Traditional Education System Research Articles

EDUCATION SYSTEM IN MEDIEVAL PERIOD - THE IMPACT OF SCHOLASTICISM ON MEDIEVAL LEARNING

This study explores the impact of scholasticism on medieval learning, focusing on its influence within the educational landscape also it investigates how scholastic methods, epitomized by the works of thinkers such as teaching methodologies, shaped curriculum, and intellectual climate of medieval institutions. Scholasticism, characterized by its importance on hard dialectical reasoning and the reconciliation of reason and faith, became a dominant intellectual force in medieval education. One sample test and ANOVA has been used for this research to analyse the impact of scholasticism on medieval learning. The medieval period, roughly spanning from 5th to 15th century, was characterized by a unique set of political, social, and cultural dynamics. In terms of education, this time witnessed the dominance of system deeply rooted in religious institutions and influenced by the attitude of scholasticism. The medieval period saw the traditional Indian educational systems with the introduction of Islamic influences. Islamic rulers established madrasas, centers of learning that focused on religious studies. The gurukul system continued, emphasizing disciplines such as literature, mathematics, philosophy and science. The government need to undertake initiatives to expand access to education, resulting in establishment of schools, colleges, and universities. The focus on science, technology, and vocational training became pronounced, aiming is to meet the demands of a fast changing global landscape. The Indian education system reveals the continuous effort to build a more flexible, and responsive educational framework for the diverse needs of the country.

Exploring and Addressing Gender Equality: A Focus on the Rights of Underage Females in China.

This study examines the current state of gender equality in China, with a specific focus on the rights and experiences of underage females. Employing a mixed-methods approach, the research integrates a systematic literature review, surveys, and semi-structured interviews with educators, legal experts, social workers, and NGO representatives. The study aims to uncover the extent to which traditional gender norms, legal frameworks, and educational systems impact the rights and well-being of underage females in China.The findings reveal a complex interplay of deeply ingrained cultural norms, gaps in legal protection, and educational practices that collectively influence the status of gender equality for underage females. The persistence of traditional gender norms is evident in urban and rural settings, subtly influencing young females’ educational and career aspirations. The legal analysis highlights significant gaps in the protection of underage females, particularly in areas of gender-based violence, early marriage, and access to reproductive health services. Educational initiatives, while promising, are limited by their scope and the lack of gender sensitivity training for educators.The study’s implications are far-reaching, suggesting the need for a multifaceted approach that includes legal reform, educational initiatives, and cultural change to effectively address gender inequality. The research underscores the importance of collaborative efforts across various sectors and emphasizes the need for ongoing research to adapt and refine strategies for promoting gender equality in China. This study contributes to the broader discourse on gender equality and offers insights relevant to policymakers, educators, and advocates working towards empowering underage females in China.

The Confluence of Digital Literacy and Eco-Consciousness: Harmonizing Digital Skills with Sustainable Practices in Education

This study investigates the implementation and impact of maker culture—viewed as a tool for developing green digital skills—in higher education institutions in Hong Kong. Maker culture, a collaborative educational approach, embraces students’ capacity for self-paced, autonomous learning and applies this knowledge to creative problem-solving and innovation, key aspects of sustainability education. An empirical study was conducted, focusing on the experiences of teachers in the higher education sector in Hong Kong. Eight individuals were interviewed to gain insights into their perceptions and experiences with maker education within sustainability contexts. The sample was limited to ensure cross-sectional comparability and direct weighting of teachers’ experiences within a singular, complementary educational setting. The findings provide valuable insights into the benefits and challenges of integrating maker education into traditional educational systems to foster green digital skills. It became evident that adequate resources, effective teachers, and improved administrative systems play significant roles in the successful implementation of this approach. Maker education, as a tool for developing green digital skills, offers a promising alternative to traditional performance-based studies. It has the potential to lead to a future of education that is creative, innovative, and student-directed, fostering sustainability competencies. Therefore, despite the challenges, with the right support and resources, the integration of maker culture into educational systems could significantly transform teaching and learning processes, advancing sustainable education.

