Educational Settings Research Articles

Fundamental Attribution Error in the Classroom: Why and How Bias Hurts?

The purpose of this article is to explore the fundamental attribution error (FAE) and its sociocultural implications in educational settings, examining its role in shaping teacher-student interactions and perceptions of accountability, particularly across diverse cultural contexts. Drawing on empirical research and theoretical analysis, including Garcia's work on the miseducation of Latina girls, the article discusses the emergence of FAE as a cognitive bias that influences educational trajectories and reinforces systemic inequalities. Findings suggest that a universal cognitive mechanism is at play, but its impact varies with cultural nuances, requiring culturally responsive pedagogical strategies. The article calls for an educational shift toward inclusivity and equity and urges further research and the development of interventions to mitigate the influence of biases such as the FAE in schools worldwide.

The Role of AI in Ecohumanistic Education

The paper discusses the potentials of ChatGPT and other AI technologies in diffusing ecohumanism in educational settings. Ecohumanism merges ecological and humanistic values to foster sustainable and ethical interactions between humans and the natural environment. Blended use of AI in education has the potential for paradigm changes in learning characteristics, personalizing experiences, and enhancing ecological literacy while bridging interdisciplinary collaboration. It illustrates, with the use of case studies from institutions like UC Berkeley, MIT, Stanford University, University of Edinburgh and University of Dunaujvaros, how AI tools may make learning environments engaging, effective, and ethically responsible. Some of the ethical and practical issues involved in the integration process are also spelled out along with AI, and it provides future research directions for maximizing the potential benefits that will result from the combination of AI with ecohumanistic education.

Health and skill-related physical fitness tests: An assessment in determining the students’ physical fitness level

The primary objective of this study is to comprehensively evaluate and implement health and skill-related physical fitness tests as pre-assessment tools to assess students' physical fitness levels in educational settings. This study employed a descriptive evaluation technique to identify research problems. There are eight faculties in the Visayas State University, the sampling was open to all students who wanted to participate in the study and 273 respondents were obtained. To establish a standard, people with disabilities, immunocompromised and with a history of cardiovascular diseases were exempted from participating in physical fitness tests, as they have a different way of catching up with their health status. The study findings contribute to understanding the relationships between body composition and various facets of physical fitness. The insights gained from physical fitness testing serve as crucial reference points for designing effective and personalized physical activity programs. The negative correlation between BMI, muscular endurance and balance implies that people with higher BMI may benefit from specific exercises to improve these areas. In contrast, the positive correlation with agility suggests that agility-focused activities help those with higher BMI. The findings underscore the need for specific interventions essential to improve overall fitness and well-being, emphasizing the importance of addressing specific strengths and weaknesses through nuanced fitness programs tailored to individual profiles. Keywords: health, ability, physical condition, evaluation, fitness level.

Fatigue, Fogginess, and Sleep Complaints: Presence and Impact on Functioning After Childhood Traumatic Brain Injury.

The purpose of this study was to examine the occurrence and impact of fatigue, fogginess, and sleep complaints on functioning at 3, 6, 10, and 16 months after childhood traumatic brain injury (TBI). Eighty-eight caregivers completed online surveys regarding their children with TBI, with 17 participants included at the final time point. Measures included questions related to demographic and injury characteristics, executive functioning, social relations, health-related quality of life, and fatigue, fogginess, and sleep complaints. Fatigue, fogginess, and sleep complaints were persistent and ultimately increased at 16 months postinjury. Over half of the participants were experiencing each symptom at 16 months postinjury (i.e., 52.94% fatigue and fogginess, 58.82% sleep complaints). At 16 months postinjury, fatigue was significantly associated with female sex, and fatigue and sleep complaints were significantly associated with lower physical quality of life, but no other differences were found with symptoms and current functioning. The results of this study support that fatigue, fogginess, and sleep complaints can persist (from baseline, from postinjury, and in fluctuation) chronically for about half of the children with TBI but little association or impact on other domains of functioning. The present study supports the continued investigation of fatigue, fogginess, and sleep complaints after childhood brain injury, but further investigation with a larger sample size is necessary to inform clinical practices for assessment and management, particularly for speech-language pathologists in rehabilitation and educational settings.

