Educational Topics Research Articles

Generational Differences in Sexual Health Education Experiences Among LGBTQ+ Adolescents and Adults: Findings from a U.S. National Probability Sample

ABSTRACT Few U.S. states require school-based sex education to be representative or inclusive of LGBTQ+ people. Data suggests that adolescents’ receipt of necessary topics in sex education has declined in the past 25 years, yet the literature on LGBTQ+ people’s sex education experiences in the United States is largely limited to non-probability samples. Data were from a national probability sample of adolescents and adults in the United States. Individuals identifying as LGBTQ+ (N = 818) were asked an open-ended item about the type of sex education they would have liked to have received. Participants were classified into four generational cohorts: Boomer+, Generation X, Millennials, and Generation Z. Inductive content analyses and chi-square tests of independence were used. Having sex education that normalized LGBTQ+ identities was the most reported topic, with Boomer+ being more likely to report this and Generation X being least likely. About one-quarter of respondents indicated they would have liked any type of sex education. Millennials were more likely to report wanting more information on sexual orientation and gender identity and safe sexual practices compared to other cohorts. Nearly one-fourth of respondents indicated their sex education did not need improvement/was unnecessary. Older generations wished their sex education normalized their identities, while Generation Z and Millennials reported wanting more information on safe sex and/or sexual violence prevention. Findings from this study can inform the development of tailored sexual health education programs for LGBTQ+ individuals, particularly considering that current programming may not be different compared to the sex education received by earlier generations.

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

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

The Journey Starts Now: Infusing Peace Education into LO Teaching in South African Secondary Schools

Peace education as part of the school curriculum can transform school functioning by equipping learners with conflict resolution skills. Currently peace education is not part of the existing curriculum in South Africa. Literature indicates that peace education can be appropriately integrated into the compulsory subject, Life Orientation (LO), in South African secondary schools. Informed by Danesh’s integrative peace theory and the extant literature on peace education, a qualitative study explored the possible integration of peace education into LO to assist learners develop conflict resolution skills. Six teachers who teach LO in two secondary schools in the Western Cape, South Africa, which have implemented an extramural peace education programme through the agency of a non-governmental organisation, were purposefully selected. Data were gathered in focus group interviews with the teachers and thematic analysis carried out. Findings of the study highlight the significance of integrating peace education in LO in order to foster a more peaceful schooling environment. Furthermore, aspects of peace education already overlap or complement topics taught in LO, such as respect and tolerance for diversity. Barriers to effective integration of peace education in the LO curriculum are lack of targeted teacher training, rigid curriculum design, teachers’ workload and poor resource allocation. It was recommended that the integration of peace education in LO be prioritised and that the LO curriculum should be expanded to accommodate more explicit themes of peace education. Implementation should be supported through targeted teacher training, attention to teachers’ work schedules, additional teaching time and allocation of appropriate resources.

Black Women in Medical Education Publishing: Bibliometric and Testimonio Accounts Using Intersectionality Methodology.

Black women in academic medicine experience racial and gender discrimination, all while being tasked with improving a flawed system. Representation of Black women in medicine remains low, yet they bear the burden of fostering diversity and mentoring trainees, exacerbating their minority tax and emotional labor, and negatively impacting career progression. To complement qualitative accounts of Black women authors in the medical education literature with a quantitative account of their representation. We used statistical modeling to estimate the representation of Black women authors in medical education publishing as compared to other groups. An intersectional methodology employing bibliometric analysis and testimonio reflection. US-based authors of journal articles published in medical education journals between 2000 and 2020. Author race was determined using a probability-based algorithm incorporating US Census data, and author gender was ascribed using Social Security Administration records. We conducted two negative binomial generalized linear models by first and last author publications. Metadata for each article was retrieved from Web of Science and PubMed to include author names, country of institutional affiliation, and Medical Subject Headings (MeSH). Results were contextualized via the "testimonio" account of a Black woman author. Of 21,945 unique authors, Black women (and other racially minoritized groups) published far fewer first and last author papers than white women and men. In addition, major MeSH terms used by Black women authors reveal little overlap with highly ranked medical education topics. The testimonio further narrated struggles with belonging and racial identity. This study revealed that Black women are underrepresented in medical education publishing. We believe that dismantling oppressive structures in the publishing ecosystem and the field is imperative for achieving equity. Additionally, further experiential accounts are needed to contextualize this quantitative account and understand underrepresentation in medical education publishing.