Gamification of Primary Education

Young minds learn and explore through play. In an increasingly digitised world, ‘play’ has shifted its base to digital and virtual worlds, even for the youngest minds with basic cognitive skills. The relevance of sustainable education practices for early learners becomes paramount, especially in the wake of recent pandemic of COVID -19 which catapulted the education system into the digital domain. The paper elucidates the core problem of adapting traditional education systems to the digital era. Evolving definitions of sustainable education, learning, retention, educator and learner are fructified and shifting dynamics between them, through primary data from providers of gadgets or technology and secondary research on changes in child psychology due to prolonged exposure to digital and virtual worlds. The research takes into account the disparities prevalent in different regions of India and shares insights into the challenges and opportunities unique to this demographic with a specific focus on the rural-urban divide. The research delves into the significance and effectiveness of gamification in e-learning to bridge these gaps and enhance learning outcomes, offering a fresh perspective on sustainable education practices. However, cautions against the plausible negative impacts on child psychology from excessive screen time and gamification-induced addiction are discussed. Sustainable education can harness the power of gamification to engage and inspire young learners and there is a great scope for growth in this dynamic field while remaining vigilant of the negative repercussions. Ultimately, the paper provides a valuable framework for educators and policymakers navigating the ever-evolving landscape of digital education.

Development of Innovative Activity of University Teachers: Philosophical and Psychological Perspectives

In the era of the development of innovative technologies, the processes taking place in universities determine new requirements for the personality and professional competence of a teacher. A modern teacher is not just a transmitter of information and accumulated experience, but also a person who understands the essence of modern life and strives to harmoniously fit into existing realities, while focused on changing his consciousness, worldview and openness to everything new. In this connection, the problem of the teacher’s psychological readiness for innovation, as a component of his professionalism, is relevant. The purpose of the study: to study the peculiarities of readiness for innovation and identify the main barriers preventing the development of innovations among university teachers; based on the results obtained, to develop a methodology for the development of innovative activity of teachers. The study involved 156 university teachers aged 27 to 40 years with 1 to 15 years of work experience at the university. The study revealed that about a third of teachers show a low level of readiness for innovation. Only 22% of teachers have a high level of innovation activity. In the structure of readiness for innovation, they will have a motivational component, indicating a desire for success in achieving their goals. It was also found that the leading factors hindering the innovative activity of teachers are: insufficient awareness of possible innovative activities at the university; the belief that only the traditional education system is effective; lack of assistance in mastering innovations in the team, as well as fear of negative performance results. The systematization of the theoretical and empirical data obtained made it possible to develop a methodology for the development of innovative activity of university teachers, consisting of two main directions: environmental – features of the scientific and educational innovative environment; subjective – motivation, level of training and personal characteristics of teachers.

The Nexus of Covid-19 and Behavioral Intentions of University Students Towards Online Education

The onset of the COVID-19 pandemic has significantly disrupted the traditional pedagogical educational system worldwide. The story of Pakistan is also not different from that of the rest of the world. Pakistan’s higher education institutes were closed for classes due to the outbreak. Some universities started the virtual education system, and it is critically important to assess the behavioral intentions of university students toward online education during the COVID-19 pandemic in Pakistan. This is the first study investigating students' responses to online education during the COVID-19 pandemic. For this purpose, an online survey was conducted to obtain the students' responses from the higher institutions providing online classes during COVID-19. The results were evaluated using multivariate analysis and descriptive statistics. It was observed that there is a significant difference between male and female students concerning the positive consequences of COVID-19 on students. According to the findings, the students' intentions for online education are more concerned with saving time to complete the degree program. Higher education institutions should also provide online educational opportunities to students besides traditional physical modes. Online educational interventions will be helpful for students during unavoidable circumstances like political instabilities, natural disasters, viral disease outbreaks, etc. to complete degrees and diplomas. Doi: 10.28991/ESJ-2024-SIED1-02 Full Text: PDF

