Faculty Training Research Articles

Exploring the Influence of Family Cultural Capital, School Environment, and Peer Relationships on the Scientific Literacy of Primary School Students: A Conceptual Analysis in Chengdu City, China

This paper explores the impact of blended education on the quality of college student learning in Southwest China during the post-epidemic era. The study highlights the potential of blended learning to enhance student engagement, adaptability, and learning outcomes through the integration of digital tools with traditional teaching methods. It identifies critical factors such as institutional support, technological infrastructure, and faculty training as essential for maximizing the benefits of blended education. Additionally, the paper examines the unique socio-cultural context of Southwest China, emphasizing the need to address regional disparities in digital access to ensure educational equity. The findings suggest that blended education can serve as a transformative model for higher education in the region, fostering essential 21st-century skills and reducing educational inequalities. The paper concludes with recommendations for policymakers and educators to support the sustainable implementation of blended education, contributing to a more resilient and inclusive higher education system.

Generative AI: hopes, controversies and the future of faculty roles in education

Purpose Generative artificial intelligence (GAI) has seen exponential growth in recent years due to its capability to generate original content through natural language processing and comprehensive language models. This paper aims to investigate the transformative impact of GAI on higher education, focusing on the evolving roles of faculty in the classroom. Design/methodology/approach Using a phenomenological perspective and a process approach, the study involved 25 semi-structured interviews with academicians in higher education. Findings The findings reveal that GAI currently creates biased and commercially driven learning environments, challenging traditional pedagogical models. Despite its potential for enhancing education, the autonomous nature of GAI often prioritizes commercial interests over pedagogical goals. Research limitations/implications The study is limited to faculty perspectives, suggesting future research should include student viewpoints and diverse educational contexts. Practical implications The study highlights the need for higher education institutions to develop comprehensive policies, provide training for faculty and students and design new courses that leverage GAI for personalized learning experiences and enhanced faculty research. Originality/value This paper contributes to the emerging literature on GAI’s impact on education, highlighting its dual nature as both a transformative tool and a potential threat to traditional educational roles and outcomes.

Integrating Spirituality in Health Science Education: An Empirical Study of University Students and Lecturers

This research interrogates the integration of spirituality in health science education through a semi-structured survey of 23 nursing students as well as semi-structured surveys and focus group interviews conducted with seven lecturers in the school of health sciences at St. Paul’s University, Kenya. The research acknowledges the way in which the COVID pandemic has foregrounded public health issues such as stress, mental health, and trauma in the specific areas of student self-care, nursing practice, curriculum review, and faculty training and development. Conducted by a theologian and health scientist, this study utilizes an integrative model of faith and science to demonstrate the need for integrating spirituality in health science education within the context of Christian higher education.

Olena Kasyanova1, Olga Kvasnyk2, Igor Bodnia3, Iryna Rudnyeva4, Olena Bespartochna5, Tamara Poyasok6 1Doctor of Pedago

This study elucidates the theoretical underpinnings and underscores the imperative of enhancing master's training programs for higher education teachers within the educational digitalization landscape on the public health education example. The research elucidates that at the core of this evolution lies the technological concept, necessitating the development of a meticulously grounded model for the purposeful and well-organized training of higher education faculty within a digitally transformed educational framework. This model delineates a meticulously outlined structure, content framework, a judicious selection of methodologies and techniques, and a methodical integration of technological advancements to ensure the realization of desired educational outcomes. The structural-functional model encompasses integral components such as the methodological-objective facet (incorporating societal demands, educational objectives, conceptual approaches to professional development, and digitalization elements), the constructive-procedural dimension (comprising educational directions, organizational forms in the digital paradigm), the profession-specific aspect (encompassing content, technologies, methods, pedagogical tools), and the analytical-effective domain (defining criteria, process metrics, diagnostic tools), in conjunction with organizational-pedagogical parameters. Emphasis is placed on nurturing a tailored educational milieu and fostering educational innovations to augment the efficacy of training enhancements with a specific lens toward public health implications. The article substantiates the criteria and metrics for bolstering master's training initiatives for higher education instructors, underlining the distinct facets of national educational digitalization and the unique dynamics among higher education stakeholders. The contemporary relevance of revamping master's programs for teachers is underscored through exploring diverse digital learning formats employing information technologies, digital resources, and cloud-based tools. Initiatives aimed at reshaping the master's educational landscape to align with the digital era will entail validating the proposed model's efficacy through experimental validation across domestic and international educational realms.

A Systematic Review of the Impact of Emerging Technologies on Student Learning, Engagement, and Employability in Built Environment Education

This paper presents a systematic literature review of the impact of emerging technologies such as Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR), and gamification on student engagement, learning outcomes, and employability in Built Environment (BE) education. This review covers studies conducted between 2013 and 2023, utilizing the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) framework. From an initial pool of 626 studies, 61 were identified and rigorously analyzed. The findings reveal that these technologies significantly enhance student engagement by providing immersive and interactive learning experiences that bridge the gap between theoretical knowledge and practical application. Furthermore, their use is shown to improve learning outcomes by facilitating a deeper understanding of complex concepts and increasing student motivation. In terms of employability, the integration of digital tools into BE education equips students with the requisite skills that are increasingly demanded in the modern workplace. However, the study also identifies several challenges, including high costs, limited resources, and the need for extensive faculty training, which act as barriers to the effective implementation of these technologies. Despite these challenges, this review underscores the transformative potential of digital technologies in BE education. This study is significant as it synthesizes recent evidence to highlight the critical role of digital technologies in reshaping BE education. It offers practical recommendations for educators and policymakers to enhance teaching and learning practices. Providing pathways for integrating these technologies into BE curricula, this study aims to inform future research and pedagogical strategies, ultimately contributing to the development of a highly skilled and adaptable workforce.

