. The research results show that the poverty variable has a significant negative impact on HDI, while the health variable shows a significant positive impact on HDI.

초등 사회과에서 글로벌 지정학교육의 필요성과 의미

The space in planet is limited but aspiration for good place is limitless. Conflicts among nations always exist and power games occur at all global scales. This is represented a geopolitics of war in real world. Traditionally military power centered geopolitics of concentration faces inhuman and immoral disastrous incidents of war and it is a very foolish thing. The nature of geopolitics is based on pursuing to plenteous space in human life. If expansion of space is possible peacefully, military power is not needed. The border crossed geopolitics of diffusion has been formed by globalization in ordinary life and global scale. This means a possibility to geopolitics of peace. Korean peninsula is unstable area because of collision and intervention by powers. Recently North Korea dispatches troops to Russia-Ukraine war occurred 2022 and this military action makes a geopolitical instability real. The need and meaning of geopolitical social recognition becomes important in dimension of global civic education actually. Elementary social studies can be defined as a subject for social efficacy and literacy. Global geopolitical education must be created and practiced intentionally for peace of Korean peninsula at this point.

Manual de Neuroeducación y Neurociencias del Bilingüismo

This review examines Manual de Neuroeducación y Neurociencias del Bilingüismo (Handbook of Neuroeducation and Neuroscience of Bilingualism), co-authored by Dr. Rafael Emilio Bello Díaz and Dr. Karen Bello Llinás. The book, published under the auspices of the Dominican Republic's Vice-Ministry of Supervision, Evaluation and Control of Educational Quality, offers a comprehensive exploration of the neurological and educational dimensions of bilingualism. Divided into ten chapters, it delves into topics such as brain-language interaction, the bilingual mind, neurolinguistics, and executive functions, emphasizing the intersection of neuroscience and language learning. While the structure may initially appear intricate due to the breadth of content, extensive citations and rigorous analysis ensure its value as a reliable research resource. The book's depth and focus make it a noteworthy contribution to neuroeducation and bilingualism studies, appealing especially to scholars and practitioners in these fields.

Examining the relationship between levels of susceptibility to the teamwork of people working in disasters and their trust in their colleagues

This study examines the relationship between the level of susceptibility to the teamwork of people working in disasters and their trust in their colleagues. The research sample comprises 218 AFAD volunteers in the Aksaray Provincial Disaster and Emergency Directorate. Online surveys were applied to the participants. According to the findings obtained from the research, the following results were reached: It was seen that the participants' level of susceptibility to teamwork was at a medium level. It was determined that the dimensions of education and guidance and problem diagnosis and analysis, which are sub-dimensions of the susceptibility to teamwork variable, were at the highest level among the dimensions. It was concluded that the high internal motivation dimension was at the lowest level. It was determined that the participants' level of trust in their colleagues was quite high. In addition, the susceptibility to teamwork of people involved in disasters significantly impacted trust in colleagues. Significant relationships were found between teamwork disposition and sub-dimensions such as trust, problem diagnosis and analysis, responsibility (initiative, willingness), training and guidance, cooperation and teamwork and leadership, persuasion, determination and trust in colleagues. No significant relationship was found between a high internal motivation dimension and colleague trust, a sub-dimension of teamwork susceptibility. Within the scope of this research, studies in the literature related to the concepts of teamwork susceptibility and trust in colleagues were first examined. In light of the information obtained, it was aimed to contribute to the literature by creating applied research.

FORMATION OF THE INTERCULTURAL COMMUNICATIVE COMPETENCE OF STUDENTS IN FOREIGN LANGUAGE LEARNING PROCESS

The article highlights developing the intercultural dimension in language teaching, involving recognising that the aims are: to give learners intercultural competence as well as linguistic competence; to prepare them for interaction with people of other cultures; to enable them to understand and accept people from other cultures as individuals with other distinctive perspectives, values and behaviours; and to help them to see that such interaction is an enriching experience. Thus, the visit or exchange is much more than an opportunity to 'practice' the language learnt in the classroom. It is a holistic learning experience which provides the means of using intercultural skills and acquiring new attitudes and values. Teachers need clear objectives, methods which take into account the power of experiential learning, and then learners will 'make the strange familiar - and the familiar strange'.

A Systematic Review on the Emotional Dimensions of Music Education

In the constantly changing challenges of education, the role of emotional competence is becoming increasingly important. This paper explores the literature on the connections between music and emotional education at different levels of education and in teacher training, and in light of the results, it presents the possibilities of music education in the development of different dimensions. This study uses a systematic literature review procedure prepared according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). The acquisition, effective recognition, and management of emotions are necessary knowledge, skills, and attitudes that help individuals develop and maintain functioning social relationships and make responsible decisions. The role of music in education has come to the fore several times in the past centuries. Music education can convey emotions and contribute to socio-emotional education and mental well-being.

