Educational Theory Research Articles

The life world of students with disabilities on the university campus: tempora mutantur

Introduction. The extensive scientific base on the issues of inclusive higher education is characterized by a class of studies, mainly theoretical, with an emphasis on criticism of social and material barriers preventing access to education for people with disabilities. The article offers a solution to the problem of the gap between the theory and practice of inclusive higher education and provides reasons showing that barrier-free does not completely solve the problem of socialization of students with disabilities. For the first time in the subject area, a solution is proposed to the pedagogical problem of the development of social values of the personality of students with disabilities based on the study of their life world. The research is interdisciplinary in nature. Materials and Methods. The scientific argumentation is based on the environmental approach and the provisions of personal development pedagogy. The research was conducted in line with the phenomenological approach; the author's survey and in-depth interview techniques were applied. The study involved 157 students with disabilities and 12 experts. To identify the characteristic features of the life world of students living on and off the university campus, the study uses the method of comparative analysis. Results. Significant differences have been identified in the design of the life world of students with disabilities living on campus and students living off campus. Living on campus is associated with a variety of communications that contribute to the formation of social values among students, for those living off campus (mainly with their parents), the effect of socialization is not so obvious. For the first time in the subject area, the results characterizing the different ideas of students with disabilities about study, leisure, relationships to others and the prospects of their postgraduate development were obtained. Typical problems associated with on-campus/off-campus living are shown. Discussion and Conclusions. The study confirmed the hypothesis that the development of social values of a student's personality is conditioned by the intensity of communications in the space of joint activity of students with disabilities with the social environment. The problem raised is related to a number of issues that are promising for scientific coverage. The article may be of interest to researchers and practitioners of inclusive education.

Streamlining Organization Tasks: A Grounded Theory on the Perspective and Coping Mechanism of School Administrators in Response to DepEd Order 002, s. 2024

In order to cope with organizational changes that simplify administrative work, educators and administrators must be resilient (Towler, 2021). Recently, public school teachers in the Philippines were relieved of administrative responsibilities, as ordered by the Department of Education (DepEd Order 002, s. 2024), and the responsibility is transferred to school administrators and non-teaching staff. According to the Department of Education (DepEd), administrative responsibilities include all tasks necessary to run schools efficiently while utilizing the fewest resources possible. These obligations include activities, services, and programs that are geared toward problem-solving; they have nothing to do with academics or the educational system. Through in-depth interviews and focus groups with school heads in the public institutions, the research utilized grounded theory to comprehensively explore the impact of shifting administrative responsibilities from classroom teachers to school heads and non-teaching personnel as well as their coping mechanism within educational institutions. This allowed the researcher to develop theories based on the data collected (Cooke, 2014). This study's generation of themes and theories led to the creation of a framework for efficient coping strategies with organizational activities that require flexibility and ongoing modifications. In order to strengthen an adaptive organization, the data collected from the respondents also contributed significantly to the conceptualization of the Modernized Educational Resiliency theory.

Leading Change and Innovation Effectively in Secondary Schools: A Literature Review

This literature review investigates the concepts of innovation and change within the context of secondary education, distinguishing between these concepts while highlighting their interconnectedness. It emphasizes the importance of leadership in driving innovation and change to better prepare students for the 21st-century workforce, enhance student engagement and achievement, and address issues of equity and inclusion. Effective leadership is shown to be crucial for fostering a culture of adaptability, creativity, and continuous improvement in schools. The review also explores various theoretical frameworks, including Fullan’s educational change theory, Rogers’ Diffusion of Innovation, and Lewin’s process theory, to provide a comprehensive understanding of how change and innovation are implemented and sustained in educational settings. Challenges such as resistance to change, limited resources, and the need for teacher professional development are discussed, along with strategies to address these issues. Recent advancements in educational technology and the growing emphasis on equity-focused leadership are highlighted as key factors in shaping the future of secondary education. The review concludes by underscoring the necessity of visionary and resilient leadership to navigate the evolving educational landscape and create adaptive, innovative, and inclusive secondary schools.

