Learning Resources In Education Research Articles

Research on the Recommendation System of Music e-learning Resources with Blockchain based on Hybrid Deep Learning Model

Learners are confronted with an ever-growing array of diverse and complex educational resources as music education increasingly moves to online platforms. Traditional resource curation methods, which rely heavily on educators, fall short of meeting the dynamic needs of modern students. To address this issue, we present a novel recommendation system for music e-learning resources that combines the power of blockchain technology with a hybrid deep learning model. Our model combines blockchain's robust security and transparency features with advanced deep learning algorithms, enhancing the personalization and efficiency of resource recommendations. A backpropagation neural network with K nearest neighbor classification, traditional collaborative filtering (CF), and an improved CF algorithm are used in the hybrid approach. For the back propagation neural network algorithm, K nearest neighbor classification algorithm, traditional collaborative filtering (CF) and improved CF algorithm, the accuracy rate of improved CF algorithm is higher, reaching 95%. Comparing the proposed model with the association rule-based recommendation model and the content-based recommendation model, the model constructed in this study received high evaluation from experts, with an average score of 98, and more than 97% of them gave a high score of 95 or more, and the evaluation of experts tended to be consistent. Overall, the model proposed in this study can make better recommendations for music education learning resources and bring users a good learning experience, so this study has some practical application value. This research demonstrates a highly effective, blockchain-enhanced recommendation system for music e-learning resources. Our model has significant practical value and potential for adoption in online music education platforms because it provides tailored educational content and an enhanced learning experience.

Effectiveness of E-Learning on Students’ Learning Process at Catholic University of Eastern Africa

Purpose: The main aim of this study was to investigate the effectiveness of eLearning on the student’s learning process at the Catholic University of Eastern Africa. The research questions addressed the following areas: how students access educational learning resources on e-learning platforms, how eLearning has been integrated into the process of learning, how eLearning integrations affect students’ learning process, how computer-based learning influences students'’ completion rate at the CUEA, how e-learning and traditional learning environments significantly relate to students’ learning process, the challenges that are associated with e-learning, and the mitigation measures the university is taking to resolve the eLearning challenges.
 Methodology: The researcher used an integrated mixed-method approach involving qualitative and quantitative paradigms. Probability and non-probability sampling techniques were used. The target population for the research was 816 out of which, 260 respondents were sampled. From the sampled population, 218 participated in the research making an 85% return rate. The hypothesis was tested using chi-square, while internal consistency was used to ensure the internal reliability of the research instruments. Cronbach validity was used to validate the Likert scale items. Besides, correlation was used to find out the relationships between the dependent and independent variables. The researcher obtained approval from the faculty of education and permission from NARCOSTI to collect data from the respondents.
 Findings: The research findings revealed that independent variables, eLearning benefits, eLearning resources, eLearning incentives, and eLearning integration contribute to students’ learning process. The research further revealed that the introduction of a favorable and supportive eLearning environment positively influences Students’ Learning Processes. The researcher concluded that eLearning contributes to the effective learning process of students, therefore, is imperative to be embraced. 
 Unique Contribution to Theory, Policy and Practice: The researcher recommended that the government, curriculum developers and IHL focus on Instructional design, build a strong Learning management system, guidelines and policy, comparative analysis, leverage Cultural and Global perspectives, eLearning accessibility, engagement, Assessment and evaluation of the eLearning platform. Besides, the students subscribing to the eLearning platform should be given proper orientation in order to navigate the platform easily.

Benefits of co-creating higher education learning resources: an industry participant perspective

AbstractThis study investigates the perceived benefits to industry experts who engage with academics to co-create higher education learning resources. Academics are increasingly impelled to involve industry experts in learning and teaching to ensure that curriculum is authentic and relevant and prepares students for future professional careers. While benefits to students are well established by prior research, individual-level research into industry experts’ motivations to contribute to higher education is scant. When approached to co-create authentic learning resources for postgraduate students, industry experts expressed motivations which focused on three areas: desire to maintain valued relationships with academics or the university, desire to improve the student experience by developing innovative learning resources to bridge the gap between theory and practice and desire to build and promote their profession. In-depth, semi-structured interviews with nine human resource management industry experts identified that the benefits of co-creating learning resources went beyond their stated motivations to include unanticipated benefits which can be explained by the professionalism literature. We outline a taxonomy of benefits for industry experts engaging in co-creating authentic learning resources: students, the professional self, the professional community and the organisation. The implications are that universities and academics may draw on these broader benefits to encourage industry experts to participate in higher education learning resource development. The study provides insights into the potential for industry experts to engage in professional self-reflection by contributing to higher education teaching and learning.

