Education Textbooks Research Articles

Exploring the Use of Rhymes in International and Localized English Language Teaching Textbooks for Young Learners – A Comparative Study

Rhymes are generally considered as appropriate young learner materials in terms of language learning and teaching. This article reports on the findings of a comparative study on the use of rhymes in two primary school English language teaching textbook series, namely English from China and Cambridge Global English ( CGE) from the United Kingdom. Based on a detailed analysis which focuses on the four components (i.e., linguistic ability, cultural awareness, thinking quality and learning ability) of the core competence proposed by the National English Curriculum Standards for Compulsory Education, the findings reveal that the localized textbook series English demonstrates a noticeable imbalanced reflection of the four components by putting more emphasis on fostering learners’ linguistic ability, especially their receptive skills (listening and reading) but ignoring the cultivation of the other three, while the international series CGE shows a more comprehensive and balanced representation of the four components. Based on the research findings, the implications for textbook writers and teachers are discussed.

Analisis Fakta Sirah Berkaitan Kelahiran dan Kewafatan Nabi Saw dalam Buku Teks Pendidikan Islam Tingkatan Satu Berdasarkan Manhaj Al-Muḥaddithīn

This study is ‎predicated, among other things, on the disclosure of mistakes related to the sirah of Prophet ‎PBUH, which can be partly attributed to a lack of adherence to the strict method of criticism. ‎Furthermore, several prior analyses and critiques of textbooks demonstrate that there is no ‎guarantee that textbooks are error-free, even when it comes to the subject of sirah. Therefore, ‎this study attempts to analyze the facts of the sirah related to the birth and death of the Prophet PBUH using the muḥaddithīn’s methodology as a ‎reliable method. The study focuses on the content of sirah ‎in the Form One Islamic Education textbook. The method for data collection employed in ‎this study was library research. The data was then analyzed using the ‎inductive and comparative methods, as well as the method of the muḥaddithīn. The study discovered that the facts concerning the birth and death of the Prophet Muhammad (PBUH) vary, based on authentic hadiths, well-known opinions, agreed-upon facts, as well as facts that lack support from authentic hadiths. Furthermore, certain ‎narrations are accepted even though they are not backed up by an authentic narrative when ‎there is consensus among the scholars. Additionally, the study discovered that the analysis of the facts in the textbook yielded results that indicated both a high degree of factual accuracy and some facts that needed to be reviewed and corrected. These findings call for the attention ‎and action of pertinent parties to guarantee the highest standards of education.

Semantic Ambiguity in the Use of 'Konteks' in Merdeka Curriculum Textbooks: Implications for Learning Outcomes and Pedagogical Strategies

This study examines errors in interpreting the word “konteks” (context) and its equivalents in Merdeka Curriculum textbooks for Indonesian Language, Civic Education, and English Language subjects. Semantic ambiguity and inaccuracies in the use of this term have led to misunderstandings that hinder students' comprehension and learning outcomes. The research aims to identify patterns and potential sources of misinterpretation to ensure alignment between textbook language and the learning objectives of the Merdeka Curriculum. Using a qualitative approach with a comparative method, the study analyzed the meaning and usage of “konteks” across subjects. Data were collected through documentation of both explicit and implicit references, followed by descriptive content analysis based on Miles et al.'s interactive model. Triangulation, expert validation, and adherence to ethical standards ensured the validity and reliability of findings. Results indicate that misinterpretations of “konteks” often lead to fragmented understanding, making it difficult for students to connect concepts across academic and social settings. This disrupts cognitive processes, preventing the development of complex analytical skills. To address these issues, teachers should facilitate clarifying exercises and discussions emphasizing context. Additionally, textbook evaluations must prioritize accurate definitions, precise usage, and illustrative examples to minimize ambiguity and enhance learning outcomes.