Affective Experiences of Older Adults Enrolled in a Multi-Component Health Promotion Program: A Focu-Group Study

The purpose of this qualitative study using focus groups was to explore the affective experiences of older adults enrolled in Bingocize®, a health promotion program that combines bingo and exercise after program facili-tators received a supplemental training developed by a recreational therapist titled, FUNctional Movement. The training emphasized participant enjoyment and autono-my support utilizing The Self-Determination Enjoyment Enhancement Service Delivery Model. Focus groups, comprised of 17 participants across three sessions, re-vealed that while the supplemental training may have improved engagement, many were unaware of the fall prevention components of Bingocize®. Focus group themes included autonomy sup-port, enjoyment, future desired activities, and barriers to physical activity. This may highlight a need to explicitly incorporate fall prevention and functional movement into Bingocize® training for facilitators. Additionally, integrating health education topics like sexual health and incontinence into Bingocize® could address participant needs and enhance program offerings. These findings may provide insights for refining Bin-gocize® training, aligning it more closely with participant expectations through a rec-reational therapy approach to physical activity in long-term care settings. The authors provide practice recommendations.

THIẾT KẾ CHỦ ĐỀ GIÁO DỤC STEM “ĐÀN T’RƯNG TÂY NGUYÊN” TRONG DẠY HỌC MẠCH NỘI DUNG ÂM THANH MÔN KHOA HỌC LỚP 4 CHO HỌC SINH KHU VỰC TÂY NGUYÊN

In teaching science at the elementary level, applying STEM education not only reflects the appropriate content and integrated teaching perspective of the subject but also helps teachers organize lessons in a lively way that links theoretical content with students' real lives. Integrating local elements into the topic of STEM education brings great significance, including helping students achieve the quality and capacity requirements of the lesson, gain a deep awareness of the lesson, and be more aware of their culture and surroundings. This article presents the basis and conduct of designing the STEM educational theme “Tay Nguyen T' Rung” in teaching sound content in Science subject for grade 4 students in the Tay Nguyen region according to the design process. proposed includes 3 steps: Identifying STEM education topics; Analyzing the content of STEM education topics; and Designing the process of organizing activities on STEM education topics.

Impact and Policy Implications of Transition Education Practices on IDEA Indicator 13 Scores and Indicator 14 Outcomes

Federal special education policies require state departments of education to collect data to measure progress in attaining state performance plan goals, with Indicators 13 and 14 measuring the Individual Education Program (IEP) transition process and post-high school student outcomes. Research suggests that higher transition indicator scores result in better post-school outcomes, but no research has yet demonstrated the impact transition education practices have upon indicator scores. This study identified transition education practices that impacted one state’s transition Indicators 13 (transition IEP process compliance scores) and 14 (post-high school outcomes). Eighty-three secondary special educators from 36 districts identified the extent their students engaged in various evidence-based transition practices. Hierarchical cluster analysis identified five transition education themes. Multivariate analysis of variance revealed few statistically significant results and several meaningful effect sizes indicating specific transition education practices that impacted Indicator 14 outcomes. Districts with students actively involved in IEP meetings had higher Indicator 13 scores and 14 outcomes. Districts with high to moderate number of students with paid jobs and money management experience had higher Indicator 14 outcomes. Districts that taught students to set postsecondary goals had higher Indicator 14 outcomes. Other results are described and policy implications discussed.

