Educational Theory Research Articles

On the Relevance of Education Research From a Non-Affirmative Perspective: A Constructive Critique

This article argues for the problematic dominance of education research striving for relevance for policy and practice, with little to no consideration of its contribution to shared internal disciplinary discourse. Drawing on non-affirmative education theory, we use empirical examples from the Swedish context to contend that such a one-sided focus on external relevance may lead to a relevance paradox in which education research becomes increasingly irrelevant while striving for relevance. Two issues are discussed in relation to this development. First, such a discourse on education research runs the risk of becoming undisciplined in the sense that it becomes detached from the shared disciplinary language, with little to no connection to fundamental education theory. Second, education research runs the risk of becoming uncritical. In closing the gap between practice/policy and research, education researchers jeopardise their critical distance and become subordinated to practitioners and policymakers in an unequal and uncritical relationship. Finally, we argue for a more dynamic and reflexive understanding of the relevance of education research, where the reflexive relationship between policy/practice and fundamental education theory research is understood as the thing that makes it possible for disciplinary discourse to thrive.

Digital technologies as enablers of universal design for learning: higher education students' perceptions in the context of SDG4

Digital technologies are essential for transforming educational environments, particularly in higher education. These tools have revolutionized information access and enable flexible approaches within Universal Design for Learning (UDL). This educational model integrates findings from educational practice, research, learning theories, technological advances, and neuroscience to provide concrete proposals for implementing diverse teaching practice that accommodates different learning needs. Building on universal design concepts, UDL is structured around three neurological learning systems (affective, recognition, and strategic) and advocates three corresponding principles: multiple means of engagement, representation, and action/expression. Aligning with current parameters of quality education for all, UDL incorporates diversity as a fundamental premise in instructional planning to ensure equitable learning opportunities for all students. This framework enables teachers to create flexible curriculum designs that enrich learning, reduce barriers, and provide accessible educational opportunities. This research examined how digital technologies can enable UDL implementation by analyzing higher education students' perceptions. Using a quantitative methodology with a descriptive scope, data was collected through a specially designed Likert-scale questionnaire. The instrument demonstrated high reliability (Cronbachʹs α = 0.97). The sample included students from the Mexican public university system (n = 235) studying pedagogy and education. Results showed favorable perceptions of technology use in UDL across all three principles: representation (what to learn), action and expression (how to learn), and engagement (why to learn). They suggest that digital technologies can expand learning capacity and enhance skill development among university students in the UDL context. However, it should be noted that they need to be carefully integrated into educational frameworks designed and tested for their effectiveness; without such integration, their application may be ineffective or even counterproductive to learning processes. The findings demonstrate the potential of this design as a practical and theoretical model to, in line with current trends, contribute to the achievement of SDG4, promoting quality in education and learning opportunities for all. This will be helpful for institutions seeking to implement technology-enhanced UDL strategies while having broader implications for the body of research for improving higher education.

CONSTRUTIVISMO E SOCIOINTERACIONISMO: CONTRIBUIÇÕES PARA A PRÁTICA PEDAGÓGICA

His study examines the role of the pedagogue in the school, emphasizing the relevance of combining pedagogical theory and practice for effective performance. Based on the theories of Piaget and Vygotsky, the study highlights the importance of understanding child development for effective education. Chapter two discusses fetal growth, emphasizing the relevance of emotional interaction and a receptive environment. Chapter three analyzes the contributions of Piaget, who focuses on cognitive growth and autonomy, which emphasizes the importance of social interactions. The text compares the constructivist theories of both, highlighting their fundamental differences.