Promoting Ethical Use of Generative AI in Education

Generative artificial intelligence (AI) represents a crucial subset of AI models characterized by their ability to generate new content based on user input, showing vast potential to transform learning and teaching. However, educators have raised ethical concerns, particularly regarding the adverse effect on students' learning if students simply parrot generative AI-generated content without engaging in critical analysis or original thought. Moreover, there exists the potential of generative AI to perpetuate existing biases in training data. This editorial discusses three major concerns in generative AI use in education and proposes questions (on task-AI fit and people-AI fit) and approaches to address the ethical considerations by adopting five principles of AI ethics. The editorial also discusses developing a classroom AI use policy as one governance mechanism for promoting ethical use of AI. As generative AI technology continues to evolve, so must our educational practices. The editorial ends with a call for readers (educators) to collaboratively define the terms of engagement with generative AI in educational settings and to begin this discourse by sharing insights and experiences with promoting ethical use of generative AI.

Does the Idiomatic Language/Informal Structure in Short Videos Have an Impact on the Foreign Language Academic Writing of Young Viewers under Sixteen?

This literature review examines how short videos have affected the digital era, with an emphasis on apps such as TikTok and Instagram. It draws attention to how short videos may drastically alter how people consume material and emphasises the necessity for a well-rounded strategy, particularly with younger audiences. The research also delves into the controversy surrounding the use of casual language in educational settings, with experts voicing varying opinions on how it affects formal writing abilities. It highlights the potential advantages of brief video material for language learning, such as improved comprehension and vocabulary retention. It demands that platforms for short videos be included in instructional frameworks in a curated manner. It notes a research lack in the systematic evaluation of instructional practises designed for this medium, despite the potential of short videos in education. This review offers a thorough synopsis of the many effects of brief video material in the digital age.

The Perception of Medical Students on the Usefulness of the Respiratory Ventilatory Augmented Reality (ResVAR) Application for Learning the Respiratory System

Augmented reality (AR) is a revolutionary technology with potential educational applications. When contemplating use of AR applications in educational settings, the ease of use of the application should be considered. Here we assessed students’ perceptions regarding use of the Respiratory Ventilatory Augmented Reality (ResVAR) application in the context of learning a respiratory module. Clinical and preclinical students enrolled in the Faculty of Medicine and Health Sciences at Universiti Putra Malaysia (UPM) participated in a cross-sectional study. Study participants were first- to fifthyear medical students at UPM who were selected using a convenience sampling technique. A total of 173 participants completed a self-administered questionnaire. Data for the responses in this descriptive study were analysed using SPSS version 27. The data indicated that nearly all preclinical students (97%) and clinical students (94%) found the ResVAR are easy to use. In addition, nearly all preclinical students (98%) and most clinical students (88%) found the ResVAR are easy to read and understand. Nearly all (98% and 96% of clinical students and preclinical students, respectively) could use the application’s tools on their own and nearly all (98% of preclinical students and 99% of clinical students) said that the application helped them learn more about the respiratory system. About 88% of clinical students and 98% of preclinical students said that the ResVAR helped them better focus on the subject, and in turn they gained a better understanding and image of the respiratory system. The large majority of students (almost 96% of preclinical students and 86% of clinical students) said that the ResVAR could increase the likelihood that they would pass a test about the respiratory system. Overall, both preclinical and clinical students thought that the ResVAR was a useful teaching tool that helped them better understand the respiratory system. The findings of this study suggest that integration of the ResVAR and other similar applications and software into medical curricula could yield significant advantages for students in terms of enhanced comprehension and study of the respiratory system.