Chronotopes of didactic communication in modern university

Introduction. The article is devoted to the scantily explored problem of (re) organization of spatial-temporal (chronotopic) aspects of didactic communication in a modern university. The author notes the fact that researchers rarely address this problem.Purpose setting. The purpose of the research is to introduce the concept of the chronotope of didactic communication and describe the leading modes structuring the chronotope of didactic communication in a modern university.Methodology and methods of the study. The research method is a theoretical analysis of chronotopes of didactic communication in a modern university. The initial theoretical premise of the study is the idea of a complex, systemic nature of didactic communication, in which spatial and temporal characteristics are associated with the very organization of educational and pedagogical interactions in a modern university and influence the choice of educational forms and methods of impact.Results. There is a high importance of factors of space and time of educational interaction in the ideas of teachers and students regarding didactic communication in a modern university. The fact of the influence of spatial and temporal features of educational interaction on the process of understanding the subject content by students and on the very organizational scheme of didactic interactions in a modern university is noted.Conclusion. Chronotopes of didactic communication are systems of spatial and temporal organization of didactic communication, correlation of physical and psychological spaces and time of didactic communication, management of psychological mechanisms of orientation of participants of educational interaction in space and time of didactic communication. These systems are different for traditional and modern educational systems, the development of university professional education is in the direction of greater consideration of the psychological space and time of didactic interaction.

Ideas for the Development of Boys’ Gender Identity in Ancient Nomadic Turkic Peoples

This article reveals the Er Zhigit and Er Alp Concepts as ideals for the development of gender identity of male children, as a common value of Turkic-speaking peoples. Based on the Korkut Ata Kitebi Legends and the Epic of Manas, the status and characteristics of male qualities in ancient Kyrgyz and Oguz societies were determined, the system of socialization and their education was determined. This study is based on the methods and scientific results of scientists who at different periods studied the traditional system of folk education of the Kyrgyz people. Genetic and meaning-centered methods were used to study the history of public education.

Education in Sri Lanka: A Historical, Administrative, and Contemporary Overview with Emphasis on Secondary Schooling

Aims: This research aims to comprehensively explore the historical evolution, administrative intricacies, and current state of secondary education in Sri Lanka, with a particular focus on the post-independence era. It seeks to provide valuable insights into the challenges, initiatives, and policy measures that have shaped the educational landscape in the country.
 Study Design: The study adopts a historical research design, meticulously tracing the trajectory of education in Sri Lanka from ancient times through the colonial periods to the contemporary era. It places a particular emphasis on the post-independence period, scrutinizing administrative reforms, decentralization efforts, and the structure of secondary schooling.
 Place and Duration of Study: The research is conducted in Sri Lanka, encompassing various regions and educational institutions across the country.
 Methodology: Grey literature, including historical documents, archival records, and unpublished reports, serves as a pivotal source for this study. Government reports, policy documents, and contemporary educational sources are analyzed to provide a nuanced understanding of the challenges and initiatives in Sri Lanka's education system. Internal memos, working papers, and non-peer-reviewed literature are utilized to dissect administrative structures, policy measures, and curriculum development.
 Results: The research reveals the intricate historical journey of education in Sri Lanka, highlighting the impact of colonial rulers on the traditional education system. Post-independence challenges and initiatives, such as decentralization efforts and administrative reforms, are scrutinized. The contemporary education system, including diverse school categories and the flow of education from preschool to tertiary levels, is comprehensively analyzed. Key policies, such as free education, medium of instruction, and compulsory education, are detailed to showcase the government's commitment to inclusive and accessible education.
 Conclusion: In conclusion, this study provides a holistic understanding of the multifaceted dimensions of education in Sri Lanka. By examining historical roots, administrative intricacies, and the current state of the secondary education sector, the research sheds light on the enduring pursuit of knowledge and enlightenment in Sri Lanka's educational journey. The findings offer valuable insights for scholars, policymakers, and those interested in the dynamic evolution of education in the country.