RESEARCH ON DIGITAL LITERACY ENHANCEMENT OF PHYSICAL EDUCATION TEACHERS

In the context of digital transformation, enhancing physical education teachers' digital literacy has become a crucial task in educational development. This study employs methods including literature analysis and case studies to systematically explore the theoretical foundation, practical challenges, and development strategies for improving physical education teachers' digital literacy. The research finds that physical education teachers' digital literacy is a multi-dimensional conceptual system, encompassing digital technology knowledge and skills, teaching design and assessment capabilities, the ability to integrate educational theory with physical education knowledge, and learning and self-development capabilities. The study reveals that current efforts to enhance physical education teachers' digital literacy face challenges such as uneven resource allocation, incomplete training systems, and lack of assessment mechanisms. To address these issues, this research proposes systematic solutions including constructing digital curriculum training systems, integrating and developing educational resources, optimizing digital teaching environments and assessment systems, and strengthening faculty development. The research findings have significant theoretical and practical value for promoting the informatization of physical education and enhancing physical education teachers' digital literacy levels. KEYWORDS: physical education teachers; digital literacy; teacher training; digital teaching; education modernization

Impact of Impulse and Impact Force: An Innovative Approach to Teaching Momentum in Physics

Momentum is a fundamental concept in physics that is pivotal for understanding the motion and behavior of objects. However, its abstract nature often makes it challenging for students to grasp. This study investigates an innovative teaching approach that incorporates impulse and impact force as tools to enhance students' comprehension of momentum. Drawing from the pedagogical philosophy of Prof. Yohannes Surya, who emphasizes practical application and interactive learning, we implemented a set of interactive demonstrations and problem-solving exercises to teach the concepts of impulse and impact force. This study was conducted in the Basic Physics course for the Biology Education Program at Mataram University. The results indicate that emphasizing impulse and impact force improves student understanding, enhances engagement, and bridges the gap between theory and real-world applications in physics education. The findings support the integration of hands-on activities and experiential learning as effective pedagogical strategies in teaching classical mechanics

Critical Reflections on the Role of Islamic Early Childhood Educators in Building Tolerance Awareness in Educational Setting

Purpose – This study explores the role of Islamic early childhood educators in fostering tolerance awareness in educational settings while maintaining a strong Islamic identity. It addresses the tension between promoting religious exclusivity and fostering an appreciation for diversity in a pluralistic society, with the aim to contribute to both educational practice and theory on religious tolerance in early education. Design/methods/approach – The study employs a qualitative descriptive exploratory design using content analysis. Data were collected through semi-structured interviews with five teachers and observations of classroom interactions. The diversity management framework was used to analyze the approaches taken by teachers in integrating tolerance education within Islamic curricula. Findings – The research highlights various strategies Islamic educators use to promote tolerance, including storytelling, empathy training, and participatory rule-making. The findings reveal a balance between religious identity and tolerance education, with a sequential approach that prioritizes Islamic principles first, followed by the introduction of tolerance concepts. Despite challenges, such as external influences and technological distractions, the research demonstrates that these strategies positively impact children’s empathy and social behaviors. Research implications/limitations – The study is limited by the sample size and geographic scope, focusing on specific Islamic early childhood institutions. Future research could expand the sample and explore cross-cultural comparisons in different Islamic educational contexts to generalize findings. Practical implications – The findings provide valuable insights for educators, policymakers, and curriculum developers in balancing religious teachings and tolerance education. The study suggests that gradual and integrated approaches to teaching tolerance can foster social harmony and empathy in young children without compromising religious values. Originality/value – This research contributes to the body of knowledge on Islamic education by offering a nuanced understanding of how tolerance can be embedded in early childhood education while maintaining religious integrity. It introduces the concept of sequential tolerance education, which integrates religious principles with empathy and respect for diversity in Islamic settings. Paper type Research paper

Analysis of the Transposition of the Modelling Process into Mathematical Activity at Qualifying Secondary Level

The aim of this article is to study the teaching of the object 'modelling process' to secondary school pupils in Morocco. We are interested in the conditions and constraints of its dissemination in the mathematics classroom. The analysis is based on the Anthropological Theory of Didactics and uses the modelling process model of (Chevallard, 1999) to characterise the praxeologies (Bosch and Gascon, 2005) relating to the modelling process. Downstream of the need for knowledge relating to mathematical modelling, this study enabled us to illustrate the claim to implement didactic praxeologies specific to the modelling approach. Setting up a real situation with these pupils enabled us to identify the influence exerted by the modelling praxeologies on the pupils' results and the influence of external intervention when they were faced with a modelling situation. As a result, we noted a discrepancy between the modelling taught in the mathematics classroom and that designed by the experts.