Nurturing Chinese Nationalists: High-School Ideopolitical Education Textbook Narratives (1991-2019)

Following the Tiananmen Incident, the Chinese government began to tighten its grip on education and turn increasingly to nationalism. Understanding the significant impact that education has on shaping lifelong ideology and behavior throughout adolescence, the Chinese government has strategically leveraged ideopolitical education, a highly politicized subject in high schools, to foster nationalism. This study attempts to address the critical knowledge gap concerning diachronic narratives in high-school ideopolitical education textbooks from the 1990s to the present. These narratives are categorized into five themes: (1) the Chinese nation; (2) the superiority of socialism; (3) the notoriety of capitalism; (4) the Century of Humiliation; and (5) the manipulation of and monopoly over common history. These themes potentially fuel nationalism through the two dynamics of “common history” and distinction between the self and other. This study thus sheds light on the Chinese government’s decades-long, consistent endeavor to instill nationalism through high-school ideopolitical education after the Tiananmen Incident.

The Contribution of Integrative Physics Textbooks in Higher Education and Their Impact on Islamic Education Goals

This study examines the dominance of the modern scientific perspective in university science education, which often separates natural sciences from faith-based values. To bridge this gap, developing Physics textbooks that integrate a faith-based approach is crucial. The research explores how Physics textbooks can contribute to achieving Islamic educational goals in universities, employing a qualitative method including literature reviews and textbook analysis. The findings reveal that integrative Physics textbooks can significantly contribute to linking Physics concepts with Islamic values, creating a holistic learning approach. This study proposes a concept for integrative Physics teaching materials, incorporating the history of science and the philosophy of science, preparing students to master Physics and develop strong faith.

Development Of Islamic Religious Education (IRE) Textbooks Based On Ethnopedagogy Through Local Wisdom In Thematic Learning

This study aims to develop an Islamic Religious Education (IRE) textbook based on ethnopedagogy, which integrates local wisdom into thematic learning, and assess its quality and feasibility. Based on the researcher's observations in several elementary schools in North Aceh, it was found that, in practice, the concepts were not connected to local culture, which is a critical component of the ethnopedagogical approach. Therefore, the solution proposed by the researcher is to provide teachers with an understanding of the ethnopedagogical approach. The research method used is Research and Development (R&D) with the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The study involved 27 elementary school teachers in North Aceh as the sample. The survey results showed that the thematic textbook based on Ethno pedagogy was deemed feasible and practical. Most teachers gave ratings with an average of over 80% on almost all tested indicators. In conclusion, developing the IRE textbook based on ethno-pedagogy successfully integrated local cultural values into IRE learning and positively impacted students' understanding and attitudes. Implications: This textbook plays a role in preserving and introducing local wisdom to students, indirectly strengthening their cultural identity. By studying local wisdom, students will better appreciate their environment's cultural heritage and values while integrating religious teachings into their socio-cultural lives. Additional Materials: A teacher training program on implementing local wisdom or initiatives from local governments to develop educational resources based on local culture.

QLTI-01. ASSESSING THE EFFECTIVENESS OF SUPPORT FROM ST. JUDE CHILDREN’S RESEARCH HOSPITAL TO VIETNAMESE TEAM IN TREATMENT FOR CHILDREN WITH BRAIN TUMORS

Abstract BACKGROUND Treatment for children with brain tumors requires multidisciplinary team (MDT) which is lacking in Vietnam which negatively impacts outcome. This study aims to describe the implementation and promotion of MDT approach in Vietnam with the support of St. Jude Children’s Research Hospital. METHODS We conducted a prospective descriptive study of St. Jude Children’s Research Hospital’s activities with the Vietnamese team between August 2023 and March 2024 and its impact on education, patient care and disseminating of MDC approach in Vietnam. RESULTS Onsite and online training were provided for the Vietnamese team during this time. The onsite training included exchange visits for both teams and St. Jude support for Vietnamese colleagues to attend regional and international neuro-oncology conferences. Online case discussions have been held every month from January 2024 and there are 40-60 participants each meeting from 5 main oncology centers in Vietnam. There are 3- 4 complex case discussions each meeting. A zalo group (a social media platform) for Vietnamese doctors (92 doctors) with multidisciplinary team members was established. After discussion, references and summaries of each case were distributed to the zalo group. For emergency cases, email consults are requested directly for timely input. In addition, key educational textbooks covering different disciplines of neuro-oncology (pathology, radiology and medical) were provided to different Vietnamese teams. All participants (92 doctors) found the online discussion (100.0%) benefical to further their knowledge in different fields (chemotherapy, radiation, pathology and surgery) and the outcome of consultations which guided teams to manage difficult cases. For some cases, pathology samples with local reports are sent to St. Jude to review the diagnosis and classification. CONCLUSIONS Training plays an important role in bringing knowledge and building team-based experience for Vietnamese clinicians in the treatment for children with brain tumor.