The Narrative of the Retired and In-service Educators on the Differences of the Values Enforcement and Integration of the Modern and Traditional Education System

The Narrative of the Retired and In-service Educators on the Differences of the Values Enforcement and Integration of the Modern and Traditional Education System

Challenges to Indian knowledge system during curriculum framework for blockchain and the Metaverse

The integration of the Indian knowledge system into the curriculum framework for emerging technologies like blockchain and the Metaverse presents both opportunities and challenges. This paper explores the challenges encountered in incorporating traditional Indian knowledge into educational programs focused on cutting-edge digital innovations. Drawing from a review of literature and discussions with experts, the paper identifies key obstacles such as the technical complexity of modern technologies, the need for cultural sensitivity and authenticity, resistance to change within traditional educational systems, and disparities in access to resources and technology. Additionally, it examines the interdisciplinary nature of integrating Indian knowledge systems with technical subjects and the implications for curriculum design, assessment methods, and teacher training. By addressing these challenges, educators and policymakers can create a curriculum framework that effectively integrates Indian knowledge systems with education on blockchain and the Metaverse, preparing students for the future while preserving and celebrating India's rich cultural heritage.

Empowering SSC Learners with Disability at Bangladesh Open University through Open and Distance Learning

Disabilities are a major problem that frequently causes affected people to be socially excluded in Bangladesh. Recognizing the value of inclusive education, Bangladesh's national strategy for 2010 placed a strong emphasis on the necessity of integrating excluded groups, such as people with disabilities, into the educational system. Open School (OS) of Bangladesh Open University plays an important aspect of educating a wide range of people who have not taken part in the traditional educational system. However, the nationwide broadness of these programs and the different entry-level characteristics of the participants complicate delivering effective education. Misconceptions often arise among learners regarding printed text materials and tutorial classes, exacerbating the situation. Furthermore, a lack of coordination makes these problems worse. This study attempts to investigate how learners with disabilities, including those with autism and physical disabilities, feel about these programs. It aims to pinpoint areas for improving program quality and offer insightful information about the socioeconomic circumstances and academic possibilities of students with disabilities. The research's findings are meant to help Bangladesh Open University's faculty, administrators, and policymakers improve and develop these programs for all students, regardless of their skills or limitations

НАУЧНО-МЕТОДИЧЕСКИЕ ОСНОВЫ ФОРМИРОВАНИЯ ЭКОЛОГО-ИССЛЕДОВАТЕЛЬСКИХ КОМПЕТЕНЦИЙ В ПОДГОТОВКЕ УЧИТЕЛЕЙ БИОЛОГИИ

The article addresses the issue of developing environmental research competence in the training of biology teachers at pedagogical universities. The new socio-cultural and ecological situation has significantly changed the role of the educator and the content of their activities in overcoming the ecological crisis, pushing the boundaries beyond professional subject competencies, increasing their responsibility for the results of environmental education of the younger generation, and necessitating the formation of new professional competencies in the field of education. The goals and objectives of the study are to form environmental research competencies in the training of biology teachers by identifying significant shortcomings of the traditional system of ecological-pedagogical education, comparing results, and solving the problem of developing the competencies under study through innovative practices of professional training of future specialists. The authors used cluster analysis in forming the environmental research competencies of students. The problem of forming competencies can be solved both through innovative practices of professional training of future specialists and through scientific support of various pedagogical concepts, theories, approaches. The analysis of the study results allowed identifying significant shortcomings of the traditional ecological-pedagogical education system in solving the problems of development and formation of environmental research competencies during university education. The experimental verification of the competence formation concept confirmed its main provisions and allowed determining the main conditions for its successful implementation.