Using Educational Robotics in Chemistry Education: A Systematic Review

Although the value of educational robotics (ER) is recognised in science, technology, engineering, and mathematics (STEM) disciplines, limited research has been published that focusses on using ER to support and enhance chemistry education (CE). This article considers the existing body of scholarly knowledge related to the use of ER in CE published in scholarly literature by means of a systematic literature review. To structure the findings conceptually, a Robotics-Education-Chemistry Considerations (RECC) framework was developed and applied. The findings indicate that the use of ER in CE is understudied. ER is largely applied to enhance the operational and content aspects of traditional CE, rather than to exploit the affordances related to modern education theories and practices that using ER potentially offers to CE.

Teaching Procedural Skills: Integrating Educational Theory Into Practice.

Teaching procedural skills is an essential part of health professions education, yet formal training is often lacking from traditional curricula. A workshop on teaching procedural skills was developed as part of a clinician educator track at a large health professions university. Participants included medical residents and fellows (postgraduate years 2-6) from various training programs. The 90-minute, interactive training integrated Gagne's model of instructional design with evidence-based teaching practices. Workshop outcomes were evaluated with pre- and postworkshop surveys. Learner reactions (Kirkpatrick level 1) were assessed via course evaluation. Learning and behavior (Kirkpatrick level 2) were evaluated via attitudinal and knowledge-based questions. Data were collected from three cohorts of participants (2022-2024). Responses were analyzed by paired t test. Residents and fellows from 11 different disciplines participated in the workshops. The survey response rate was 30 out of 35 (86%). Course evaluations were positive for all six questions (mean scores: 4.8-5.0 on a 5-point Likert scale [1 = strongly disagree, 5 = strongly agree]). Postworkshop scores improved significantly for all five attitudinal questions, including "I can apply instructional design theory when teaching procedural skills" (pre: 2.2 vs. post: 4.3 on a 5-point scale, p < .01). The number of participants correctly answering the knowledge-based questions also increased following the workshop. A workshop focused on evidence-based teaching of procedural skills was well reviewed and improved participants' attitudes and knowledge. Strengths of the workshop include its appeal to a broad range of medical trainees, integration of educational theory, and interactive design.

Development of a Local Instruction Theory for Trigonometric Ratios

Some students find trigonometric ratios challenging. Research on the application of Local Instruction Theory (LIT) in trigonometry is limited, particularly in secondary school understanding of trigonometric ratios. This study aims to develop an LIT for trigonometric ratios using Realistic Mathematics Education (RME). The researcher designed a learning pathway to help students grasp the fundamental concepts of trigonometric ratios. The study employs a research design methodology, developing a Hypothetical Learning Trajectory (HLT) to improve students' understanding. The development of LIT for Trigonometric Ratios follows three stages: initial design, teaching experiments, and retrospective analysis. Students demonstrated the ability to understand trigonometric ratios through the learning process. The findings suggest that the use of LIT-based instructional materials, incorporating RME principles, significantly enhances students' conceptual understanding of trigonometric ratios in high school. Beberapa siswa menganggap materi perbandingan trigonometri cukup sulit. Penelitian tentang penerapan Local Instruction Theory (LIT) dalam pembelajaran trigonometri masih sangat terbatas, khususnya terkait dengan pemahaman rasio trigonometri di sekolah menengah. Penelitian ini bertujuan untuk mengembangkan Local Instruction Theory (LIT) perbandingan trigonometri dengan menggunakan Realistic Mathematic Education (RME). Dalam upaya membantu siswa membangun konsep dasar pada materi perbandingan trigonometri, peneliti mengembangkan alur LIT dengan menemukan jalur pembelajaran yang efektif. Pencapaian tujuan penelitian menggunakan desain penelitian. Serangkaian kegiatan mengembangkan Hypothetical Learning Trajectory (HLT) sehingga siswa sekolah menengah atas (SMA) memiliki pemahaman yang lebih baik tentang perbandingan trigonometri. Pengembangan Local Instruction Theory untuk Perbandingan Trigonometri meliputi tiga tahap yaitu mengembangkan desain awal, melakukan percobaan pengajaran, dan melaksanakan analisis retrospektif. Siswa mampu membangun pemahaman tentang perbandingan trigonometri selama proses pembelajaran berlangsung. Berdasarkan analisis kualitatif eksperimen pengajaran, penelitian ini berimplikasi pada penguatan Local Instruction Theory (LIT) perbandingan trigonometri dan pengembangan bahan ajar berbasis RME.