Transformation of Pancasila Student Profile: Integration of religious dimensions through school culture and character education in elementary schools

The transformation of the Pancasila Student Profile is a key effort in shaping the character and national identity of students in Indonesia. This study explores integrating religious dimensions into school culture to strengthen the implementation of the Pancasila Student Profile at the elementary school level. The research method used is a literature study, in-depth analysis of educational policies, school practices, and relevant character education theories. The focus of this study is on implementing religious values as an integral part of school culture and its impact on the formation of student attitudes and behaviours through the Pancasila Student Profile. The literature reviewed includes various studies and reports highlighting the importance of religious values in character education and models of success from schools that have successfully integrated this dimension. The study results indicate that integrating religious values into school culture significantly strengthens students' commitment to the principles of Pancasila and contributes to the formation of characters that are more virtuous, responsible, and caring about the social environment. This study concludes that effective transformation of the Pancasila Student Profile requires a holistic approach involving all school elements in instilling positive religious and cultural values. Practical recommendations for educators and policymakers include developing curricula sensitive to religious values and increased training for teachers to support effective integration in school settings.

Critical Pedagogy in Addressing Social Inequality and Promoting Social Justice in Education

How can critical pedagogy contribute in addressing social inequality and promoting social justice in education? In what ways McLaren, Giroux and Apple conceptualize the role of teacher and student, and the issue of power and domination in education? How do critical consciousness, critical thinking and critical action address in education along with implications for teaching and learning practices? These questions are the main concerns to be discussed through this paper. Critical pedagogy is the philosophy of education that develops the learners to critique regarding the structures of power and oppression and it also shows the social movement that combines education with critical theory. Similarly, it is a theory of education that focuses on the relationship between power, knowledge and social justice. This review paper attempts to explore the contribution of critical pedagogy in addressing social inequality and promoting social justice in education. It is qualitative in nature. It adopts the analysis of documents from books and journal articles related to the critical pedagogy. This review paper concludes that critical pedagogy as a revolutionary approach to education to combat various diverse types of oppression. Through critical analysis and questioning of social inequalities, the development of a sense of agency, and participation in transformational action for a more just and equitable society are all goals of critical pedagogy.

The Practice of “Online + Offline” Mixed Teaching Mode in Primary School English Curriculum and Teaching Theory

The Practice of “Online + Offline” Mixed Teaching Mode in Primary School English Curriculum and Teaching Theory

Selective memory may be at play during written reflection: analysis of the noticing of mathematics teacher-researchers

ABSTRACT This article investigates the significant disparities that often occur between mathematics teachers’ written reflections of their class from memory and their reflections after later observing a video of the same class. Data was collected from journal and video documentation made during in an M.Ed. course about post-lesson analysis. The disparities were examined based on the theoretical literature with the participation of the teachers, who shared their interpretations as to the reasons for them. The three educational and cognitive theories that formed the basis for the discussion were Tulving’s theory regarding episodic (personal experience) and semantic (general knowledge) memory; Mason’s theory about noticing and awareness; and Wimber et al.‘s theory about memory mechanisms that can lead to forgetting specific memories or by which remembering specific events can lead to forgetting others. As a result of the analysis, three disparity types were defined: “memory extinction”, “misguided interpretation”, and “false memory”, indicating that selective memory and forgetfulness may be at play when teachers write their reflections. The results of the study led to suggesting a five-stage reflective analysis method to enhance teachers’ noticing focus and abilities. They also emphasize the importance of group discussions on theories related to ‘reflection’, ‘noticing’, and ‘memory’ to improve teachers’ interpretation of teaching events.

Empowering through feedback: Economics teachers' motivations for assessment practices in public schools

Research on assessment feedback practices in economics education within South African public schools has been limited, particularly in terms of teachers' motivations and approaches. This study addresses this gap by exploring the reasons and motivations behind Grade 10-12 Economics teachers' use of assessment feedback in three public schools in South Africa. A qualitative case study design was employed, involving three teachers at different career stages. Data was collected through semi-structured individual interviews and document analysis of feedback samples. Thematic analysis, informed by the concept of feedback literacy, was used to analyse the data. The findings revealed two primary motivations: using assessment feedback for academic growth and providing feedback for real-world application. Teachers viewed feedback as a crucial tool for enhancing students' understanding of economic concepts and preparing them for future academic and professional challenges. The study concludes that teachers' feedback practices align with contemporary educational theories and demonstrate a commitment to contextualising economics education within the South African environment. Recommendations include implementing targeted professional development programs to enhance feedback literacy, revising curricula to incorporate opportunities for meaningful feedback, and conducting further research across diverse educational contexts. This study contributes to a deeper understanding of assessment practices in Economics education and has implications for teacher professional development and curriculum design in South African public schools, ultimately aiming to develop economically literate and critically engaged citizens.