Examining Adaptation Practices in English Language Textbooks

Authentic texts in English Language Teaching (ELT) textbooks are highly valued for their ability to provide learners with exposure to real-world language. In Portuguese ELT textbooks, very often authentic texts are marked as "adapted", but few discussions have been raised about how they are adapted in ELT textbooks and what elements are considered during text adaptation. Given the central role textbooks play in language teaching and learning, examining textbook writers' adaptation practices can help teachers make informed choices about how to best use such materials. The goal of this paper is to examine the nature of text adaptations in Portuguese ELT textbooks and the extent to which authentic texts are modified. To accomplish this, two corpora have been manually compiled: one consisting of 37 adapted texts extracted from two Portuguese ELT textbooks, and the other comprising their unmodified, authentic counterparts. Each adapted text was compared to its corresponding original source using a predefined set of criteria. Findings reveal that adapted texts differ from the authentic source with respect to size, while changes at the level of language, such as modifications to vocabulary and syntax, are very rare.

의사소통적 발음 교육을 위한 한국어 교재 분석 연구

Objectives The purpose of this paper is to analyze Korean textbooks for communicative pronunciation education. Methods Three types of textbooks developed by university-affiliated language education institutes were selected as analysis targets. As analysis tools, items that were synthesized and reconstructed from the textbook analysis frameworks of Seo (2001) and Lee (2001) were used. Results The result shows that the scope of teaching items was expanded, and it was necessary to secure areas equivalent to vocabulary and grammar, select teaching items for continuous and repetitive learning, and provide detailed grading. In addition, the educational effectiveness of the explicitness or implicitness of linguistic rule explanations had to be examined, and audiovisual materials should be abundantly utilized. The practice activities were planned to involve step-by-step practice from the word and sentence level to the discourse level, but the instructions were not clear, and even if there were directions, practice method was monotonous. For communicative pronunciation education, instructions and guidelines had to be specified and a variety of interactive and meaningful exercises had to be included. As for learning strategies, only simple repetition, memorization strategies, and strategies using visual images were induced. Effective pronunciation learning strategies should be found and learning strategies had to be developed in a variety of ways. Conclusions Considering practical application, a plan to revitalize pronunciation education was proposed while maintaining the current textbook. Improvement measures were discussed focusing on the practice stage. Integrated practice with other micro and macro skills and clear practice method instructions were emphasized. Practice and use were claimed at the word, sentence, and discourse levels in the order of presentation-controlled practice-meaningful practice-use. Interactive activities such as pair or group activities were considered.

Climate change and health topics in pre-university education in Kosovo: A Content Analysis

Abstract Background Climate health literacy (CHL), recommended and recognized as vital for the global response to climate change and impacts on health, lacks comprehensive studies on its integration into primary and secondary school curricula. In Kosovo, where numerous environmental issues already exist and are expected to worsen due to climate change, the resulting health outcomes pose significant challenges. Moreover, the low environmental knowledge among youth further adds to the complexity of addressing these issues. This study addresses this gap by focusing on understanding and enhancing the inclusion of climate change and health topics in pre-university education. Methods A content analysis was conducted on: (1) core curricula, (2) subject curricula, and (3) textbooks for pre-university education (grades 0-12) in Kosovo. The outcomes of the content analysis were then juxtaposed with the CHL framework to identify alignment and gaps. Results We found that curricula in Grades 0-5, contained one topic on climate change and health topic out of 638 (0.16%) topics documented; however, textbooks did not elucidate this focus. Grades 6-9 had 2 out of 701 (0.28%) and the relevant textbook revealed that various environmental and health topics are covered, but that they lack exploration of the interrelatedness between environmental pollution, climate change, and health. Grades 9-12 had the highest integration with 4 out of 745 (0.54%). Textbook analysis of these grades revealed a more in-depth coverage of climate change and health linkages. In total, seven topics out of a pool of over 2000 topics encompassed learning outcomes related to climate and health in Kosovo’s pre-university education. Conclusions The current efforts to integrate climate change and health into Kosovo’s curriculum fails to meet the recommendations for achieving CHL levels. Localized and context relevant additions are needed to fulfil CHL among students in Kosovo and other countries interested in improving CHL. Key messages • This case serves as a testing ground for a framework assessing climate health literacy within curricula. The results identify gaps and areas of improvement, which inform the implications to attain CHL. • Results reveal shortcomings in the incorporation of climate change and health topics in schools, underscoring the necessity for tailored strategies to foster CHL among students.