Zulkarnain dalam Nilai-Nilai Peradaban Islam di Dunia Pendidikan Islam

Islamic education plays a crucial role in shaping a generation that is not only intellectually intelligent but also morally upright. This study aims to examine the Islamic civilizational values found in the story of Zulkarnain and how these values can be applied in Islamic education. The method used is library research, analyzing various relevant sources of literature. The results of the study indicate a gap between the educational theory that emphasizes moral and spiritual values and its implementation in everyday educational practice. The story of Zulkarnain offers guidance on leadership based on faith, justice, and wisdom, which is highly relevant for application in education. Additionally, the broader concept of jihad, encompassing moral and intellectual struggle, is also highlighted in this study. This research recommends integrating these values into the Islamic education curriculum to strengthen students' character, foster a balance between knowledge and faith, and promote social awareness. By applying the values derived from the story of Zulkarnain, Islamic education is expected to produce a generation capable of facing the challenges of the times with moral integrity and a spirit of positive contribution to society.

A correlational study on teacher-student relationships and students’ engagement in EFL classes

This study aims to investigate the levels of teacher-student relationships (TSR) and student engagement (SE) within an English as a Foreign Language (EFL) context among general English (GE) level students enrolled in an English course at a private language school in Indonesia. This study also seeks to examine the correlation between TSR and SE in EFL classes. In finding the correlation between TSR and SE in EFL classes, this study attempts to fill a gap in the existing literature by employing a quantitative method, specifically a survey-based approach, to systematically collect and analyze data from a diverse pool of participants. The choice of quantitative method is grounded in the need for standardized data collection and analysis to determine the degree of relationship between TSR and SE among GE-level students. By administering surveys to GE-level students, this study seeks to gain insights into their perceptions of TSR and its impact on their engagement in EFL classes. This study found that the TSR and the SE levels were high. Moreover, this study found a statistically significant positive correlation between TSR and SE. The findings of this research endeavor to provide valuable insights into how TSR can catalyze SE and subsequently enhance language proficiency among EFL learners in Indonesia, with implications for both theory and practice in EFL education.

Cosmopolitan nationalism: where is the cosmopolitanism?

ABSTRACT This article examines the concept and role of cosmopolitanism in studies that theorize cosmopolitan nationalism (CN) in educational policy. First, it articulates a spectrum of diverse views that can be held under the labels of cosmopolitan, nationalism, and patriotism. Next, it assesses how cosmopolitanism is invoked in educational policy studies of CN. While the global and the national can intersect in various distinctive ways in educational theory and practice, in typical discussions of CN in educational policy more critical global, or cosmopolitan, positions are ignored or neglected. In response, the article provides recommendations for enhancing the use and impact of CN as an explanatory tool. It advocates for an understanding of cosmopolitanism that diverges from neoliberal globalist approaches to educational policy. In addition, it calls for scholars to assess nationalistic processes and interests in educational policy studies more reflectively, generating more explicitly normative assessments of different actors’ activities and statements, in contrast to apparently neutral descriptions of policies and trends.