Online language teaching in times of change: a CALL to action for language teachers and educators

Abstract Change, whether slowly developing over decades or rapid change caused by worldwide crises, affects education and educators profoundly. This article argues for a change in language teacher education embracing the changing world of online communication, and emphasising the epistemological awareness language teachers need to bring to the online classroom. Based on Computer-Assisted Language Learning (CALL) research and best practice examples from across the world, the paper outlines past changes, contextualises online language teaching in the wider area of online communication and describes progress in practice, theory and epistemological understanding of online teaching. It culminates in a series of evidence-based suggestions for future training and education of language teachers that will integrate adequate pedagogy and an enhanced epistemological understanding.

Developing Indigenous Cultural Safety in Law: Clinical Legal Education as a Method for Getting it Done

The imperative of law schools to embed Indigenous cultural safety in legal education is well established. This paper argues that clinical legal education can make an important pedagogical contribution to the development of Indigenous cultural safety within the study of law. Drawing on a case study of a legal clinic in Logan, Queensland, this paper details clinic teaching and learning activities, and highlights the role of yarning as a process for engaging cultural humility and understanding. A review of pedagogical theories is provided to demonstrate that multiple theoretical approaches support the clinical method as an effective vehicle for delivering transformative learning on issues such as institutional racial bias within law, the legal profession, and broader society. Clinic evaluation reveals strong cultural safety learning outcomes. This paper concludes with some observations about the clinic’s strengths and limitations, including the benefits of devolving autonomy for clinic design to Indigenous clinical supervisors, issues of scalability and funding for community stakeholders.

Beyond the Dichotomy: Toward Decolonial Eco-Queer Theories, Imaginaries, and Praxes in Clinical Social Work Education and Practice

ABSTRACT At this pressing historical juncture, where escalating violence against queer and racialized bodies runs concurrently with the specter of wide-scale planetary collapse, social work is in dire need of reconceptualizing the moral parameters of its imagination. Recognizing that changes in thought both precede and extend from changes in behavior, this article advocates for a profound unlearning of supremacist modes of thinking wedded to hierarchical orderings, dichotomous and essentialist views, and categorical oppositions. By engaging de/coloniality and eco-queer feminisms, this article draws connections between the discursive violences targeting queer and racialized bodies and the parallel destruction of the animate Earth—bodies circumscribed, exploited, and rendered disposable by the power-logics of coloniality/heteropatriarchy/modernity and the untenable demands of global capitalism. With the interest of re-situating clinical social work within the broader context of planetary health, this article considers the criticality of decolonial eco-queer thought, praxis, and imaginaries as vital responses to the multidimensional power structures constraining our transformative potential. Ultimately, this paper discusses four tenets vital for a more holistic and revolutionary social work education and practice.

Variation Theory and Montessori Education

In this article we examine the relation between variation theory and Maria Montessori’s didactic theory. Montessori believed that training and sharpening of the child’s senses are crucial for their continued learning; she therefore developed specific sensorial materials to be used in Montessori preschools for such a purpose. As noted by interpreters of Montessori education, a key principle in this material, as well as in variation theory, is the use of variation and invariance. However, in this article, lessons in two different areas than the training of the senses are analysed from a variation-theoretical perspective on learning; these lessons originate from Montessori’s own writings and from extracts from Montessori training courses. The result shows that a systematic use of variation and invariance can be seen as a more fundamental part of Montessori’s didactic theory and is not only applied in the sensorial training. The article will offer theoretical concepts useful when explaining why lessons in various areas should be presented in the way they are described.