Issues and Challenges before Higher Education in Bihar: An Empirical Study

Indian Knowledge Tradition believes that education is not just the beginning of the spiritual life of mankind, but it is also the training of human soul. It aims at all round development of an individual. Education plays an important role in shaping a country’s socio-economic growth. India is one of the fastest growing economies with a huge human resource. With such vast human capital, the scope of higher education is very much wider in comparison to the other countries. We, in India have the tradition of believing and recognizing “Maa Saraswati” as the goddess of knowledge. We have Vedas, Upanishads, puranas in our core value system. The Bhagwad Gita enlightens and guides mankind in the gravest of life’s problems and awakens not just human mind but also enlightens human soul. The role of women scholars in the Vedic era in developing and enriching Indian tradition cannot be undermined. Takshashila is regarded as the oldest university in the world. While Nalanda, Vikramshila in Bihar are the examples of many distinguished centers of higher education centers in India, which were way ahead of times. The main aim of such higher education institution was to impart Vedic knowledge which leads to spiritual growth. The glory can be traced from the writings of many of the foreign travelers who came to visit Bharat during those times in order to not just see the prevailing higher education system but also to attain knowledge. Our modern education system is largely based on colonial legacy and English education pattern. The foreign invasion and the British rule destroyed traditional Indian educational system in a planned way. According to UNESCO, there are around 235 million students enrolled in different universities around the world. If India is willing to become a super power someday it will only be through knowledge-based society. In this paper we will be discussing the issues and challenges before the higher education system in Bihar. There are 17 state Universities in Bihar, each university has broadly two types of colleges- namely Constituent college and Affiliated college. Constituent Colleges are more or less like Government College and Affiliated colleges are like Private college. This research is primarily focused on the constituent colleges. Present paper seeks to highlight different issues and hindrances before the higher education system in Bihar e.g. Low Gross Enrolment Ratio (GER), inadequate Pupil-Teacher ratio, delayed session, poor attendance of students in college, absence of proper laboratory facility, NAAC accreditation, implementation of National Education policy 2020 etc. This is an empirical research based on observational methodology. Higher education has experienced expansion both in terms of institutions and enrolment over the period of time, but it has not been sufficient. Present higher education system has total disconnect from our great ancient tradition. Innovative and transformative strategies need to be implemented on priority basis at the higher education level.

Research on the innovation system of physical climbing in college physical education under big data technology

Abstract Rock climbing, as one of the outdoor sports gradually sought after by young people nowadays, plays an important role in innovating the traditional physical education system. This study integrates the training related to physical rock climbing with the conventional college physical education system and utilizes a synergistic teaching method to innovate and improve the college physical education system. Through the implementation of rock-climbing teaching experiments for students in school A, the data related to the experiments were analyzed using the literature method, questionnaire survey method, and mathematical statistics method to explore the effectiveness of the practical application of physical rock-climbing in college physical education. In terms of physical function, the heart rate indexes of students in the experimental group decreased by 8.96 and 9.08, respectively, and the lung capacity and anaerobic threshold were significantly improved, but the male students did not show any significant improvement in the index of maximal oxygen uptake. Except for the lower limb stirrup strength, the p-value of the experimental group of students in seated forward bending, dorsal extension, left-handed grip strength, right-handed grip strength, back strength, and longitudinal jump were all less than 0.05. The capacity of motor memory of the experimental group was higher than that of the control group by 2.91. In terms of social functioning, compared to the control group of students, all the experimental groups showed stronger characteristics.

Applied mathematics in today’s education system in India

Applied mathematics plays a pivotal role in today’s education system in India, offering a dynamic approach to learning that bridges the gap between theoretical knowledge and real-world applications. This paper explores the significance and integration of applied mathematics within India’s contemporary education landscape. It delves into the evolving pedagogical strategies, curriculum enhancements, and the practical implications of applied mathematics in fostering critical thinking, problem-solving, and innovation among students. The first section of this paper provides an overview of the traditional mathematical education system in India and highlights the growing demand for applied mathematics skills in various industries. It emphasizes the need to adapt to the changing educational landscape by incorporating applied mathematics to equip students with practical abilities that align with modern workplace requirements. The second section explores the challenges and opportunities in implementing applied mathematics in Indian schools and higher education institutions. It addresses curriculum design, teaching methodologies, and the role of educators in making mathematics education more application-oriented. It also discusses the potential impact of applied mathematics in nurturing a workforce capable of addressing contemporary societal challenges. Furthermore, this paper examines the role of technology in facilitating applied mathematics education, with a focus on digital tools, simulations, and online resources that can enhance the learning experience. It emphasizes the importance of digital literacy and the integration of technology in mathematics classrooms. The final section assesses the outcomes and potential benefits of integrating applied mathematics in the Indian education system. It considers the impact on students’ problem-solving skills, employability, and their ability to contribute to research and innovation in STEM-related fields.