Personalized recommendation method of online education learning resources based on collaborative filtering algorithm

Personalized recommendation method of online education learning resources based on collaborative filtering algorithm

Determinants of the Intention to Use MOOCs as a Complementary Tool: An Observational Study of Ecuadorian Teachers

New technological advances and globalization have undoubtedly given rise to new forms of learning. Massive Open Online Courses (MOOCs), which are a kind of evolution on e-learning, have the endorsement of prestigious universities around the world, and are transforming the traditional teaching–learning process. In Ecuador, these online courses are based on the Basic General Education system and are neither popular among students nor widely used by teachers in their teaching method, thus, this teaching system is not considered as an official qualification. The inclusion of this tool in the Ecuadorian educational system as a learning resource would expand access to equal opportunities to students and teachers from all over the country. Therefore, our proposal is to use the MOOCs as a source with all the instructional contents of the subject and as classwork based on the flipped-classroom method. In this way, such resources can be an aid to traditional high school classes, and the average grade achieved by students through this platform, as well as the student’s participation, may be part of the formal evaluation system in any institution. With the purpose of measuring the level of confidence in online education and the usage of MOOCs as a tool for teachers’ work, a descriptive and analytical approach has been taken in this study. A quantitative survey was administered to 696 Basic General Education teachers who took used this type of course. The results of this investigation show that 93.9% of the teachers trust the online education; 89% are ready to use MOOCs as a teaching–learning resource and 79% would use MOOCs as part of the final grade. These data prove that MOOCs could be a complementary tool for Basic General Education in Ecuador, so they could contribute to improve learning outcomes and the development of traditional education.

The Bethesda System for reporting cervical cytology.

The seminal observations of Dr. George Papanicolaou have grown, through the untiring efforts of many authors, into a universally accepted format of cytology reporting. This has helped immensely to improve the understanding of pathogenesis of cervical cancer. The insights into the complexity of interaction of the etiological and the host factors have further helped in reframing of the reporting system. The Bethesda System (TBS) stands out as a model of standardized reporting in cervicovaginal cytology. Apart from its reproducibility, it reflects the most current understanding of cervical cancer. The most important feature is its clinical relevance. Each category of this classification has clear clinical implications, which are based on solid evidence and worldwide consensus. Moreover, the authors have tried to keep it updated through continuous revisions, incorporating the technological and scientific advances. The component of specimen adequacy reflects the importance it has given to the quality assurance of the laboratory preparation. The minimization of categories, simple terminology, and the supporting image atlas – both in the print form and the web-based form, have made TBS an exemplary teaching-learning resource. The wide accessibility of TBS has been the most important factor in being adopted by a majority of pathology community all over the world.

Research on the Construction of Intelligent Media Ideological and Political Learning Platform Based on Artificial Intelligence Technology

Aiming at the problems of slow teaching resource sharing rate, long platform response time, and low student learning efficiency in traditional ideological and political learning platforms, a research on the construction of intelligent media ideological and political learning platforms based on artificial intelligence technology is proposed. We build an artificial intelligence open source development platform framework based on the cloud platform and use the Ceph method to optimize the storage of artificial intelligence training platform data. Under this framework, we design the business process and business module service architecture of the intelligent media ideological and political learning platform. Based on the K-means algorithm, the intelligent media ideological and political learning platform resource management module is designed, the teaching resource database is constructed, and the teaching resource sharing model component module is designed to realize the construction of the intelligent media ideological and political learning platform. The experimental results show that the sharing rate of ideological, political, and educational learning resources on the platform is relatively fast. The response time of the platform is 0.08 s when the amount of ideological and political teaching resources is 16000 MB. Students who are interested and very interested in the teaching account for 89% of the total.

Method 300: a complementary teaching methodology in Dentistry.