On powerful knowledge as a policy concept and sociological theory

ABSTRACT The aim of this article is to analyze Michael Young’s and Johan Muller’s revisit of the origins of the concept of powerful knowledge. The background and theoretical framing of the analysis consist in an ongoing debate regarding similarities and differences between Anglophone and German-Nordic approaches to frame teaching and pedagogical practice conceptually. The methodological approach applied is hermeneutical text analysis of significant contributions by Young and Muller. The result of the analysis focus four critical issues. Firstly, emphasizing the importance of an epistemological analysis of curricular knowledge, the social realist reasoning appears valid primarily within Anglophone education research. Secondly, powerful knowledge represents instructional reductionism, separating epistemological analysis from pedagogical reflection, unlike Didaktik, which treats them relationally, considering the educative dimensions of contents. Thirdly, in comparison with Durkheim’s and Bernstein’s theories, powerful knowledge seems more like a policy concept. Fourthly, as I appreciate Bernstein’s theoretical approach to conceptualizing sociology of knowledge, I argue also that pedagogy or education requires a similar level of conceptual clarification. The conclusion of the article is that given that Education as an autonomous academic discipline, like sociology or psychology, Education requires an independent ontological and epistemological curricular base. Thus, education is not be reduced to a field of practical application, as is the case with Young and Muller.

THE ROLE SOCIAL SUPPORT AND SPIRITUAL INTELLIGENCE ON STUDENTS’ MORALS IN ISLAMIC STUDENTS: PLS-SEM ANALYSIS

This research aims to explore the role of Social Support in influencing the development of spiritual and moral intelligence in Islamic Studies. The research method used is quantitative, and research subject from students at the same relevant educational level. Research findings show that interactions with Social Support have a significant influence in shaping understanding of spiritual values and ethical behavior. Social Support act as socialization agents who facilitate the learning process and moral growth of students. The implications of this research highlight the importance of paying attention to social dynamics in curriculum design and learning program development to improve the spiritual and moral dimensions of religious education. Data collection was carried out using a questionnaire consisting of a Likert scale with 5 alternative answers 1 (strongly disagree) – 5 (strongly agree). PLS-SEM analysis was used to analyze data and test the conceptual model to searching data from existing variabels. The most dominant item representing the success of Spiritual Intelligence is emotional balance at 89.0%. The weakest construct is the construct of avoiding negative behavior at 71.10%. The path analysis test shows that the four variables have a data negative insignificant effect on Spiritual Intelligence and a data positive and significant effect on Spiritual Intelligence.

EFL Teachers’ Perceptions and Practices of Reflective Teaching as a Means for Professional Development

This study investigated English as a foreign language (EFL) teachers’ perceptions and practices of reflective teaching in the Mekong Delta context. It was a mixed methods study using a descriptive research design with two instruments: a questionnaire and interviews. Eighty-one EFL teachers from different provinces in the Mekong Delta were invited to participate in the study. The findings indicated that EFL teachers’ perceptions of the role of reflective teaching were quite high, and there was no significant difference between males and females in their perceptions. The group of senior teachers (with 21 years plus teaching experience) perceived the roles of reflective teaching at the highest level. In contrast, the contrary was seen for the group of less senior teachers. Among the five dimensions of reflective teaching, affective reflection and metacognitive reflection were the two most commonly practiced, while critical reflection was at the lowest level of reflective teaching in practice. Finally, gender and teaching experience were found not to affect the practices of reflectivity among EFL teachers. The study outlined important challenges that EFL teachers generally confronted in reality and suggested relevant strategies to improve reflective teaching practice as a means of professional development in Vietnam and similar contexts worldwide.

Natural disaster tourism unveiled: understanding the psychological dimensions of tourist experiences

ABSTRACT Dark tourism research often overlooks the psychological differences between dark and non-dark tourists. Natural disaster tourism (NDT), a subset of dark tourism, follows the similar research model, neglecting the influence of tourist types on experiences. This paper proposes a definition of dark tourists and categorizes visitors to NDT into dark and non-dark tourists according to whether they have special tourism needs, offering a novel perspective on the psychological dimensions of disaster tourism experiences. By integrating cognitive and affective psychological insights, this paper contributes to the theoretical understanding of dark tourism and conducts a structured questionnaire survey in Beichuan County and Yingxiu Town, providing empirical evidence for the different impact of tourist types on experience dimensions. The findings, particularly the emphasis on sympathy as the predominant emotional experience and the relatively lower significance of the educational dimension, highlight the need for enhanced interpretive resources at NDT to deepen visitors' cognitive engagement. This paper's academic contribution is its quantitative approach to understanding the nuances of dark tourism experiences, complementing qualitative research. Practically, it offers strategic insights for the respectful and educational presentation of NDT, ensuring that they serve as meaningful sites for reflection and learning.