Analysis of the Pertinence of Indian Women’s Institutions in Collaborative Research

Nowadays, the relevance of women-only educational institutes is questionable due to various reasons that include social uplifting, ample opportunities, and a free mindset among the population. Though women colleges and universities bring many female students to the purview of the traditional education system every year, other activities like research works and collaborative projects are still a concern for the educationists. In the current manuscript, the role of leading women-only universities and institutions is analyzed throughout India, to scrutinize its impact and opportunities in the research domain. All types of educational institutions and collaborative research work among them are represented as a social network. Different centrality metrics, such as closeness, betweenness, and eigenvector, are utilized to examine the influence of the individual institutes in the collaborative research network. An overlapping community detection method is proposed to perceive the posture of gender-biased universities in the mixed institutional model. The supremacy of the proposed approach is presented over the real-life benchmark datasets. The analytical results exhibit notable improvement over the state-of-the-art approaches and unfold a contemporary framework for strategic analysis in the higher education sector.

Bridging Learning through the Blink: An Evaluation Research

The COVID-19 pandemic significantly impacted traditional education systems, necessitating the creation of innovative learning programs. This study evaluates the implementation of Berkeley School Baguio’s BLINK (Berkeley’s Link to the Entire Community) program, an initiative developed to address the challenges posed by distance learning. BLINK integrates information technology with innovative pedagogical approaches, structured around four core Integrative Learning Clusters: Social Literacy, Logical Analysis, Wika at Pagpapakatao, and Psychomotor Skills. Through a process-based evaluation model, this quantitative descriptive research analyzes data gathered from senior high school students who participated in the program during the 2022-2023 academic year, and the teachers who implemented the curriculum especially redesigned for the BLINK. The evaluation focuses on four main areas: time management, content alignment, teaching-learning, and evaluation. The study reveals that students generally agreed with the effective implementation of BLINK, highlighting proper time management, coherent content alignment, diverse teaching methods, and appropriate evaluation strategies. However, unique challenges were identified, such as technological issues and difficulties in teaching-learning processes. To address these challenges, the study suggests improvements in automated notifications, mobile-friendly access, and streamlined navigation on the BLINK platform. Additionally, it recommends removing open-note assessments to encourage diligent study habits. This evaluation provides insights for administrators, faculty, and parents to refine BLINK, ensuring it continues to offer meaningful and effective educational experiences in a dynamic learning environment.

Multi-Dimension Framework for Global Education System

In today’s growing interconnected and rapidly evolving world, where all aspects of human life are interdependent, a broader understanding of cultures, economies, politics, and social issues is required. Considering the importance of education role in this issue, diverse traditional education systems around the world have resulted in fragmented approaches that fall short in preparing individuals for the complexities of an interlinked global society. To this end, it is necessary to provide a new innovative education model that adapts to and integrates evolving socio-economic and technological dimensions. This paper presents a great vision of a comprehensive framework for a dynamic global education system leveraging cutting-edge digital technologies such as artificial intelligence to interconnect economic, social, cultural, technological, and well-being dimensions aligning with the Sustainable Development Goals (SDGs), thereby facilitates equitable access to quality education and aspires to transcend conventional boundaries leading to foster holistic development and global collaboration.

Lecture halls or flipped classrooms: Which best fits today’s digital students?

In traditional academic settings, professors have historically relied on delivering lectures during class time, while students take notes. In recent years, the flipped classroom has gained prominence as a modern pedagogical approach that presents an alternative to traditional classrooms. However, despite its potential benefits, this approach also comes with its own set of drawbacks. In today's digital age, where students are deeply engrossed in their mobile phones and computers, the effectiveness of the flipped classroom model is called into question. This paper aims to delve into a comparative bivariate analysis of two teaching methods: the flipped classroom and the traditional classroom, with a specific focus on exploring their potential emotional impact on students within the classroom setting. Results indicate that students exhibit reluctance to take responsibility for their learning, leading them to favour the traditional educational system over flipped classrooms. Today's students encounter various challenges, including excessive use of the internet and mobile devices, which can result in diminished preparedness for class. The successful implementation of the flipped classroom model relies on students taking part in activities like independently reviewing pre-class learning materials and actively participating in classroom discussions.