Practice of Educational Administration Theories in Secondary School of Bangladesh

The efficient execution of educational programs in schools has made the position of educational administrators increasingly important. Theories offer a conceptual structure that facilitates comprehending, forecasting, and managing behavior within organizational settings. The purpose of this study is to explore the practice of educational administration (EA) theories in secondary school of Bangladesh, and the role of educational administrators. A qualitative approach is used for gaining in-depth understanding in the real-life-situation. Semi-Structure Interview and Focus Group Discussion have been used to collect data. Data have been analyzed using thematic analysis technique. Findings show that secondary schools of Bangladesh are practicing the Scientific Management Theory and System Theory collaboratively through maintaining formal structure. Human Relationship and Behavioral Approach Theory have been practiced in the shadow of formal structure. As well a hybrid approach is being practiced in the schools. The administrators find the challenges to practice these theories. The challenges are lack of infrastructure, scarcity of teaching learning resources, teacher-student-ratio, local conflict, and school managing committee’s internal clash. The findings of this study would be useful for educators, educational administrators and researchers in advancing EA theories in education. Teacher’s World: Journal of Education and Res arch, 50(1): 135-154

Enjoyment begets enjoyment: An experience sampling study on the impact of L2 teacher enjoyment on EFL learners’ learning enjoyment and willingness to communicate

While previous studies have separately explored learner and teacher emotions in the context of second or foreign language (L2) learning, their dynamic associations over time remain underexplored. Additionally, the impact of these reciprocal interplays on learners' communication intention has not been taken into scrutiny in L2 research. The present study investigated the relationships between trajectories of foreign language teaching enjoyment (FLTE), foreign language learning enjoyment (FLE), and L2 willingness to communicate (WTC). Using an experience sampling method, data were collected from 9 English instructors and 162 students over two weeks. The dynamic structural equation modeling analysis revealed significant positive changes in actual and perceived FLTE, FLE, and L2 WTC. Specifically, a reciprocal relationship was found between teacher and student enjoyment, with L2 students' high FLE levels correlating with higher L2 WTC. Although student-perceived FLTE remained stable, L2 teachers’ actual enjoyment fluctuated, being influenced by FLE and L2 WTC. Additionally, L2 WTC significantly impacted teacher enjoyment. On average, teachers with more development in FLTE had students with more development in their FLE and L2 WTC. Overall, the findings underscore the dynamic interplay between teacher and student emotions in L2 learning context and its consequent positive impact on learners' communication intentions. In closing, the findings are discussed in connection with educational theories, and implications are drawn for L2 teaching.

Acknowledging Montessori Education — a Research Perspective of Montessori's Legacy for the Future

On 6 May 2022, 70 years after Maria Montessori’s death, Stockholm University and the Department of Education and Didactics organized an international Montessori symposium. The idea was to present a breadth of research on Maria Montessori. The symposium dealt with Maria Montessori in the interwar period, an analysis of the history of ideas. Another presentation suggested possible research models to study this large field. The symposium also presented interpretations of Montessori’s writings that point her out as a visionary and pioneer in education for a sustainable world. An additional research area addressed was the potential of neuroscience to examine the effects of teaching theory and learning in Montessori education. Finally, this report describes a study on whether Montessori-inspired education compared to traditional education stands up in areas of socio-economic disadvantage.

Relationship between artificial intelligence and legal education: A bibliometric analysis

This study aims to explore past research trends and identify key future directions at the intersection of artificial intelligence and legal education. The study’s data were gathered from the Scopus database, comprising 68 selected documents spanning from 1999 to 2024. The research methodology involves the use of VOSviewer software for bibliometric analysis. The results reveal that research on artificial intelligence and legal education, while still limited, has been undertaken in various countries, focusing on five primary research directions, including: (1) Improving technical education systems in colleges and universities through educational technology and modern legal learning systems; (2) Application of artificial intelligence and algorithms in the legal field; (3) Applying computational theory and e-learning technology in legal education; (4) Legal education and legal knowledge; (5) Digital transformation in the field of legal training. Based on the research results, five future research directions on this topic are also proposed, including: (1) Application of artificial intelligence in analyzing and predicting legal trends; (2) Artificial intelligence in personalizing the legal learning experience; (3) Artificial intelligence and legal professional ethics; (4) Development of artificial intelligence tools supporting legal teaching and research; and (5) Integration of artificial intelligence into online learning systems for legal education.