THE AWARENESS OF SPECIAL EDUCATION TEACHERS ABOUT COMPREHENSIVE SEXUALITY EDUCATION

Comprehensive sexuality education aims to equip individuals with relevant knowledge, skills, attitudes and values, assist them in the establishment of adequate social and sexual relationships, and maximize their awareness about decision-making and their rights. It was reported in the literature that individuals with autism spectrum disorder (ASD) are one of the disability groups that require sexuality education. It was emphasized that teachers play a key role in sexuality education. The present descriptive study aimed to determine the knowledge and experience levels, and professional development requirements of the teachers who instruct individuals with ASD in comprehensive sexuality education. The study was conducted with 200 volunteering teachers, and the study data were collected with a survey form. The study findings indicated that only 10% of the teachers instructed sexuality education to individuals with ASD, and the teachers did not have adequate knowledge on comprehensive sexuality education content. They focused on the biological dimension of comprehensive sexuality education, and they did not instruct the content associated with relationship, rights, culture, and skills that ensure the health and well-being of the individuals. The findings are discussed based on the previous studies, and practical recommendations and suggestions for further research are presented.

Promoting narrative competence and media literacy in early childhood education through digital storytelling. A research instrument for analysing digital stories

The Erasmus+ STORIES research project ("Fostering early childhood media literacy competencies", 2015-2018) pursued the general objective of defining and disseminating guidelines and best practises for media education in early childhood education through digital storytelling, based on theoretical and empirical research. The research design mapped this general objective to the different dimensions of media education and assigned a prominent role to narrative competence. Thus, digital storytelling was placed in the context of broader school or classroom projects dealing with narrative languages and asking children generative questions about the idea of story and storytelling and the possibilities of digital storytelling. Consequently, among the various criteria for evaluating multimodal productions, the coherence of the narrative discourse plays a central role: the question arises as to what are the most salient features of the practises associated with the best crafted stories, i.e. the most complete and narratively organised. This paper focuses on a research instrument developed and validated within the project, which can also be used in other contexts to obtain comparable research data.

Human Development On The Educational Dimension in East Kutai Regency

The Human Development Index (HDI) is a key metric for measuring achievement in improving human well-being. Various factors, such as economic growth and household expenditure, can have an impact on education's human development dimension. The purpose of this study is to examine the impact of economic expansion on household expenditure and human development in terms of schooling. The data analysis technique employs Multiple Regression with SmartPLS SEM (Partial Least Square - Structural Equation Modeling) software. According to the study's findings, economic growth has a significant effect on household spending, but not on human development in the educational dimension, household spending has a significant impact on economic development in the educational dimension, and household spending can mediate the influence of economic growth on human development in the educational dimension in East Kutai. Finally, it is vital to boost economic growth based on the agricultural sector, which can improve the welfare of the community, hence increasing human development in the educational dimension in East Kutai Regency.

EDITORIAL: Undecided: Artificial Intelligence and Assessments

This issue of the Transnational Education Review features several compelling articles that explore critical dimensions of education in our rapidly evolving global landscape. Helena Dedecek Gertz, Javier A. Carnicer, and Sara Fürstenau examine the influential role of migrant content creators in transnational education through social media platforms. Their research highlights how digital spaces can bridge cultural gaps and create new educational opportunities across borders. In another insightful study, Zaynab Benabdallah and Djamila Chekrouni analyze the emigration of highly qualified students from Morocco using panel data. Their findings shed light on the motivations and impacts of this talent migration, offering valuable perspectives on brain drain and global mobility. Additionally, Carlos Javier Gomez M., Pedro Longart, and María Cristina González Martínez propose a meta-abilities model for 21st-century academic leadership. This innovative framework emphasizes the cultivation of critical consciousness, underscoring the importance of holistic leadership development in higher education. Finally, Sophia Dimelis reflects on the state of digital higher education and adult learning in Greece and other Balkan countries. Her comparative analysis highlights both the challenges and opportunities faced by these regions in adapting to digital transformations in education. These articles collectively contribute to a deeper understanding of the complex forces shaping global education today. And yet, the need for more studies and debates on the AI and digitalisation are warranted. We invite you to engage with these thought-provoking studies and consider submitting your work to enrich future discussions in this evolving field.

