Educational Theory Research Articles

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.

Theatre in social work education (TIS WE): A pedagogy for living critical-radical social work to bridge the micro-macro divide

ABSTRACT The purpose of this paper is to provide a brief account of my journey to implement applied theater in an elective social work education course in New York City, encouraging creativity, risk-taking, and methods for challenging oppression. The experience described supported my process of becoming a creative educator and my pedagogy for teaching critical-radical social work. Critical social work incorporates dialogue and self-reflection to excavate the roots of dehumanization. Radical social work uproots dehumanizing (internal and external) ideologies and practices of dominance (e.g. racism, transphobia, colonialism, white supremacy). Theatre in social work education (TIS WE) an active experiential learning process sets the stage for bringing critical-radical social work education to life by incorporating aesthetic distance, liminal space, intersectionality and embodied practice, scaffolding, and radical imagination. These components develop awareness of micro to macro processes and consequences; and demand holistic problem solving of bio-psycho-social-cultural conundrums, epitomizing critical-radical social work pedagogy. After earning my PhD and becoming a professor, I felt competent as a scholar-activist. However, I developed my identity, designed my practice, and honed my skills as a creative educator while simultaneously playing the roles of student in the Master of Arts in Applied Theatre (MAAT) program and social work educator.

Decolonising the curriculum: common sense, threshold concepts, and epistemic injustice

AbstractIn Onthe Affective Threshold of Power and Privilege (2023), Julie Rattray reflects on the impact of decolonising the curriculum (DtC) on threshold concept (TC) theory. In this paper, I focus on student troublesomeness in the context of DtC—troublesomeness being a key dimension in TC. I argue that such difficulty requires a bespoke analysis as it involves complex entanglements of politics, existential experiences, and epistemic difficulties. The result is twofold. First, these difficulties cannot be overcome using standard epistemic and pedagogical methods precisely because they arise out of tensions between decolonial, material, and hegemonic culture and pedagogical practices. Indeed, even where conceptual material is involved, students’ difficulty with that material cannot be properly characterised in terms of “acquisition”—the dominant model in educational theory, and TC specifically. Second, I argue that hegemonic student troublesomeness is necessary, desirable, and ongoing in these contexts. Again, this puts pressure on pedagogical commitments in TC. I mobilise my analysis through my teaching of Oyèrónkẹ́ Oyěwùmí’s decolonial gender theory. I then draw upon Wittgenstein and Gramsci to elaborate the existential and political vectors of the problematics of students’ difficulty. I then draw specifically on Kristie Dotson’s work to think through these dynamics in the context of epistemic injustice. The paper concludes with practical strategies for educators to manage and embrace student troublesomeness, advocating for an approach that prioritises cultural understanding and existential reflection over traditional epistemic methods.

Pendidikan Islam Buya Hamka

In order to address the problem of value and moral imbalance that plagues the modern education system, this study aims to define the theory of Islamic education as understood by Buya Hamka. Hamka's books are collected as the main source for this study, and an assessment of him and his works is drawn from an analysis of other books. A qualitative research approach was used in this study. There is no other topic that can be explored and researched other than Hamka's views on education, particularly Islamic education in Indonesia. Maximum efforts in strengthening and developing individuals are emphasized in Buya Hamka's thought system on Islamic education. The findings of this study organize the manner in which Hamka's ideas developed, showing the relationship between his personal experiences and the common thread of his educational philosophy. To determine the applicability of Hamka's philosophy of Islamic education to current conditions, the author then conducts an analytical analysis of Hamka's thoughts in relation to these conditions. If this is done, it has the potential to improve people's lives in this country

Becoming a person-centred facilitator of learning in a hospital setting: Findings from a participatory action-oriented study with hospital-based educators