Indoor Environmental Quality and Effectiveness of Portable Air Cleaners in Reducing Levels of Airborne Particles during Schools’ Reopening in the COVID-19 Pandemic

Educational buildings tend to fail in the contagion containment of airborne infectious diseases because of the high number of children, for several hours a day, inside enclosed environments that often have inadequate indoor air quality (IAQ) conditions. This study aimed to assess indoor environmental quality and test the effectiveness of portable air cleaners (PACs) in alleviating airborne particle levels in schools of Central–Southern Spain during the period of reopening after the lockdown due to the COVID-19 outbreak. To accomplish this, three sampling campaigns were organized from September to December 2020 to consistently monitor temperature and relative humidity, carbon dioxide, and particulate matter in nineteen classrooms (seven school buildings). Results showed that although the recommendation of maintaining the windows open throughout the day seemed to be effective in promoting, in general, proper ventilation conditions (based on CO2 levels). For the colder campaigns, this practice caused notorious thermal comfort impairment. In addition, a great number of the surveyed classrooms presented levels of PM2.5 and PM10, attributable to outdoor and indoor sources, which exceeded the current WHO guideline values. Moreover, considering the practice of having the windows opened, the installation of 1 unit of PACs per classroom was insufficient to ensure a reduction in particle concentration to safe levels. Importantly, it was also found that children of different ages at different education levels can be exposed to significantly different environmental conditions in their classrooms; thus, the corrective measures to employ in each individual educational setting should reflect the features and needs of the target space/building.

Evaluating Human and Machine Assessment: Introducing a Hybrid Approach for Enhanced Educational Evaluation

This essay examines the evolving landscape of educational assessment, focusing on the analysis and comparison of human expertise and machine capabilities. Traditional educational assessment has predominantly relied on human evaluators who utilize their judgment and experience to assess student performance. However, advancements in technology have introduced machine assessments that leverage artificial intelligence to analyze data and provide feedback efficiently. This paper explores various assessment methods, including formative, summative, and peer assessments, and the role technology plays in enhancing these processes. A critical analysis of the strengths and weaknesses of both human and machine assessments is presented, highlighting scenarios where machines excel in efficiency and objectivity, particularly in handling large datasets and standardizing evaluations. Conversely, the essay emphasizes the irreplaceable depth of human insight necessary for assessing complex cognitive skills like creativity and critical thinking. The research advocates for a hybrid approach that combines the rapid analytical capabilities of machines with the nuanced judgment of human assessors. This integrative strategy aims to enhance reliability, personalize learning feedback, and optimize strategic educational planning. The proposed hybrid model not only addresses the shortcomings of both systems but also underscores the potential for improved assessment practices in various professional fields beyond education. This study calls for further exploration into the implementation of such hybrid assessment methods across diverse educational settings to maximize the benefits of both human and machine contributions.

Sekolah versus madrasah: navigating the varied effects of multilevel factors on student English reading performance.

ABSTRACT This study examines multilevel factors shaping Indonesian student performances attending non-madrasah/sekolah and madrasah schools. Using multistratified sample design and grouped based on their school system, data from 30 schools, 64 teachers, and 1,319 students were analysed. Focusing on student, teacher, and school-level variables, hierarchical linear modelling revealed that reading difficulties and anxiety, along with school climates emphasizing achievement pressure and discipline, significantly influenced reading outcomes in both groups. Students grappling with heightened learning complexities and anxiety faced the greatest challenges. Interestingly, madrasah students thrived within competitive environments emphasizing high achievement pressure and minimal disciplinary constraints, while sekolah students who excelled in settings that valued discipline over relentless achievement pressure performed better. Unique influences emerged: peer relationships and anxiety directly affected reading scores in sekolah, while gender was the sole predictor in madrasah. Interaction effects among these multilevel factors in shaping student reading achievement across diverse educational settings were revealed.

Questioning inclusive city quality: Teachers' perspectives and experiences in sexuality education for children with special needs in Indonesia

This study explores the significance of Comprehensive Sexuality Education (CSE) for Children with Special Needs (CWSNs) within regular early childhood education settings in two inclusive cities: Banjarmasin and Banjarbaru, South Kalimantan, Indonesia. Using a qualitative phenomenological approach, the research examines the perspectives, confidence, and experiences of Early Childhood Education (ECE) educators who teach CWSNs about sexuality. Participants underscored CSE's role in empowering CWSNs against sexual violence and addressing maladaptive behaviors, despite challenges such as societal misconceptions, curriculum deficits, and insufficient teacher preparedness. Educators' confidence in delivering CSE is hampered by their general educational backgrounds and the absence of specialized educators capable of effectively tailoring programs to individual student needs. Teaching methods varied, encompassing sign language for deaf children, repetitive language with engaging media for those with autism, and approaches sensitive to cultural and religious norms when addressing Body Awareness and Genital Function, Understanding Identity and Gender Roles, and Fostering Personal Boundaries and Safety. Participants advocate for a comprehensive approach to SE inclusivity, emphasizing collaborative efforts among diverse stakeholders and multidisciplinary expertise. They call for clearer policies and sustained support from educational authorities to develop evidence-based curricula and provide comprehensive teacher training. Addressing disparities between privately owned and government-run institutions is crucial for ensuring equitable integration of SE into educational practice.