Exploring Elementary School Student's Computational Thinking In Terms Of Cognitive Style

Mathematics learning in the independent curriculum emphasizes the pedagogical dimension which aims to create active students so that they are able to develop their thinking patterns and get them used to finding solutions to their own problems. This study uses qualitative methods to investigate elementary school students' abilities through computational thinking, focusing on the cognitive styles of Field Independence (FI) and Field Dependence (FD). The subjects in this study amounted to 14 fifth grade students of public elementary schools in Klaten Regency, Central Java Province. Researchers used data collection instruments in the form of test, learning style questionnaires and interviews. The number of test compiled consisted of 5 items. Before use, the test were validated by 3 mathematics education experts and tested on 5 fifth grade students. After validation and testing, the test that can be used consist of 3 test. Based on the results of tests and learning style questionnaires, research took one of the students' test results with a Field Independent learning style and 1 student with a Field Dependent learning style. The results of this study indicate that there are differences in the computational thinking process of the two subjects in solving problems. At the abstraction stage, FI students are able to answer important factors that need to be considered in making conclusions, FI students are also able to explain alternative solutions to the problems given appropriately. Meanwhile, FD students tend to work directly so they tend to experience errors at the pattern recognition, algorithm thinking and generalization stages. Thus, it can be concluded that students with a field independent cognitive style are more active in using computational thinking processes than students with a field dependent cognitive style.

The Education and The New Pedagogy of Metalearning

Abstract The global education develops competencies and skills necessary to operate in a global environment. These include intercultural communication skills, transnational collaboration, critical thinking and problem solving in a global context, as well as digital and global literacy skills. These skills are essential in the globalized world, where interactions and collaboration with people from various other cultures and countries are commonplace. For example, students and teachers have the opportunity to participate in exchange programs, international partnerships and joint projects, which allow them to understand and connect with other educational systems and cultures. These experiences enrich learning and promote the international cooperation. In this context, the purpose of this work is to carry out a theoretical analysis of the educational dimension in the context of supporting the idea of meta-learning. Such an image involves an epistemic analysis of the concept of "meta-learning" from the perspective of strategies for augmenting one’s autonomy in learning. Reported in the school environment, such an approach becomes significant in that we can talk about optimizing the school performance. The meta-learning improves the educational effectiveness and it is defined as a process of awareness on the part of learners of the need to monitor their own learning progress.

Course Knowledge, School Support, and Student Competencies Among Chinese Media Production Majors

This study investigates the perceptions of students enrolled in Media Production Majors in China, focusing on three critical educational dimensions: Course Knowledge, School Support, and Student Competencies. Utilizing a comprehensive survey method, the research aimed to assess students’ satisfaction with the curriculum, the support services provided by their institutions, and the competencies they developed during their academic tenure. Findings indicate moderate to high satisfaction with the theoretical content of Course Knowledge but point to significant deficiencies in practical skill application and the integration of modern technological tools, which are crucial for students’ professional readiness. While academic resources such as libraries and online materials were generally appreciated, there was notable dissatisfaction with career development services and mental health support, highlighting the need for more robust career guidance and enhanced psychological support systems. Additionally, students reported that while existing courses effectively developed basic skills like communication and collaboration, they were insufficient in fostering advanced competencies such as leadership, strategic thinking, and innovation. There was a specific demand for improving training in critical thinking and complex problem-solving abilities, which are vital for navigating the rapidly evolving media landscape.Based on these insights, the study recommends a comprehensive revision of the curriculum to incorporate more industry-relevant practices and cutting-edge technology training. This research underscores the urgent need for educational institutions in China to adapt and evolve in response to the dynamic requirements of the media industry, ensuring that graduates are well-equipped to excel in their future careers.

Is death included in international education guidelines? Towards education for a more conscious life

ABSTRACT The awareness of death and finitude define an educational field that is crucial yet absent from national curricula. Here we enquire into its presence in the guidelines of the international bodies that are most influential in educational and curricular change: Scientific and Cultural Organization (UNESCO), The Organization for Economic Cooperation and Development (OECD), and the World Bank. The objective was to determine whether death was included in the educational guidelines of these bodies in recent years. The study design was documentary, with analysis of both quantitative and qualitative data. We explored the presence of 24 chosen terms in documents having an influence on objectives and proposals for educational change and development. Our results showed that in the documents studied there were no educational guidelines or approaches that included death. We may conclude, then, that the pedagogical approaches of these organisations do not address the need for education for a more conscious life, embracing the educational dimension of death.