Designing L2 pronunciation instruction activities for primary school learners

Abstract This study employs a content analysis approach to examine the presentation of pronunciation instruction (PI) activities in six elementary school English language teaching (ELT) textbook series used in China. Among the textbooks analyzed, two series are published in English-speaking countries for commercial use, while two are published in China for public schools. The remaining two series are jointly released by Chinese and UK publishers, and are utilized in schools at Shanghai and Hong Kong. Categorizing the PI‑related activities based on the framework by Levis and Echelberger (2022), the author discovered that PI is predominantly integrated into listening and speaking activities. The study highlights the evolving design of PI activities in relation to learners’ ages, reflecting the individual preferences and beliefs of textbook developers. Notably, most of the surveyed textbook series acknowledge the effectiveness of phonics for teaching pronunciation, yet the use of phonetic alphabet remains minimal. Young learners are encouraged to grasp pronunciation rules through exposure and observation rather than through direct “top-down” instruction from teachers. This research provides language educators with additional resources for classroom activities and offers textbook writers diverse insights for material development work in the future.

Evaluating Employability Skills Integration in a Citizenship Education Textbook

The International Labour Organization (ILO) generated a strategic plan for skills and lifelong learning from 2022 to 2030, aiming to improve students’ access to future jobs. One of the target goals of the ILO's plan was to ensure that educational programs meet the changing needs of labour markets. Therefore, there is a rising need to assess whether teaching programmes can prepare learners for the requirements of future jobs. In this study, we investigate how employability skills are integrated in teaching resources. For this purpose, 54 learning activities from a Grade 6 Citizenship Education textbook in Bahrain were analysed using 56 predefined codes elaborated by the Conference Board of Canada in a document that was developed by the Corporate Council on Education, a program of the National Business and Education Centre since 2000. This study employs quantitative analysis, including Pearson correlation coefficients and regression analysis to evaluate the integration of employability skills in the learning activities using three major factors: Fundamental Skills (FS), Personal Management Skills (PMS) and Teamwork Skills (TS). The results show that Fundamental Skills (Mean = 3.87, Standard Deviation = 1.26) are well integrated, whereas Personal Management Skills (Mean= 3.17, Standard Deviation = 1.54) demonstrate moderate integration with notable variations. In contrast, Teamwork Skills display a low level of integration (Mean = 1.02 Standard Deviation = 1.88). The correlation analysis confirms a relationship (r = 0.615, p < 0.01) between FS and PMS but shows insignificant correlations between TS and the other skill sets. These findings highlight a critical gap in teamwork skill integration and suggest a need for increased focus on teamwork in educational materials, while recommending further research to focus on expanding the sample size, incorporating more qualitative analyses, and exploring effective strategies for integrating employability skills into educational resources.

Values in Narratives: Religious Education as an Exercise in Emotional Rationality