This study evaluated Method 300, a complementary teaching methodology in Dentistry. Thirty participants were divided into 6 groups according to the scores obtained in a placement test ranging from 0 to 10. Students with scores lower than 6 were classified as having poor academic performance; students with scores equal to or greater than 6 were considered as having good academic performance. Each group included at least one student with good performance. Our methodology consisted of two application cycles, each including one different test; however, only students with low performance could undergo the second testing. Students held meetings twice a week for one hour and thirty minutes. Of the 54 students initially enrolled in the subject, 24 dropped out, leaving 30 students who completed all the proposed activities. In cycle 1, 24 (80%) students showed poor academic performance and 6 (20%) good. Students with poor performance in P1 significantly improved after P1 300 test application (P < 0.001). After cycle 1 activities, all 30 participants showed significant improvement. In cycle 2, the number of students with good performance tripled when compared to cycle 1, resulting in a decrease in the number of students with poor performance (P = 0.205). Results show that the Method 300 is an important teaching–learning resource in Dentistry, to be used as a complementary methodology to lectures.

A quick method to expose the structures and relations of the middle ear and inner ear by cadaveric dissection

The temporal bone contains structures related to hearing and balance, and is a valuable learning resource for medical students and trainee surgeons. The middle ear and inner ear are difficult to demonstrate by cadaveric dissection as the structures are closely contained in a small space in the dense temporal bone. Consequently, the teaching and learning of the ear are largely relegated to virtual and theoretical images, and models, which has resulted in a knowledge gap in medical students and prospective surgeons. The present study aimed to elucidate a technique that exposes the structures and relations of the middle and inner ear by cadaveric dissection. Forty-seven adult formalin-fixed cadaveric specimens were dissected by the proposed technique. The method was evaluated based on the extent of the structures exposed and time taken for dissection. The method exposed all the contents and relations of the middle and inner ear, including the course of the facial nerve in the petrous temporal bone, in a few minutes, without use of specialized instruments like saw, drill, endoscope, operating microscope or electric trephine. This dissection method combines maximal exposure of the structures and relations of the middle and inner ear with a short dissection time, sans use of specialized tools. It can be incorporated in the gross anatomy curriculum for medical studentsdue to the short dissection time and completeness of structures exposed. The prosected specimen can also be plastinated for use as a teaching-learning resource for medical students and surgeons.

P200 Acceptability of a brief fatigue intervention for patients with inflammatory arthritis: a qualitative process evaluation

Abstract Background/Aims Patients with inflammatory arthritis report fatigue as a primary symptom that affects everyday life. FREE-IA (Fatigue - Reducing its Effects through individualised support Episodes in Inflammatory Arthritis) is a feasibility study of a brief intervention (2-4 sessions of 20-30 minutes) designed to reduce fatigue impact. The intervention designed with patients and health professionals is delivered by rheumatology practitioners in one-to-one sessions, after training and using a manual. The aim of this process evaluation was to understand the perspectives of patients and practitioners in FREE-IA. Methods One-to-one telephone interviews were conducted with patients who had received the intervention and practitioners who had delivered it. Interviews were audio-recorded, transcribed and anonymised. An inductive thematic analysis approach was used to identify and analyse patterns within each data set. Results Twenty-two patients, and eight practitioners across the five sites participated. We identified four patient and three practitioner themes. Patient themes: Collaborative, non-judgemental consultations: participants reported positive relationships in which their fatigue was validated, and they were able to reflect. They expressed their preference for a responsive, flexible approach to sessions, rather than a rigid, ‘protocolised’ approach. Relevant and useful, but not ground-breaking: participants appreciated the opportunity to tailor content to their individual priorities. They found it helpful to visualise fatigue and identified daily dairies as useful. Although the content was not seen as ground-breaking, it provided focus. Insights and self-awareness: sessions increased participants’ awareness of lifestyle factors and patterns influencing their fatigue, which increased their sense of control and confidence to manage fatigue. Degrees of openness to change: sessions prompted some participants to engage in positive behaviour change or make plans for changes. However, some participants expressed frustration, explaining that it was not the right time because their lives were complicated. Practitioner themes: Engagement with the intervention: practitioners liked training face-to-face with peers and their enjoyment of the intervention increased with experience of delivery. However, for practitioners with extensive experience of providing fatigue support, the low level of treatment intensity and the manualised approach limited the perceived usefulness of the intervention. Research versus clinical practice: practitioners expressed concern about fitting sessions into clinic appointments, and it was often a challenge to offer patients a follow-up session within the proposed two-week time frame. Collaborating with patients: practitioners reported that many patients were willing to try the tools and strategies. While some practitioners followed the manual in a linear way, others used it more flexibly. Conclusion There is potential for this brief fatigue intervention to benefit patients. Future research will focus on flexibility to fit with local services and creating educational learning resources for practitioners to use in a range of contexts. Disclosure A. Berry: None. S. Bridgewater: None. B. Abbott: None. J. Adams: None. E. Dures: None.