ANALISIS INTEGRASI MATERI SEJARAH DAN KEBERAGAMAAN DALAM PRAKTIK PENDIDIKAN DI INDONESIA

This research is motivated by Indonesia's long history based on diversity of cultures, languages, religions, ethnicities, races, and customs. The integration of historical and religious materials in educational practices in Indonesia aims to understand the learning content that will shape the character of students as grassroots individuals with a nationalist spirit and religious moral values. In this study, the author employs a qualitative literature approach by collecting various relevant data sources. The theory of multicultural education, consisting of five elements: content integration, understanding the construction process of knowledge, reducing prejudice, equity pedagogy, and strengthening school culture as well as social structure by James A. Banks, serves as the analytical foundation for this research. The results indicate that historical materials also contain teachings on being tolerant and open to various differences in race, ethnicity, tribe, and culture. History learning that incorporates religious practices will create a harmonious environment by applying the principles of mutual respect, equality, and togetherness.

Pedagogical tact at the intersection: optimizing educational practice amid intercultural and digital transformations

ABSTRACT This paper examines the challenge of mediating theory and practice in pedagogy, specifically focusing on the critical importance of educational tact as a mediator between the two. It first defines the role of pedagogical tact, underlining its significance as a vital skill for professionals. It also explores the qualities of teachers who embrace diversity and foster intercultural understanding, which is essential and crucial in our increasingly globalized world. Moreover, it underscores the unique role of pedagogical tact in haptic research, a field of growing significance in the digital age. Haptic research involving the sense of touch is pivotal in advancing digital technologies such as artificial intelligence. The paper concludes that modernizing pedagogical tact can forge a comprehensive learning environment that addresses the needs of the times.

Women’s Self-Discovery and Empowerment: A Cornerstone towards Sustainable Transformation

Purpose: The purpose of the research was to assess the process of self-discovery and empowerment towards sustainable transformation. The study was steered by the following objectives: Evaluate the impact of counseling on self-discovery, find out an appropriate approach to unfold financial sustainability of women doing small scale businesses and develop a theory based on analyzed scenarios. Methodology: Twenty-six case studies from poor family environment were assessed. Data was collected from mothers living in poverty, abandoned, tortured and abused by their parents and husbands. Women are living with critical physical, social, psychological and emotional wounds from their early age. Victims of all kinds of abuse, women are wounded by those who were supposed to protect and love them. Data were collected through out six years analyzing the progress of change. Counseling, trainings and seed capital have been found to be predictors of social and economic changes. Data collection tools included storytelling, individual interview, field visit- observation, focus group discussions and desk review. Analyzed case studies led to the development of Educational Healing Theory (EHT). It advocates transformative change through a series of interrelated five postulates. Findings: Firstly, it emphasizes individual counselling to confront past trauma, empowering individuals to reject abuse and envision a better future. Secondly, group or family counselling promotes community healing, laying the foundation for social and economic transformation. Thirdly, training programmes enable communities to address barriers to development and explore new opportunities. Fourthly, providing financial resources supports the process of change. Finally, continuous monitoring ensures that progress is sustained and consolidated over time. EHT has been found to be a suitable approach which creates sustainable social and economic change as evidenced by analyzed scenarios. Unique Contribution to Theory, Practice and Policy: Based on the findings, it is advised that stakeholders engaged in community transformation should utilize the five postulates of EHT.

Legal and Administrative Factors of the Transformation of the Content of Education under the Pressure of the COVID-19 Pandemic

The objective of this study is to examine the administrative and legal aspects impacting the transformation of educational content and form during the COVID-19 pandemic, with the aim of understanding their role in adapting educational systems to crisis conditions. This research is grounded in administrative law and educational theory, exploring how legal frameworks and administrative policies have shaped educational transformations during the pandemic. The IDEF0 method, a functional modeling methodology, provides a structured approach to analyzing these transformations. The methodology adopted for this research utilizes the IDEF0 method to model the administrative and legal influences on education during the pandemic. This approach involves a detailed analysis of existing legal documents, administrative guidelines, and educational policies that have been implemented in response to COVID-19. The analysis resulted in the development of an IDEF0 model that maps the key administrative and legal factors influencing educational transformation. The discussion contextualizes these findings within the broader framework of emergency education response and administrative law, highlighting the dynamic interplay between legal mandates and educational practices. The implications of this research are significant for policymakers and educational administrators as they provide insights into the effective legal and administrative strategies that can support educational continuity in crisis situations. These findings can inform future legislative and policy-making processes to enhance the resilience of educational systems. This study contributes to the literature by employing the IDEF0 method to model the influence of administrative and legal frameworks on education during a global health crisis.