Flipped learning in medical education: Enhancing engagement through innovative pedagogy

Flipped learning has emerged as an innovative instructional approach in medical education, transforming traditional teacher-centered models into dynamic, learner-centered environments. This pedagogical strategy involves students engaging with instructional content outside the classroom, followed by interactive activities during class time, thereby enhancing student engagement and promoting active learning. Grounded in educational theories such as Constructivism and Adult Learning Theory, flipped learning facilitates knowledge construction through pre-class engagement and fosters self-directed learning, particularly relevant for adult learners in medical fields. Successful implementation requires meticulous design of instructional strategies, high-quality pre-class materials, and engaging in-class activities that promote collaboration and critical thinking. Assessment methods must also adapt to this framework, utilizing formative assessments to gauge understanding and encourage continuous improvement. Additionally, faculty development initiatives are essential for equipping educators with the skills necessary to implement this approach effectively. Flipped learning not only improves student performance but also cultivates a supportive learning atmosphere, fostering critical thinking and communication skills. This article advocates for the evaluation of flipped learning programs using the CIPP model to assess their effectiveness and guide future innovations in medical education.

Exploration and Practice of a Graded, Flat, and Flexible Teaching Model for Cultivating Cyber Defense and Offense Capabilities

In alignment with the educational requirements for the multifaceted nature of knowledge, the comprehensiveness of skills, the adversarial nature of practice, and the specificity of thinking in cyber defense and offense capabilities, this paper adopts a student-centric pedagogical philosophy. Guided by educational theories such as constructivism, connectivism, and group dynamics, we have established a graded, flat, and flexible teaching model. This model is characterized by a progressively challenging teaching framework, the construction of contextually linked case scenarios through a flat knowledge network, the organization of a multidimensional and elastic teaching process, and the support of skill training through multimodal hybrid collaboration. It synergistically transforms the relationship between teaching and learning across four dimensions: framework structure, content arrangement, process organization, and training methods. This systematic shift has led to a significant increase in the knowledge capacity and diversity of the curriculum, an optimization of the flexibility and adaptability of teaching organization, an enhancement of students' understanding and learning capabilities, an improvement in students' comprehensive skills and practical combat effectiveness, and the stimulation of innovative thinking and specific cognitive traits.

Does a religious universalism haunt secular Religious Education?

Abstract Contemporary theories of non-confessional religious education (RE) imagine the subject as inclusive and non-indoctrinatory. Any latent confessional tendencies towards universalism—encouraging or promoting a singular religious vision—have been exorcised within secular, liberal education systems. But can universalism be so easily avoided? In this paper, I argue that some forms of universalism are unjustified, while others are educationally inevitable. The argument acknowledges that failures to distinguish between different forms of universalism lead to confusion about the purposes and justification of RE, and contribute to the poor status of the subject in schools within England and Wales. Knowing when, how, and why universalism operates educationally can help to improve all kinds of education, particularly religious education. This paper is part of a suite of papers, titled ‘Universal Individuals,’ which explore the relations and tensions between forms of universalism (political; civic; philosophical) and individualism.

Generative AI Learning Environment for Non-Computer Science Engineering Students: Coding Versus Generative AI Prompting

This paper addresses the need for a positive and effective learning environment for engineering students in non-computer science fields to grasp Generative AI principles while navigating the intricate balance between its application and developmental insights. Drawing from pedagogical theories and cognitive science, especially Leinenbach and Corey (2004)’s Universal Design for Learning, this study proposes a framework tailored to the unique needs and backgrounds of engineering students. The framework emphasizes active learning strategies, collaborative problem-solving, and real-world applications to engage learners in meaningful experiences with Generative AI concepts. The central learning context is a M.Sc. program in management engineering with a course/training opportunity in Machine Learning Fundamentals using Python based on Google Collab. The introduction of Generative AI is based on selected Google libraries for Python. Furthermore, this paper explores various instructional approaches and tools to scaffold students' understanding of Generative AI, including hands-on projects, case studies, and interactive simulations. It also addresses ethical considerations and societal implications associated with Generative AI deployment, encouraging students to critically reflect on the broader impacts of their technical decisions. Through a synthesis of pedagogical best practices and AI development principles, this paper contributes to the ongoing discourse on effective AI education for non-computer science disciplines. By embracing a holistic approach that integrates theory with practical application, educators can empower engineering students to harness the transformative potential of Generative AI while navigating its complexities responsibly and ethically.