English

BACKGROUND The importance of the students in the development of the medical curriculum has been very well known. The valuable perspective and insight of the medical students is very essential in the development of new student-centred teaching modules with student friendly methodology, tools and learning resource materials to increase students’ interest improving their understanding and competence in anatomy and eventually create better doctors and for better patient outcomes. In view of this, an interventional study was carried out to study the role of undergraduate medical students in designing teaching module in anatomy for effective learning. METHODS An interventional study was carried out from October 2019 to March 2020 in the Department of Anatomy, Jawaharlal Nehru Medical College Sawangi (Meghe), Wardha. 230 first MBBS students and 50 students i.e., 25 students from each 2nd MBBS and 3rd MBBS participated voluntarily. A routine didactic lecture was conducted for first year MBBS students. Perception was taken with the structured proforma (using Likert scale) from all the students and data analysis was done. A panel was formed with 50 volunteered students from 2nd MBBS and 3rd MBBS who were given responsibility to form module (instructions for the teacher). Then lecture was again conducted for the first year MBBS students incorporating the instructions from the module framed after considering input from data analysis of perception of first MBBS students and from panel of second MBBS and third MBBS students. The data was analysed statistically, using descriptive and inferential statistics using chisquare test. Software used in the analysis were Statistical Package for the Social Sciences (SPSS) 24.0 version and GraphPad Prism 7.0 version. RESULTS After data analysis, it was observed that after implementation of instructions from module there was improvement in all parameters of teaching learning methodology, tools used and learning resource material. The difference was statistically significant. CONCLUSIONS It is evident from the present study that when the teaching learning methodology, teaching learning tools and learning resource materials are designed considering the inputs from the techno savvy students, it is accepted and beneficial for effective learning while still keeping a tinge of the traditional methodology. KEY WORDS Challenges, Criticism, Inputs, Teaching Learning Methodology

TAKING UP A SOCIAL WORK IDENTITY: PREPARING UNDERGRADUATE STUDENTS FOR ENTRY-LEVEL GENERALIST PRACTICE

Undergraduate students who are new to the social work profession enter into a complex socialization experience. New to the profession, they are expected to absorb a variety of knowledge and skills learned in separate courses and then integrate these together into an authentic performance as a social worker. Additionally, students are trained to confront personal bias and must learn to socially locate themselves and begin to form their own critical framework for understanding and responding to the influence of oppressive discourses on everyday systems, structures, practices, and experiences. Although the socialization process is essential to the development of a social work identity, there is little description in the social work education literature about students’ experiences of that process. Through using a practice demonstration video as teaching-learning resource for an undergraduate child welfare practice course, this paper presents our effort to examine how students position themselves in relation to practices and skills shown in the social worker-service-user interactions on the video. For the purposes of this pilot study, we used qualitative content analysis to generate a descriptive analysis of students’ written responses to viewing the video interactions. Analyses of these responses revealed that, although students were able to name and discuss the practices they observed through the video demonstration, they were also challenged by the interactions that demonstrated conflict, client resistance, and the overt use of power in the worker-service-user relationship. The results demonstrate the need for greater understanding of how students become socialized into the profession and develop their own unique identities as social workers.

SolarSPELL Assessment: Impact of a Solar-Powered Digital Library as a Teaching-Learning Resource on Climate Change

Inclusive and quality education can provide nations with the tools to solve global problems. However, some barriers prevent equal access to this education. These obstacles include the lack of basic resources such as electricity and internet availability, which prevents appropriate training in the skills necessary for sustainable community development. Therefore, we have responded with the Solar-Powered Educational Learning Library (SolarSPELL) initiative, which offers a solar-powered digital library and provides an internet-like experience through its offline WiFi network. This educational innovation has been implemented in rural schools across the Pacific Islands, including in some of the more remote islands of Fiji, an area strongly affected by climate change. The objective of the study was to understand the impact of SolarSPELL on teaching and learning about climate change in the schools where it was implemented. This research used a case study method in which quantitative tools were applied to understand the characteristics of the schools and the impact of this educational innovation. The results showed that the SolarSPELL library was an impactful pedagogical resource in the schools where it was implemented. It served as support for teachers and motivated the students, promoted the democratization of knowledge in vulnerable areas, and provided appropriate educational resources to generate knowledge about problem-solving actions that can respond to climate change. The importance of this educational innovation lies in presenting strategies and best practices that help improve the quality of education, making it more inclusive and eliminating barriers to the acquisition of knowledge.