AimInvestigate the experience of hospital-based educators becoming person-centred facilitators of learning. BackgroundHospital-based educators working with staff are not well-prepared for their role. No person-centred pedagogical approaches exist specifically for use in hospital settings. Educators are positioned to advance person-centredness in clinical practice. To do so they need knowledge and skills in person-centred approaches. Little is known about how educators transform from teacher-centred approaches to person-centred facilitation. This study investigated how educators learn about and use person-centred principles to acquire educational theory and become person-centred facilitators. DesignParticipatory, action-oriented research MethodsGuided by four person-centred principles blending relational inquiry and practice development, 10 educators participated in group and individual sessions over 18 months. Data were analyzed using relational inquiry and critical creative hermeneutics. ResultsBecoming person-centred facilitators was enabled through three principles: starting with self, developing community and belonging and bumping against culture and inviting transformation. Participants became person-centred facilitators through intrapersonal, interpersonal and contextual transformations during moments of discovery, reconciliation and action. Competence developed by experiencing and using four methodological principles of taking a relational stance; using active learning to learn in and from practice; being collaborative, inclusive and participatory; and linking creativity with cognition. This model resulted in improved trust, strengthened relationships and more meaningful and robust learning outcomes. ConclusionsHospital-based educators can be enabled to become person-centred facilitators by providing them with person-centred learning opportunities. The four methodological principles, as a model for person-centred education, provided an effective preparation and orientation to educational and person-centred theory.

A primer: peer review process for Advances in Physiology Education.

The dissemination of discipline-focused educational scholarship advances theory and stimulates pedagogical application. The aim of Advances in Physiology Education is to publish manuscripts that advance knowledge and inform educators in the field. This primer is tailored for individuals new to manuscript reviewing, early in their careers, or experienced in reviewing research but not educational manuscripts. Peer reviewing for basic and applied science is akin to evaluating research questions and rigor in teaching and learning studies, with differences in approach and analysis similar to those between biophysics and molecular physiology or cell and integrated physiology. Our purpose is to provide an overview of the review process and expectations. The submission and peer review process involves several steps: authors submit a manuscript and the Editor assigns an Associate Editor, who then assigns peer Reviewers. Reviewers are contacted via email and can accept or decline the invitation. Reviewers evaluate the work's strengths and weaknesses and then independently submit comments and recommendations to the Associate Editor. After review, the Associate Editor collects and weighs Reviewers' comments, sometimes garners additional reviews and input, to make a recommendation to the Editor. The Editor reviews the process, comments, and recommendations to render a final decision. Both authors and Reviewers receive an email with the decision. The editorial staff assists with communication and helps track the overall process. Peer review is integral to scientific publishing, ensuring quality and rigor, and reviewing is both a privilege and a responsibility of all in the scientific community.NEW & NOTEWORTHY This mini-review offers a comprehensive and current overview of the peer review process and the qualifications required to serve as a journal reviewer for Advances in Physiology Education. The guidelines are specifically designed for early career professionals new to manuscript reviewing, as well as seasoned research manuscript reviewers who are new to educational manuscript evaluation. Peer review is a cornerstone of scientific publishing, ensuring both quality and rigor. It is both a privilege and a responsibility for all members of the scientific community.

Faith in Frames: Constructing a Digital Game‐Based Learning Framework for Religious Education

ABSTRACTThis paper discusses the potential of DGBL to facilitate transformation in the context of religious education, arguing for the fact that it is immersive, interactive, and experiential. The paper outlines how this could substantially provide a more engaging learning environment for students, develop critical thinking, and ensure effective learning outcomes. This study explores the advantages and challenges involved in integrating DGBL into curricula for religious education in regard to the alignment between digital game design and pedagogical objectives. These are the important discussions of the application of methodologies in education, constructivist and experiential learning theories, and incorporation of cognitive load optimization strategies to ensure that DGBL does not just enchant students with games but fosters deep understanding of religiously related concepts. Of importance is sharing information to ensure that the content of digital games correctly exemplifies the various traditions of religion and student identity to foster belongingness and respect towards cultural diversity. This paper also takes on board some of the pragmatic issues, among which are professional development by teachers, game design challenges, and possible resistance from other stakeholders who are concerned by the perceived risks associated with gaming. This paper argues that the strategic use of DGBL as a methodology will permit educators to design personalized, engaging, and culturally sensitive learning contexts that enhance students' understanding of and engagement with religious teachings, thus working towards a framework of more inclusive religious education.