A Qualitative Meta-Analysis of Kahoot! in Language Instruction

Mobile- and computer-based applications have become more prominent and popular since the COVID-19 pandemic. Digital tools have been used by teachers and students worldwide for educational purposes and in language classrooms. One such application is Kahoot!, which is an in-classroom or online testing and practice application released in 2013 and widely used in a variety of classrooms for entertaining practice for students, and a way for teachers to test students’ gains. Even though Kahoot! is extensively used and researched in language teaching/learning contexts, a meta-analysis of studies with particular focus on qualitative findings has been out of radar. This proposal addresses this gap by offering an in-depth meta-analysis of qualitative studies and findings investigating the application. Research articles utilizing qualitative methods published between 2013, Kahoot!'s official beta release, and 2022 were gathered and analyzed to reveal trends, limitations, and gaps in the literature. The findings revealed that the majority of students and teachers who participated in Kahoot! quizzes reported positive sentiments, though several concerns were raised regarding their effective use. This analysis suggests that improving instructional effects in educational settings hinges upon well-informed decision-making processes, skilful classroom management, and proficient computer literacy. When strategically employed, these factors can significantly enrich educational practices.

Good stories well told? Former right-wing extremists’ self-narratives in German schools for preventing hate, radicalization, and violence

This paper concentrates on German school interventions with former right-wing extremists for preventive and educational purposes, in view of storytelling. The involvement of former extremists in schools is associated with well-intentioned aims and various assumptions about impacts and attributions. However, current research reveals that these projects feature more challenges than positive potentials. Thus, in this paper we take former right-wing extremists’ self-narratives during these school talk interventions as a starting point for an in-depth examination of potential risks and challenges. Considering the present state of the art, we attempt to provide preliminary answers to the questions of whom these projects target, why they are conducted, what are their contents, and how they transfer information. In sum, we are inclined to conclude that caution is advisable when contemplating such interventions for educational settings with young people.

Measuring Undergraduates’ Motivation Levels When Learning to Program in Virtual Worlds

Teaching/learning programming is complex, and conventional classes often fail to arouse students’ motivation in this discipline. Therefore, teachers should look for alternative methods for teaching programming. Information and communication technologies (ICTs) can be a valuable alternative, especially virtual worlds. This study measures the students’ motivation level when using virtual worlds to learn introductory programming skills. Moreover, a comparison is conducted regarding their motivation levels when students learn in a traditional teaching setting. In this study, first-semester university students participated in a pedagogical experiment regarding the learning of the programming subject employing virtual worlds. A pre-test-post-test design was carried out. In the pre-test, 102 students participated, and the motivation level when a professor taught in a traditional modality was measured. Then, a post-test was applied to 60 students learning in virtual worlds. With this research, we have found that the activity conducted with virtual worlds presents higher motivation levels than traditional learning with the teacher. Moreover, regarding gender, women present higher confidence than men. We recommend that teachers try this innovation with their students based on our findings. However, teachers must design a didactic model to integrate virtual worlds into daily teaching activities.

Music Form and Performance Techniques of Bayu Folk Songs

Bayu folk songs, rooted in the cultural heritage of the Chongqing, Guizhou, and Hunan regions in China, embody the essence of local identity and tradition. This study aimed to investigate the musical form and performance techniques of Bayu folk songs, offering insights into preserving and transmitting cultural heritage within educational contexts. Through interviews and observations conducted with 14 key informants from diverse backgrounds, including inheritors, local villagers, cultural center leaders, and relevant experts, the research examines the cultural preservation, musical diversity, and transmission challenges of Bayu folk songs within educational settings. The study’s results are based on a thematic analysis of qualitative data collected through structured interviews and observation forms. These findings show how vital Bayu folk songs are for building community identity, keeping culture alive, and passing it down from generation to generation. The research underscores the importance of developing standardized guidelines, increasing access to educational resources, and fostering collaboration between academic institutions and cultural stakeholders to promote the preservation and transmission of Bayu cultural heritage within educational settings.