Between Educational and Expressive Functions in Arabic-Dubbed Anime

This research aims to investigate the function and themes of Arabic-dubbed anime originally released between 1985 and 2020 and aired on SpaceToon. To classify the function(s) of Arabic-dubbed anime, a fifth function was proposed, i.e., educational. Unlike the expressive and informative text types, the educational text types have informative and operative qualities. Using a qualitative and quantitative descriptive analysis, the research looked at 60 opening title sequence lyrics to assess their use of rhyme, language variety, and themes. The research has found that only rhyme analysis indicated an expressive function, whereas the language variety and theme analyses indicated an educational function, leading Arabic-dubbed anime to be classified as mainly educational. Analysis of themes has shown determination, adventure and excitement to be the most occurring themes throughout the data. Themes, such as separations, destruction and Arabism, were kept to a minimum. This, however, does not mean nationalism and unity were scarce as well. In fact, the Chi-square analysis has shown that these themes occurred more than expected during the 1990s. The analysis also identified other educational themes that spiked during the 1990s, but they were less apparent in the 2000s and 2010s when some expressive themes were observed to rise. This indicates a shift of the Arabic-dubbed anime towards the expressive function since the turn of the 21st century.

Implementing geriatric topics in dermatology residency program education: recommendations and approaches to consider.

Implementing geriatric topics in dermatology residency program education: recommendations and approaches to consider.

Design of an Educational Psychology Research Material Sharing Platform Based on Fuzzy Clustering Algorithm

In the interdisciplinary field of educational psychology, efficiently managing and accessing research materials remains a formidable challenge due to the vast and varied nature of available data. This paper introduces an innovative platform engineered to streamline the organization and dissemination of educational psychology research materials by harnessing the power of fuzzy clustering algorithms for automated content categorization. Motivated by the imperative to enhance the accessibility and discoverability of scholarly resources, our methodology employs the Fuzzy C-Means (FCM) algorithm, adept at accommodating the intrinsic ambiguity and overlap prevalent in educational psychology topics. The process initiates with a comprehensive preprocessing of diverse research materials, including scholarly articles, reports, and datasets, succeeded by meticulous feature extraction to distill pivotal themes and concepts. Subsequent application of the FCM algorithm facilitates the intuitive grouping of materials into clusters, each with varying degrees of relevance, thereby mirroring the multidimensional essence of the domain. Rigorous experimental validation of our approach underscores its efficacy in augmenting search precision and markedly diminishing the time scholars expend in locating pertinent materials. The platform’s user-centric interface further simplifies the exploration of educational psychology research, offering scholars a streamlined mechanism to access and engage with an extensive repository of resources. Through this study, we demonstrate a significant stride towards overcoming the hurdles in research material categorization and retrieval, heralding a new era of efficiency and accessibility for the educational psychology academic community on a global scale.

An Innovative STEAM-Based Method for Teaching Cycloidal Curves in Engineering Higher Education

Robotics offers innovative possibilities at all levels of education, which should be considered when planning the teaching process for certain engineering mathematics topics in higher education. This paper introduces a new teaching–learning technique that utilizes STEAM-based methods to explore cycloidal curves for Computer Science Engineering BSc students. Traditional frontal teaching has been enhanced with methods addressing the generational needs of students, including problem-based learning, STEAM integration, and project-based learning. We developed a methodological model that merges traditional teaching advantages with practical modern approaches suitable for Generation Z. The four-stage model for learning cycloidal curves employs various didactical approaches, utilizing different learning techniques at each stage to create an engaging and effective learning experience. A vital component of this model is the use of Desmos dynamic geometry software to create animations alongside educational robotics to aid visualization. We conducted quantitative studies with 98 first-year Computer Science Engineering students using a quasi-experimental research design to evaluate the new teaching technique’s effectiveness. Results from the Mann–Whitney U test indicated that the experimental group significantly outperformed the control group. Additionally, the Kruskal–Wallis test confirmed that the four-stage model for learning cycloidal curves enhances learning achievement for all students, regardless of their prior knowledge.