Gamified Mathematics Education (GME): A new pedagogical model for digital learning platforms

Gamified Mathematics Education (GME) offers a novel approach to mathematics instruction by integrating game mechanics and interactive technologies into digital learning platforms. This paper explores the theoretical foundations of GME, discussing its alignment with pedagogical theories such as constructivism and motivation models. It highlights the core components of GME, including the use of points, badges, levels, leaderboards, and real-time feedback, and how these elements foster student engagement and improve learning outcomes. Additionally, the paper examines the impact of GME on student motivation, performance, and collaboration, revealing significant improvements in comprehension and participation. While the benefits of GME are evident, challenges such as digital inequality, potential over-reliance on extrinsic rewards, and the need for teacher training are also addressed. The paper concludes with recommendations for optimizing GME implementation, emphasizing the importance of balancing educational content with game mechanics, improving access to technology, and providing professional development for educators.

Integrasi Teori Belajar Sosial dalam Pembelajaran Pendidikan Agama Islam di Era Digital

The integration of social learning theory in Islamic Religious Education (PAI) learning is a relevant approach to face the challenges of the digital era. This article discusses the application of social learning theory, developed by Albert Bandura, in supporting innovative and adaptive Islamic Education learning. This theory emphasizes the importance of observation, modeling, reinforcement, and self-efficacy in learning. By utilizing digital technology, such as learning videos, simulations, and social media, Islamic values can be taught in a more interactive, interesting, and relevant to students' lives. This research uses a descriptive qualitative approach based on literature study, with Miles and Huberman data analysis, namely by analyzing various relevant sources. The results show that the use of technology in Islamic education learning, such as Islamic game-based applications, worship simulation videos, and social media platforms, allows students to understand religious values through real and contextual experiences. The integration of social learning theory helps build a strong connection between Islamic Religious Education learning and students' digital lives. The technology also plays a role in strengthening students' self-efficacy, increasing motivation, and rewarding positive behavior through digital reinforcement mechanisms.

Application of Scaffolding Teaching Method in the Course of Introduction to the English-speaking Countries

Constructivism is an educational theory which aims at improving students’ creative ability. Scaffolding instruction is the key element of the constructive instruction model and it is a mature teaching method. The course of introduction to the English-speaking countries is a comprehensive course combining the knowledge of the major and the skills, which is to make the students have a general idea of the geography, history, economy, politics and other aspects of the English-speaking countries. The teacher can make use of the Scaffolding instruction to provide the students the studying scaffold. Through the scaffolding instruction, the teacher can help the students finish the construction of knowledge in their future study.

The Role of Teachers’ Apperception in Herbart’s Theory for Chinese Teaching in Shenzhen Primary Schools of China

This paper deeply analyzes the practical application of Herbart’s educational concept in contemporary education and teaching, especially its guiding significance to the primary school Chinese classroom in Shenzhen area. Herbart proposed that teachers should play a key role in students’ cognitive process, that is, help students better understand and master new knowledge by combining it with existing knowledge. The survey results show that although teachers have some understanding of Herbart’s educational philosophy, it is not widely used in the concrete teaching process. However, the study also shows that there is a positive relationship between Herbart’s theory and students’ academic performance, indicating that it plays an important role in improving students’ interest and engagement in learning. The research also reveals the differences between educational concepts and practices, as well as the uneven distribution of educational resources, and puts forward measures to alleviate these contradictions, such as strengthening teacher training, improving teaching methods, and emphasizing moral education. At the same time, the study also highlights the critical role of teachers in promoting knowledge integration, arousing learning enthusiasm, shaping students’ moral character, and promoting personal and professional growth.

A concentric locus of control and triple bottom line model for responsible management: Theory development inspired by students from the Global South

Responsible management education is often viewed from an educator's rather than a student's perspective, as well as from a Global North rather than a Global South viewpoint. Addressing these gaps, this study aims to explore responsible management education through student perspectives from a Southeast Asian country. Utilizing online platforms and university channels, we recruited 542 students, with 492 valid responses analyzed. Analyzing the students' responses using keyword co-occurrence mapping, we identified a set of thematic clusters that reflect key aspects of responsible management: society, environment, company, business and responsibility, business decision, thing, and goal. These clusters were thematically grouped into a modified triple bottom line for responsible management, comprising organizational (which includes economic and ethical considerations), social, and environmental components. This grouping underscores the importance of economic considerations, ethical decision-making, environmental stewardship, and societal wellbeing in management practice. Building on these findings, we incorporate management—the final component emerging from the clusters—to propose a novel model that merges the triple bottom line with locus of control, forming concentric circles that offer a more robust lens for managerial decision-making. This model highlights the varying levels of control and influence managers have over organizational, social, and environmental aspects, providing a new approach for integrating responsible management into organizational leadership taught through responsible management education. Our study thus makes a significant contribution to advancing responsible management education theory and practice by incorporating student perspectives from the Global South and introducing an innovative model—the concentric locus of control and triple bottom line model—that can be used in responsible management education to shape the managerial outlook of future business leaders.