The domain of education deals with the issue of the possibility of a person’s development so that the person would learn to become more human through the educational process. An integral part of a person’s development is first and foremost the dimension of an individual’s integration into society. Education for values plays an indispensable role in education. The technical aspect of education—as John Macmurray described it—has its foundation in instrumental rationality, aiming at the realization of utilitarian values in order to achieve the necessary social cooperation for the purpose of an easier coexistence. That so-called instrumental conception of life has given birth to a special type of the contemporary human being, homo faber. If, however, we strive to achieve the complete development of a human being through education, which is more fully realized only in the communion of people in the forms of friendship, fellowship and love, this instrumental conception requires enrichment through a communitarian conception of life, aimed at the realization of intrinsic values. In that sense, this article explores the contemplative and relational aspects of education from the perspective of religious education, which, according to John Macmurray, are based on the emotional level of rationality which results in the acquisition and adoption of intrinsic individual and inter-individual values. The aim of this article is to show that when it comes to education, these values are best conveyed through narratives. The article also attempts to shed light on the way students internalize and personalize intrinsic values through their emotional familiarity with the narratives, and especially with the value of reciprocity, which is key to authentic religious practice, and thus also to ethical awareness, which is important for the formation of moral awareness and character of a human being. Furthermore, the article explores the extent to which narratives as a form of religious knowledge are important in religious education, and in which they contribute to the formation of students’ opinions, attitudes and identities as transmitters of religious truths. Narratives notably carry a strong potential for the spiritual transformation of one’s personal and social life in such a way that they can motivate students to accept and realize certain religious and moral practices through experiential touching of values. Examples of narratives used in religious education textbooks in secondary schools in Croatia reveal how much they actually contribute to the goals of religious education in terms of education for intrinsic individual and inter-individual values.

Gender stereotypes in the physical education textbook

Gender stereotypes in media, including books, can play an important role in the process of gender identity construction. The purpose of this study is to analyze gender representation in Elementary School Physical Education, Sports and Health textbooks. The analysis was conducted by tabulating images and looking at the appearance of gender characters in the text in the elementary physical education books from grade one to grade six. Visibility and Firstness refer to the number of times a male or female character appears first in an exercise. Gender stereotypes (such as female characters doing rope games, male characters playing big ball games) were counted. Based on this data, it can be seen that in classes 1,2,4,5 and 6 there are more male images than female, only in class 3 there are more female images than male. Furthermore, the results of Gender Stereotyping data show that males are more dominant in Floor Gymnastics, Water Sports, Physical Fitness Activities, Invasion Games, Net Games, Maintenance of Reproductive Hygiene, Pencak Silat Martial Arts, and Athletics. In contrast gymnastics materials and Rhythmic Gymnastics Activities are dominated by women. Such stereotypes are considered as one of the ways in which gender identity is influenced and constructed. They can limit individuals' choices in relation to their roles, interests and aspirations, as individuals tend to conform to what is perceived as the gender norm in society.

Beyond the Language: Arabic Language Textbooks in Arab–Palestinian Society as Tools for Developing Social–Emotional Skills

Social–emotional learning (SEL) is recognized as an important component of the educational system, significantly impacting student success. This study aims to examine how Arabic language textbooks used in Arab elementary schools in Israel serve as tools for developing social–emotional skills, beyond their role in language instruction. Using a content analysis and semiological analysis on nine ‘Arabic Our Language’ textbooks for Grades 1 to 6, the findings revealed that all categories of social–emotional skills defined by CASEL were represented, but with an imbalance in their prevalence. Interpersonal relationship skills were the most frequent, while social awareness was the least represented, despite its importance in the Israeli context, which is the context in which this study takes place. Additionally, lower grades (1–3) showed a lack of SEL content compared to higher grades (4–6), even though an early integration of these skills is more effective. Furthermore, the SEL content did not always align with the fundamental principles for optimal implementation. This study emphasizes the need for curricula and textbooks in Arabic language education that are adapted to each developmental stage and tailored to the Israeli socio-cultural context. The findings underscore the critical role of Arabic language textbooks in fostering a holistic educational experience, preparing students for both academic and social success, and serve as a call to action for curriculum designers and textbook authors to integrate social–emotional learning in linguistic educational materials.

Genero-ekitaterako bideak marrazten hezkuntzan: Erdi Aroko historiako gaien analisia eta proposamena

Feminism is a social movement that has managed to bring about great changes in society in recent decades. Even so, the gender perspective has not been adequately inserted in the classroom in many areas, especially in educational textbooks. With the aim of going deeper into the subject and finding out the current situation in Primary Education classes, ten didactic units about the Middle Ages, belonging to Social Science books for 5th year of Primary Education that are currently being used have been analysed. From the results obtained, a lack of equity in terms of male and female representation was detected. Thus, it is established that there is a need for a review and change in the teaching material so that it participates in the creation of a fairer, more equitable and critical society.