Field notes from a sandbox: Learning wild patience with wild bees

AbstractThis creative non‐fiction essay discusses challenges of insect identification and wild bee collection. It engages themes of early childhood education, love of nature, and the links between patience and passion for discovery. It argues in defense of perseverance and slow knowledge acquisition, reminding readers of the importance of such qualities for biodiversity conservation, even amidst the age of instant gratification tools that make naturalism accessible to the layman.

Challenges and opportunities: Implementing diversity and inclusion in software engineering university level education in Finland

Considerable efforts have been made at the high school level to encourage girls to pursue software engineering careers and raise awareness about diversity within the field. Similarly, software companies have become more active in diversity and inclusion (D&I) topics, aiming to create more inclusive work environments. However, the way diversity and inclusion are approached inside software engineering university education remains less clear. This study investigates the current state of D&I in software engineering education and faculties in Finland. An online survey (N = 30) was conducted among Finnish software engineering university teachers to investigate which approaches and case examples of D&I are most commonly used by software engineering teachers in Finland. In addition, it was researched how software engineering teachers perceive the importance of D&I in their courses. As a result of the quantitative and thematic analysis, a framework to identify attitudes, approaches, challenges and pedagogical strategies when implementing D&I themes in software engineering education is presented. This framework also offers a process for integrating D&I themes for the curriculum or at the faculty level. The findings of this study emphasize that there is a continuing need for diverse-aware education and training. The results underline the responsibility of universities to ensure that future professionals are equipped with the necessary skills and knowledge to promote D&I in the field of software engineering.

Views of nutrition needs in patients with systemic sclerosis.

Systemic sclerosis is a debilitating inflammatory condition synonymous with gastrointestinal symptoms which have the potential to impact dietary intake and nutritional status. This study aimed to describe symptoms experienced by patients with systemic sclerosis that may impact on dietary intake and assess nutrition education preferences in this cohort. A 24-item online qualitative and quantitative survey distributed via REDCap® was conducted in adult patients (aged ⩾18 years) living with systemic sclerosis and attending outpatient services at a single healthcare setting from January to March 2022. Data were collected on demographics, symptoms that may impact dietary intake, nutrition priorities and preferred nutrition education models. Data are mean ± standard deviation or number (%). Of 322 eligible patients, 156 (48%) participated (63 ± 12 years, 86% female, body mass index 27 ± 7 kg/m2). Most patients experienced gastrointestinal conditions (n = 123/155; 79%), which occurred daily in 26% (n = 40/155) of patients. A third of patients (n = 48/156; 31%) reported diet manipulation for symptom management. Recent weight loss was common (n = 36/154; 23% of patients). Less than a third of patients had seen a dietitian (n = 45; 29%), while 69% of patients (n = 107) desired dietetic consultancy. The preferred methods of consultation were written resources and face-to-face, respectively, and systemic sclerosis symptom management (n = 100; 64%) and losing weight (n = 53; 34%) were the most desired education topics reported. Gastrointestinal conditions are common and occur frequently in patients with systemic sclerosis. Patients want to engage with dietetics services to better manage symptoms via face-to-face consultations and written resources. These results will inform future dietetic service delivery.

“It’s Good to Have a Voice”: What Do Students Think about the Impact of a Flexible Curricular Implementation of Student-Centered Pedagogies on Their Own Learning Experiences?

While there is extensive evidence that student-centered pedagogies (SCPs) develop multidimensional (motor, cognitive, social) outcomes in students, the coalesced use of some of the core pedagogies of student-centered models (SCMs) can facilitate the achievement of more than one educational theme in the same intervention and may facilitate student engagement in more representative physical education (PE) experiences. In this study, students’ voices are explored concerning the impact of a flexible and coalesced curricular implementation of SCPs on their own PE learning experiences. An insider action-research design was implemented for one entire school year (50 lessons of 90 min each) with 25 students aged 16–17 years, enrolled in the 12th grade at a high school in Portugal. A qualitative data collection source was used (semi-structured focus-group interviews), analyzed through a mixed inductive–deductive thematic analysis. The findings emphasize that a flexible and coalesced curricular implementation of various SCPs over an extended period of time, considering the sport content, the context, and the skill level of students, seems to contribute to the development of more positive learning experiences for students. In summary, these learning experiences require that teachers learn to listen and respond to students’ voices.