Strategies for Training and Developing the Students’ Transformative Skills

Globalization, the economic condition and the international financial crisis have resulted in systemic changes in a variety of fields, including physical education and sports. Nationally, demographic changes and migration contributed to a large decline in the number of pupils/students in educational institutions. The current concerns facing the Republic of Moldova's sustainable growth and the European Union integration are the desired ones, requiring active participation of the school/academic communities in effecting change and achieving national/international competitiveness. According to national statistical data and the Legatum Institute's global prosperity index for 2021, "the Republic of Moldova ranks the 60th out of 167 states in the chapter "Education at a higher level than Romania (64th place), but significantly ahead of other Central and Eastern European countries" (Ministry of Justice, 2022). Management and leadership technologies, organization and personnel, methods and tactics used in (initial and ongoing) specialist training require constant improvement aimed at performance and competitiveness. In this context, the development of transformative and perspective skills in the physical education and sports systems will help to lay the groundwork for a knowledge-based society, with citizens' help in order to achieve these long-term responsibility skills, integration into society and contribution to its development. The article's strategies for teaching and developing transformative skills in students are confirmed by educational theories that give a scientific foundation for these processes.

Understanding Learning Difficulties- Key Factors Impacting Student Success in Teacher Training

This article explores the learning difficulties experienced by students preparing to become teachers. The investigation is based on a mixed methodology, both quantitative and qualitative, including a questionnaire, semi-structured interviews with teachers, and an analysis of data from the literature. The research examines several factors that lead to learning difficulties, such as: adaptation to a dense, predominantly theoretical curriculum, the lack of practical educational experience in university settings, developing pedagogical skills alongside academic ones, stress during assessment sessions, or managing the anxiety associated with the role of a future teacher. Initial results of this study suggest that cognitive, emotional, and motivational difficulties are exacerbated by the lack of effective support mechanisms, as well as the existence of dissonance between the pedagogical theory taught and the realities in the classroom. The present research contributes to a better understanding of the specific educational challenges of teacher education. It can form the basis for constructing strategies or recommendations for the adjustment of initial teacher education programs in university education.

Generative AI and future education: a review, theoretical validation, and authors' perspective on challenges and solutions.

Generative AI (Gen AI), exemplified by ChatGPT, has witnessed a remarkable surge in popularity recently. This cutting-edge technology demonstrates an exceptional ability to produce human-like responses and engage in natural language conversations guided by context-appropriate prompts. However, its integration into education has become a subject of ongoing debate. This review examines the challenges of using Gen AI like ChatGPT in education and offers effective strategies. To retrieve relevant literature, a search of reputable databases was conducted, resulting in the inclusion of twenty-two publications. Using Atlas.ti, the analysis reflected six primary challenges with plagiarism as the most prevalent issue, closely followed by responsibility and accountability challenges. Concerns were also raised about privacy, data protection, safety, and security risks, as well as discrimination and bias. Additionally, there were challenges about the loss of soft skills and the risks of the digital divide. To address these challenges, a number of strategies were identified and subjected to critical evaluation to assess their practicality. Most of them were practical and align with the ethical and pedagogical theories. Within the prevalent concepts, "ChatGPT" emerged as the most frequent one, followed by "AI," "student," "research," and "education," highlighting a growing trend in educational discourse. Moreover, close collaboration was evident among the leading countries, all forming a single cluster, led by the United States. This comprehensive review provides implications, recommendations, and future prospects concerning the use of generative AI in education.