Dong Pipa: Chinese Musical Instrument in Literacy Functions and Educational Occasions

The Dong Pipa, a traditional Chinese musical instrument, is a significant element of the Dong ethnic group’s cultural heritage. The objective is to investigate the historical development of the Dong Pipa, a traditional Chinese musical instrument, in literacy functions and educational occasions. The research was conducted in Liping, Congjiang, and Rongjiang counties in Guizhou Province, Tongdao County in Hunan Province, and Sanjiang in the Guangxi Zhuang Autonomous Region. Two key informants and four casual informants, including national transmitters and experts in Dong Pipa music, were interviewed, and data were gathered through fieldwork, interviews, and observations. The analysis focused on the integration of the Dong Pipa into educational settings and its role in fostering cultural literacy. The results indicate that the Dong Pipa has played a dynamic role both historically and in contemporary times, contributing significantly to cultural transmission and education. The study suggests that incorporating traditional instruments like the Dong Pipa into modern educational practices can enhance cultural literacy and support preservation efforts.

Exploring a guide for codes of ethics for the development of ethical competence in Iranian nursing students: a systematic review and meta-synthesis

BackgroundImproving the ethical competencies of nursing students, as an important dimension of professional competence, is a primary objective of nursing education. Thus, this study aimed to explore a guide for codes of ethics for the development of ethical competence among nursing students in the healthcare system of Iran.MethodsThis is a systematic review and meta-synthesis of qualitative studies conducted in the healthcare system of Iran. The review included studies published between January 1, 2000 and March 2024. We conducted a comprehensive search in various international and national databases, including Web of Science, PubMed, Embase, PsycINFO, Cochrane Library, CINAHL, Scopus, Barakatns, MagIran and SID. Initially, 86 qualitative studies were identified, and after a meticulous screening process, 39 studies were carefully reviewed. Finally, 10 qualitative studies were selected for analysis. The meta-synthesis employed an interpretive approach by thematic synthesis.ResultsBased on our results, four main themes and 10 categories, along with summarized codes, were extracted as crucial elements of the codes of ethics for the professional competence of Iranian nursing students. The main themes identified were knowledge, standards, experiences, and attitudes (KSEA).ConclusionsThe concept of codes of ethics for developing professional competencies in Iranian nursing students was detected as a multidimensional concept with four major areas. By emphasizing the rights of clients and the standardization of nursing practice, this set of ethical codes can contribute to preventing clinical errors and legal issues at hospitals and educational settings. Furthermore, it fosters a positive environment that encourages professional behaviors among nursing students. Nursing students, as future nurses, should apply codes of ethics when facing emerging ethical challenges. Nurse educators have a crucial role in providing students with the necessary preparation and guidance during their professional socialization process in nursing schools.

Implementation of Child-Friendly School Environments at SMPN 6 Kandis, Siak Regency, Riau

The Government establishment of Child-Friendly Schools (CFS) enables the protection of children’s rights in the educational setting. Education institutions are required by CFS to provide protection, security, and comfort for students while they are enrolled in the institution. An examination of the CFS program’s implementation and its integration with the Environmental Literacy (Adiwiyata) and Mover School (a project to strengthen the profile of Pancasila students) Programs were conducted at SMPN 6 Kandis in Siak Regency, Riau. This study used observation sheets and interviews to obtain primary and secondary data at SMPN 6 Kandis. The observed implementation criteria consisted of younger siblings’ treatment of all students, a learning process that facilitated active learning, the learning process was supported by teaching media in the form of real, print, and electronic media, student involvement in intra- and extra-curricular activities, conducive class arrangement with a literacy corner and structuring the classroom environment with Information and Education Communication (IEC). Based on the requirements for the Child-Friendly School program’s implementation, data were analyzed descriptively. The study’s findings demonstrated that the CFS program at SMPN 6 Kandis in Siak Regency, Riau Province, has been effectively implemented. The implementation of the CFS program at SMPN 6 Kandis can also be seen from the implementation of the Adiwiyata (Environmental Literacy) and Mover School (a project to strengthen the profile of Pancasila students) programs. CFS is expected to be a manifestation of the convention rights of children in pursuing education. Keywords: Child-Friendly School, Children’s rights, Environmental Literacy Program, Mover School Program