PEMANFAATAN WARISAN KEDATUAN SRIWIJAYA SEBAGAI SUMBER PEMBELAJARAN

Sriwijaya Kadatuan founded by Dapunta Hiyang Sri Janayasa in 682 had been widely developed and later became as one the famous maritime kingdom in the history. Most of the people lived from sailing and trading. This fact was closely related to the availability of ample natural resources they used for trading commodities. Sumatra had been a well- known place for trading goods based on forest and mining products, as well as other natural resources. Having these wealthy commodities, many foreigners from overseas countries such as Arab, Persian, Indian, and Chinese, had been deliberately come to visit Sriwijaya for trading. The existence of Sriwijaya in Sumatera along with its rich natural resources and its vital position in regional trading had triggered the place turn out into the prominent kingdom. During 8-12 century, this kedatuan had controlled over Melaka strait; a main sailing and trading channels during the period. Moreover, Kadatuan Sriwijaya presumably had taken control over the western sea of archipelago. Although the existence of Sriwijaya have been widely known, in actual fact, most of the people have not yet well informed about its preeminence in the past. This is because a number of valuable information still tied up. The similar circumstances in educational setting, inadequate information about Sriwijaya have an effect on the children’s understanding and perception on glorious and great values of our nation in the past. Even if there were some accessible information, but they were only scrappy and extraneous historiographies. As the consequences, a number of important aspects for the historical information have faded away that brought about barriers to the children in appreciating the historical inheritances from the past. Considering the important of recognizing the historical inheritances for our national living, there should be an adequate knowledge and understanding on the historical inheritance to be passed on to children since the early beginning. So, the utilization of historical inheritance as the learning resources in education becomes a need and a necessity. Therefore, the process for digging great values from the past prominent could be used in more appropriate and meaningful for the purpose of nowadays and future needs.

The Challenges of Existing Syntactic Models for English Language Teaching and Learning in Nigeria

A recent survey of existing syntactic models shows that none accurately describes the syntax of the English languagethat people actually use and that they inhibit rather than promote knowledge of natural language by creating a gapbetween what should be taught and learned and what obtains. To demonstrate this gap, this paper critically examinesfour recommended senior secondary school English course books to determine the extent to which they reflectexisting syntactic models’ descriptive inadequacies, and highlights the implications for language education inNigeria. Using the emerging Natural Language Linguistics (NLL) model as analytical tool, each book was carefullyexamined to identify topics on the syntactic units: sentence, clause and group. These were then critically studied,paying great attention to definitions, descriptive statements, models, and examples, and noting common features anddifferences. The bits of information pieced together constitute the data. Findings show inconsistency in modelapplication, no uniformity in, and consensus on, the number and nomenclature of syntactic units, terminologicalconfusion, descriptive inaccuracies, typological inexactness, incorrect definitions, wrong and inappropriate examples,and confusion between constituents and elements of structure. The absence of a clear-cut distinction between phraseand clause and between clause and sentence in existing syntactic models, which reflected in the books, explains theshortcomings that potentially limit learners’ knowledge and use ability. Only a syntactic model that accuratelymirrors natural language structure can positively promote language education in the Nigerian context where coursebooks are the most important English teaching-learning resource.

Study Skills, Social Life and Confidence in Undergraduate Medical Students

This article was migrated. The article was not marked as recommended. Background: The transition into medical education can cause frustration, poor academic performance and disengagement from study. The factors contributing to success require thorough investigation to allow medical education institutions to understand the contextual factors surrounding achievement. This study aims to identify the relationships between educational and wider contextual factors and the impact on academic performance. Methods:A 17-item questionnaire was developed and disseminated throughout a UK-based medical school. The question schedule was constructed from major literature items on study skills, study habits, performance, confidence and local contextual factors. Results:162 respondents across four years of medical education provided information on their living circumstances, familial doctor status, time management (studying, socialising, extra-curricular, and sports), exam confidence and preparedness, perceived ability and commitment to study, study skills and summative examination performance. The headline results include very low engagement in physical activity, significant time-investment in study, low rates of sharing a residence with medical student colleagues, good levels of confidence and low levels of self-perceived preparedness for summative examinations. Discussion: The findings reinforce the importance of confidence building in medical students, and the requirement for study skills development programmes and exceptional medical education learning resources. Finally, it is surprising that a significant proportion of medical students utilise paid-subscription question banks in their preparations, which itself raises questions surrounding resource allocation and equity.