Why do things expand on heating? A discussion on the need for asymmetric potentials to understand thermal expansion

Abstract Understanding thermal expansion is pivotal in various contexts such as comprehending sea level rise due to climate change. Considering the importance of these topics for physics education, this article aims to clarify the characteristics of the models used to represent and explain thermal expansion. Limitations of the linear expansion equation commonly found in textbooks are shown, emphasising the importance of conceptual discussion about thermal expansion. Microscopic models are also explored, demonstrating the inadequacy of the harmonic oscillator model in explaining thermal expansion and introducing the necessity of employing asymmetric potentials. Through the graphic of the Lennard-Jones potential and an algebraic deduction akin to Enrico Fermi’s approach, the thermal expansion of solids and its relation with asymmetric interactions is explored.

Introduction

This issue features ten papers in the main section, one review (edited by Hisako Yamashita), and one paper in the Ethnographies of Self-Access section. There are papers from Oman, New Zealand, Japan, Bangladesh, China, Vietnam, Japan, and The Philippines. The papers in this collection explore key themes in language education, including the role of technology in learner engagement, teacher autonomy, and leadership in learning communities.

Virtual Education is the Need of the Hour for the Global Gastroenterology Community: A Survey of Leaders of Professional Gastroenterology Organizations.

Since the onset of the Coronavirus disease 2019 (COVID-19) pandemic, there has been a significant opportunity to leverage virtual platforms for communication and dissemination of knowledge. An online survey was conducted to examine the viewpoints of World Gastroenterology Organization (WGO) leaders concerning the necessity, primary priority areas, and implementation strategies for a virtual global gastroenterology educational program. We conducted a survey of leaders of WGO member societies to assess their opinions on creating opportunities for global education using virtual platforms, identifying practical implementation steps and priority educational areas. Responses were obtained from 57/117 (48.7%) contacted leaders with 56/57 (98.2%) identifying such a need. Five mutually exclusive priority educational topics were proposed in the survey: clinical gastroenterology, endoscopy, nutritional support, research methodology, and professional development. Overall, most participants prioritized clinical gastroenterology (45/57; 78.9%) and endoscopy/hand skills (27/57; 47.3%) as educational topics to be addressed by the virtual global gastroenterology educational program. A majority of WGO member society leaders surveyed favored monthly teaching activities (33/57; 57.8%), ideally carried out between 1500-2100 local time (31/57; 54.3%), ideally with no administrative fees (47/57; 82.4%). This truly global survey of WGO member societies achieved a good response rate and provides important insights into the need for and scope of future virtual education programs under the aegis of the WGO.

Addressing colonial and militarized themes in STEM education

Addressing colonial and militarized themes in STEM education

Engaging in emotional and cultural work: Migrant mothers’ experiences of school-based sexuality education

Objective: By looking at the school-based sexuality education experiences of migrant mothers in Tiohtià:ke-Montréal (Canada), this article aims to shed light on the diverse and often invisible ways in which parents become involved in their child’s sexuality education. Method: Qualitative virtual asynchronous focus groups. Results: The findings shed light on the different ways in which migrant mothers become engaged in their children’s sexuality education. The results showed that participants engaged with cultural perspectives by discussing sexuality education topics with their child, thereby mitigating the power imbalance between themselves and the school by building on the parent–child relationship. Mothers also made their voices heard by actively becoming involved in change. Conclusion: Aligned with the principles of culturally responsive education and school–family partnership, the analysis and discussion raise awareness about the limitations of existing school-based sexuality education curricula, particularly when it comes to recognising and empowering parents as primary educators. Moving forward, the research urges educational institutions and actors to learn from the challenges faced by migrant parents and the strategies they employ. This learning can then be used to inform the development of school-based sexuality education curricula and policies so as to ensure that they are more responsive to the needs of migrant students and families.