Частнодидактическо контекстно обучение на студенти педагози

Teacher education demands a change in the teaching system that leads to contemporary advances in the theory and practice of education. This study aims to summarize research in theoretical and practical experience on the subject of contextual learning – a modern educational approach. It is the process of learning the teaching profession in real contexts that makes it relevant to the profession itself with effective, engaging, and motivating students in classroom and extracurricular learning activities. A generalized model of application of contextual learning in private didactic training in primary technology and entrepreneurship education of student teachers is proposed.

The Acquisition of Polysemous Words in Maritime English from a Cognitive Perspective

The acquisition of English polysemous words is an important theory regarding category division in cognitive linguistics. It emphasizes that the boundaries of categories are fuzzy, the status of members within a category is unequal, with a distinction between the center and the periphery. This paper conducts an in-depth exploration of the acquisition process of English polysemous words from the perspective of cognitive linguistics, analyzes the cognitive connections and evolution mechanisms among the various senses within polysemous words. By introducing the prototype category theory and metaphor theory, this paper reveals the cognitive motives for the generation and development of polysemous words and explores the applications of these theories in English vocabulary teaching. Research shows that the acquisition of English polysemous words not only depends on the improvement of memory, but more importantly, it links known concepts with unknown concepts through cognitive means such as metaphor and metonymy, thereby expanding and enriching the meaning network of vocabulary.

On the Crossroads of Ecology and Education

AbstractThe interrelations between education at all levels, including K‐12, undergraduate, graduate, and adult education, and the field of ecology are multiple, come from both domains, and often relate to social change (Wright and Hill, 2021), and build on the expansion of the field of ecology education over the past 30 years. Discussions at the crossroads of ecology and education are particularly important to all those interested in better understanding how ecology can foster change among educational institutions. In this context, this article offers a review of key discussions on how education and ecology, as distinct domains of study and application, inform each other and support transformational shifts among educational institutions at all levels. It is shown that the teaching and learning of ecology among educational institutions have been key concerns for ecologists historically and that educational philosophers and theorists have been finding it important to increase awareness of our interconnectivity with natural systems through education.

ВИКОРИСТАННЯ ТВОРЧИХ ЗАВДАНЬ У ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ІСТОРІЇ

The article, based on the analysis of the theory and practice of professional education, outlines the methodological features of training future history teachers for the organization and implementation of creative activities of students in the New Ukrainian School. It is noted that the implementation of the «New Ukrainian School» Concept actualizes the need to train a competent creative teacher who will produce rational consequences of various problems, capable of self-development and self-training in further life and professional activity.The implementation of the Concept is aimed at revealing and developing the abilities of students, which requires the creation of a modern educational environment that will stimulate the release of the creative potential of both education seekers and teachers. It is indicated that the training of the future history teacher should contribute to solving the tasks of continuous education and the formation of a creative personality capable of self-development and lifelong learning.The article defines and characterizes the components of the professional training of future teachers of history in the implementation of the process of organizing and conducting creative activities of students. The specifics of modeling of various types of training classes are specified, the forms, methods and means of training are highlighted. Emphasis is placed on the fact that the method of teaching history should provide for the design of a gradual and consistent development of students' abilities, a special aspect of which will be a set of tasks that involves the acquisition of not only formal and logical, but also operational knowledge, involvement in independent research of information, generation of a creative product.The features of the use of creative tasks in the process of training future history teachers are characterized. It is emphasized that the history teacher’s preparation for creative activities of schoolchildren should be complex and creative, which will contribute to effective preparation for professional activities.