Understanding Characteristics, Uses, Perceptions, and Barriers Related to School Farms in Oregon

The relevance of experiential learning and opportunities a school farm can provide, along with the acknowledgment of potential barriers and the current deficit of research on school farms in Oregon make this study useful as a starting point in this line of exploration and in the preparation of teacher candidates. This study intended to gather descriptive data concerning school farms to gain a better understanding of the characteristics, uses, perceptions, and barriers to utilizing school farms as an experiential learning tool for students. Williams and McCarthy (1985) indicated utilizing school farms as a teaching-learning resource could benefit agricultural education programs, and Rose (2004) suggested we begin to reconsider how the school and workplace are connected. Approximately half of the agricultural education teachers in Oregon have access to a school farm. The primary facilities available on Oregon school farms were for equipment and tool storage and animal projects, with SAE and laboratory instruction being the main uses for students. Factors and barriers consist of the condition of the school farm, facilities, finances, and the ability of the teacher to oversee and to engage all students in the activity.

Guidelines for using Game Technology as Educational Tools

Advanced three-dimensional virtual environment technology, similar to that used by the film and computer games industry, can allow educational developers to rapidly create realistic online virtual environments. Generic rules of thumb regarding the specification, development, application, and operation of these learning environments can be garnered from industrial training systems and examined in an educational context [1-3]. This paper introduces a virtual learning environment ViRILE (Virtual Reality Interactive Learning Environment) developed by the author. ViRILE is designed for use by undergraduate chemical engineers to simulate the configuration and operation of a polymerisation plant. This paper will also discuss the implementation of this and other similar systems and extrapolate the lessons learnt into general pedagogical guidelines to be considered for the development of VR based online educational learning resources.

Assessing the Potential Toward Open Educational Practices in Kyrgyzstan

The study was undertaken to understand the propensity for increased engagement with open educational practices (OEP), to include methods prioritizing student-centered teaching &amp; learning, and awareness, use, and development of open educational resources (OER) among higher education faculty in Kyrgyzstan. The study employed a mixed-methods research design, combining qualitative and quantitative data obtained from 35 faculty, librarians, and administrators in institutions of higher education in Kyrgyzstan. This study aimed to identify current teaching practices and learning resource usage practices, gauge levels of knowledge regarding Kyrgyzstan’s Copyright law, Creative Commons licenses, and Open Educational Resources, and investigate perceptions regarding potential roles for libraries in enabling others’ learning regarding Copyright and Creative Commons, and open educational resources. Analysis of the results revealed a higher than expected gravitation toward student-centered pedagogy than previously assumed. The study also identified broad use of digital downloads as learning materials, conflation of open educational resources with free online resources, and positive perceptions of libraries’ potential to instruct regarding Kyrgyz copyright, Creative Commons, and open educational resources, and needs for further professional development training for librarians.

Using collective intelligence to identify barriers to teaching 12–19 year olds about the ocean in Europe

Since the degradation of the marine environment is strongly linked to human activities, having citizens who appreciate the ocean's influence on them and their influence on the ocean is important. Research has shown that citizens have a limited understanding of the ocean and it is this lack of ocean literacy that needs to change. This study maps the European landscape of barriers to teaching 12–19 year olds about the ocean, through the application of Collective Intelligence, a facilitation and problem solving methodology. The paper presents a meta-analysis of the 657 barriers to teaching about the ocean, highlighting how these barriers are interconnected and influence one another in a European Influence Map. The influence map shows 8 themes: Awareness and Perceived knowledge; Policies and Strategies; Engagement, formal education sector; the Ocean itself; Collaboration; Connections between humans and the ocean and the Blue Economy, having the greatest influence and impact on marine education. “Awareness and Perceived knowledge” in Stage 1, exerts the highest level of overall influence in teaching 12–19 year olds about the ocean. This map and study serves as a roadmap for policy makers to implement mobilisation actions that could mitigate the barriers to teaching about the ocean. Examples of such actions include free marine education learning resources such as e-books, virtual laboratories or hands-on experiments. Thus, supporting educators in taking on the challenge of helping our youth realise that the ocean supports life on Earth is essential for education, the marine and human well-being.