A Critical Pedagogy Analysis of Literature Teachers’ Perspectives on The Integration of Multicultural Literature in Higher Education

This qualitative study investigates the integration of multicultural literature within higher education classrooms, examining experiences, challenges, necessary support, and perceived impacts on students. Framed within critical pedagogy theory, the research aimed to uncover insights into the transformative potential of diverse narratives. Guided by qualitative research principles, specially descriptive phenomenology, the study employs semi-structured interviews with literature instructors selected through purposive sampling. Data collection involved multiple online platforms to facilitate candid discussions, ensuring a diverse representation of perspectives. The interview guide was rigorously developed and validated through pre-testing and expert consultation, ensuring relevance to the research objectives. Interviews were recorded and transcribed verbatim for thematic analysis, a methodical approach to identifying patterns and themes within the data. Inductive reasoning guided the analysis process, allowing for theory formulation from observed patterns. Intercoder reliability checks and member-checking techniques were employed to enhance data validity and credibility. The analysis of participant responses revealed multifaceted teaching strategies, emphasizing the significance of cultural representation, innovative approaches, and fostering cross-cultural understanding. Teachers adapt their methods to accommodate diverse student voices while leveraging technology and cultural sensitivity. This study emphasises that institutions, educators, and students collectively contribute to fostering a culturally enriched learning environment. It also contributes to inclusivity and diversity in education, cultivating cultural intelligence and a broader understanding of global perspectives. The study highlights the necessity for literature teachers to have access to diverse resources, professional development opportunities, and collaboration for effective integration. Moreover, higher education institutions are crucial in supporting this integration through curriculum enhancements, resource allocation, and adequate preparation time. Despite challenges such as limited institutional support, the personal dedication and commitment of teachers and students play a pivotal role in successfully integrating multicultural literature into educational settings. These findings provide nuanced insights into the complexities of integrating multicultural literature in higher education, contributing to educational theory, policy development, and pedagogical practices.

Implementing Flipped Learning Pedagogy in Algerian Higher Education: From a recommendation to a necessity

The COVID-19 pandemic prompted a significant transformation in teaching methodologies. Flipped Learning (FL) emerged as a strategy to enhance English as a Foreign Language (EFL) instruction by emphasizing student- centered learning, autonomy, and active participation. This approach generally involves students engaging with pre-recorded lectures or online materials before class, thereby allowing in-class time to be dedicated to interactive activities, discussions, and deeper commitment with the subject matter. Although FL has gained popularity in various educational settings, its adoption and effectiveness in Algerian higher education have not been thoroughly investigated. This study investigates the experiences of EFL teachers at the Ecole Normale Supérieure "Assia Djebar" in Constantine, Algeria, focusing on their perspectives on incorporating FL into their post-pandemic teaching. Using a descriptive research design, an online questionnaire was employed to assess teachers' familiarity with FL principles, their experiences with its implementation (including challenges faced during the transition), and their views on its impact on the teaching and learning environment. The study also explored teachers' attitudes toward the necessity and potential benefits of FL in Algerian higher education. The research involved administering an online questionnaire to 20 EFL teachers during the 2021-2022 academic year. Although the sample is limited to this particular institution, it offers valuable insights into the early stages of FL adoption. The findings indicated a shift towards positive attitudes and an acknowledgment of FL's advantages, such as improved development of critical thinking skills. This suggests a growing acceptance of FL as a valuable pedagogical approach for enhancing EFL learning outcomes in Algerian higher education. By embracing the opportunities that FL presents, the higher education system in Algeria can adapt to the challenges and demands of the digital age, better preparing students to succeed in an increasingly interconnected and rapidly evolving world.