Values Reflected in Pictorial Content of Textbooks at Elementary Level of Education in West Bengal, India

Textbooks function as catalysts for social change, influencing students’ values, beliefs, and cultural awareness from the primary education level. Textbooks serve as key learning resources for students that significantly influence students’ character development. Values should be incorporated into textbooks. Images in textbooks are powerful tools for shaping the values of students by engaging them visually, providing real-life context, fostering emotional connections, and promoting critical thinking and cultural sensitivity. The creation of textbooks that reflect current values is essential, and achieving this goal requires a comprehensive assessment of textbooks. This study investigates images used in primary education textbooks in West Bengal, India, to examine the representation of values. A total of 39 textbooks were analyzed, with eight key textbooks selected for in-depth analysis: ‘Amar Boi’ for classes I, II, and III, ‘Patabahar’ for classes IV and V, and ‘Atit O Aitihya’ for classes VI, VII, and VIII. These textbooks were chosen based on their widespread use and significance in the curriculum in govt. school in West Bengal. This study adopted qualitative and documentary research approaches through content analysis. The findings demonstrate that social, moral, environmental, spiritual, and historical values are emphasized across textbooks, reflecting the dominant cultural, social, or national values of the region. The findings of this study provide a foundation for policy changes at the state or national level to ensure the development and implementation of guidelines that promote value-balance content in educational materials and are useful for textbook development agencies, textbook writers, and teachers in developing value-alignment curricula and creating more inclusive, culturally sensitive, and ethically grounded visual materials.

Promoting Supplementary Materials Based on Pupil’s Book: A Solution from Integrated Textbook Interplayed Content

The prominence of integrated textbooks in English Language Teaching (ELT) has significantly increased, as many textbooks now include not only a primary book (Pupil’s book) but also supplementary materials such as Teacher’s Handbook, Students’ Workbook, Cassette, etc. Despite this, the utilization of the pupil's book along with its additional resources remains relatively low. This raises the question of whether there is still potential for teachers and students to effectively employ the pupil's book without relying on its supplementary materials. Utilizing a case study research design, this study examined key aspects of the textbook that are considered advantageous in the materials development process. The findings indicate that elements such as the aims and approach, content, methodology, exercises, and activities in the pupil's book exhibit strong coherence with its supplementary materials. Notwithstanding this circumstance, educators possess the capacity to formulate both individual and group activities exclusively through the utilization of the pupil's book as a foundational resource, without dependence on supplementary materials.

음악교육가들의 교육내용을 반영한 음악 교수내용지식에 따른 유아 음악교육 대학교재 분석: Orff, Dalcroze, Kodály를 중심으로

Objectives The purposes of this study were to analyze university textbooks in early childhood music education utilized within early childhood teacher training courses, according to the music pedagogical content knowledge that reflects the educational content of music educators. Methods For this study, seven early childhood music education university textbooks suitable for research were selected as the research subjects. Next, these textbooks were analyzed and categorized into music pedagogical content knowledge domains: subject content, teaching and learning methods, curriculum, and learner knowledge. The results were presented. Results First, the analysis of the subject content knowledge revealed that there is a noticeable deficiency in content related to traditional Korean music in the textbook. Second, the analysis of the teaching and learning method knowledge in the textbook showed that the included plans for early childhood music activities predominantly focus on music appreciation and activities following the principle of gradual deepening. Activities such as singing with inner hearing, harmony-linked activities, and singing by note or scale are less frequently presented. Third, upon analyzing the curriculum knowledge within the textbooks, the music education content linked to the Nuri curriculum is presented more frequently on average than the content linked to the standard child care curriculum. Fourth, as a result of analyzing the knowledge of leaners in the textbook, the target age for the included plans for early childhood music activities tended to center around young children or toddler-young children integration. Conclusions The significance of this study lies in its proposals for future enhancements and revisions of university textbooks for early childhood music education.

Pathways for Innovation Development of Digital Textbooks in Higher Education in China

Pathways for Innovation Development of Digital Textbooks in Higher Education in China