ПЕДАГОГІЧНИЙ ПОТЕНЦІАЛ СЕЛФ-ПСИХОЛОГІЇ

The article analyzes the key tenets of H. Kohut's self-psychology and explores its potential for the theory and practice of education. It emphasizes that self-psychology is a branch of psychoanalysis that focuses on issues of narcissism and self-knowledge. In the contemporary context of individualized education, where the system aims to satisfy any whims of children, studies that address problems related to the development of the self as the center of stable mental structures of personality, contributing to self-development and integrity, gain particular importance. It has been established that for the formation of an integrated self, a necessary condition of upbringing is the joy and sparkle in the parents' eyes and their complete support of the child's actions. Conversely, reactions of indifference, hostility, and constant criticism of the child's actions imprint a sense of low value in them, hindering their self-confidence. It is emphasized that in early school and adolescent years, the responsibility for supporting the child lies with teachers and peers. It is revealed that comments and likes on social media posts, as well as involvement in the selfie subculture as a means of self-expression, hold significant importance for the modern generation. It has been proven that, according to H. Kohut's ideas, for the successful development of the self, three needs of the personality must be met: mirroring, idealization, and twinship. The conclusion is made that the process of child upbringing should focus on the assimilation of moral values and the formation of a sense of being part of a community. To support this, teachers should show empathy, interest, and support for the children's creative pursuits. Otherwise, children will develop a fragmented self, characterized by traits such as imbalance, emptiness, excessive aggression, and confusion. Given the loss of meaningful orientations among many children for further learning, the prospects for further research are seen in the study of existential analysis and its application in modern practical pedagogy.

ОРГАНІЗАЦІЯ ОСВІТНЬОЇ ТЕХНОЛОГІЇ ФОРМУВАННЯ У ПІДЛІТКІВ ПОЗИТИВНОЇ МОТИВАЦІЇ ДО ЗАНЯТЬ ФІЗИЧНОЮ КУЛЬТУРОЮ

The article is devoted to the problem of organization educational technology for the formation of positive motivation for physical education among adolescents. The socio-economic changes taking place in our country and abroad put forward new requirements for educational theory and practice in the field of preparing the younger generation for life and work in the context of European integration partnerships. The problem of forming motivations for learning, including physical education, is becoming particularly relevant today. The special principles of the projective development of educational technology for the formation of positive motivation in adolescents for systematic physical education are defined and characterized An innovative educational technology for the formation of positive motivation in teenagers for systematic physical education. Along with the issues of forming teenagers’ motivation to study, it is also necessary to resolve the issue of forming the need for independent and systematic physical education based on the creation of ideas about a healthy lifestyle.

A Literature Review of Communicative Language Teaching: Effectiveness and Deficiencies

Communicative Language Teaching is an important foreign language teaching theory and approach worldwide, and it is the mainstream idea and theoretical root of foreign language teaching. The purpose of this paper is to review the theoretical research and practical measures of the Communicative Approach at home and abroad, to find the advantages and shortcomings of the Communicative Language Teaching, and to put forward own viewpoints on the problems existing in the research of the Communicative Approach. At the same time, it explores how the Communicative Language Teaching can be based on the reality of English teaching in China and find the future development trend.

A design framework for educational escape rooms in STEM: CREATE

ABSTRACT Background: As STEM education evolves, there is an increasing demand for innovative pedagogical tools that not only engage students but also enhance their learning experiences. Educational escape rooms (EERs) have shown promise in meeting these demands by combining enjoyment with effective educational strategies. Purpose: This paper introduces the CREATE framework, a novel approach designed specifically for developing EERs in STEM education. The framework aims to integrate core pedagogical principles with the engaging mechanics of escape rooms to enrich learning outcomes. Sample: While this paper does not focus on a specific sample in empirical research, it addresses the broader academic community involved in STEM education, including educators, curriculum designers, and educational researchers. Design and Methods: The CREATE framework is described through its six key components: Content Integration, Real-world Engagement, Educational Alignment, Adaptability and Accessibility, Teamwork and Communication, and Evaluation and Feedback. Each component is supported by relevant educational theories which guide the design and implementation, ensuring the EERs align with educational standards and learning objectives in STEM. Results: The framework was conceptualised to facilitate the creation of EERs that are theoretically sound and pedagogically effective. The paper provides a theoretical basis and design methodology expected to enhance the educational impact of escape rooms. Conclusion: The CREATE framework offers a scalable and theory-based approach to enhance STEM education through EERs. It holds significant potential for educators seeking to innovate and improve student engagement and learning outcomes. Future research should focus on empirical validation of the framework across various educational settings to substantiate its effectiveness and adaptability.