Implementing the Debriefing Assessment for Simulation in Healthcare (DASH) Tool for Training Medical Faculty.

Introduction Despite simulation being widely recognized as an essential component of medical education, there remains a dearth of literature on its implementation and effectiveness in pre-clerkship medical education. In order to effectively encompass healthcare simulations within medical instruction, it is imperative to first address the often neglected gap in faculty development and training. With this in mind, we aim to present our experience in implementing the Debriefing Assessment for Simulation in Healthcare (DASH) tool in training faculty at Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine, Fort Lauderdale, USA. Methods Twenty participating faculty practiced instructing a simulation session and completed the DASH tool. Quantitative and qualitative approaches were used to report the findings. Results The Survey Rater and Student DASH version results were analyzed using the Mann-Whitney U test to see if there was a difference between the two groups for each question. Conclusions All faculty participating in healthcare simulations should be trained in order to deliver a structured debriefing experience. In healthcare medical simulation, the identification of faculty training is imperative to address many of the challenges of healthcare today, including patient safety issues and limitations of medical training in hospital settings. Implications The study aims to serve as a template that researchers can use in identifying potential faculty training development, as the benefits of having faculty trained in simulation methodology are successful in higher educational settings. Further studies in simulation-based education faculty training are recommended.

Incorporating Social and Emotional Learning in the English Classes at Military Academies

Abstract As military students navigate the demanding transition to the post-pandemic learning environment, there is a growing recognition of the importance of addressing social and emotional learning (SEL) needs. Drawing on existing literature as well as on empirical evidence, the present paper focuses on the unique benefits that this type of learning has for cadets and on the potential that foreign language classes can have as a platform for promoting Social and Emotional Learning competencies such as more involvement in the English classes, an increased resilience level, better relationship skills, or increased academic performance. The article also presents some potential challenges for the implementation of SEL in English classes at military academies, including alignment with existing curriculum standards, faculty training and support, and assessment of SEL outcomes. Furthermore, the paper suggests modalities in which SEL can be incorporated in the English classes by means of projects, role-plays, problem solving, etc. and pinpoints the role that educators play in facilitating SEL integration. By addressing these challenges and capitalizing on the expertise of teachers and military leaders, academies can create inspirational learning environments that promote the social, emotional, and academic growth of their cadets, preparing them for the 21st century.

Digital Literacy Competence for Scientific Writing: Students' Perceptions and Skills

In this digital era, digital literacy skills must be owned by students to write a good scientific writing. Therefore, this study aims to obtain students' perceptions and skills toward digital literacy in scientific writing. This study was a descriptive study. The data were collected by administering closed-ended questionnaires and conducting semi-structured interviews with the thirty-three students in the seventh semester of the English Language Education Study Program of Teaching Training and Education Faculty of Mahasaraswati University, Denpasar. Data obtained from the questionnaires were analyzed quantitatively, and the data from the interviews were analyzed qualitatively. The result of the study indicated that students had a positive perception of digital literacy and had good digital literacy skills in scientific writing. Students believed having digital literacy skills was essential to help them write good scientific writing. In addition, students have good skills in the digital literacy dimension of critical thinking, finding online information, online writing attitude, and digital function. These skills helped them construct and develop ideas and also avoid plagiarism. However, students' digital literacy skills can be classified as sufficient in the dimensions of online communication, creativity and collaboration, and digital academic culture. Lack of knowledge, competence, and confidence leads students to be less creative and not actively join the online collaboration and digital academic culture.

Improving Diversity in a Rural Academic Obstetrics and Gynecology Training Program

Both the Accreditation Council for Graduate Medical Education and the American College of Obstetricians and Gynecologists advocate for greater diversity within our workforce, which starts with recruiting and retaining a diverse residency pool. Historically, applicants who are underrepresented in medicine have been more likely to apply to residency programs located in urban locations, as opposed to a rural training environment. In this commentary, we discuss a novel strategy used to attract underrepresented in medicine applicants to a rural academic obstetrics and gynecology training program. The strategy encompassed a virtual weeklong elective with the goals of bolstering their residency applications and showcasing our faculty and residency training.

International students' perspectives on medical school and internship: 'Oh international? Are you international?'

International students account for a significant proportion of medical graduates Australia-wide, and most opting to remain in Australia for their first year of practice (Internship). Hence, understanding this particular demographic's perspectives is crucial for curriculum and workforce planning. Despite this, very few studies have addressed this demographic, and none have explored the impact of the COVID-19 pandemic on international medical students specifically. A qualitative design was used to explore the perspectives of final-year international medical students at an Australian medical school as they prepared for transition to internship during the COVID-19 pandemic. Participants engaged in a semi-structured interview about the pandemic's personal and professional implications. The data were analysed using inductive thematic analysis. Seven out of 34 final-year international medical students at the University of Adelaide participated. The main themes identified were that isolation was magnified, institutional support was lacking and that uncertainty was challenging. The pandemic did not deter participants from pursuing an Australian internship, as Australia was considered a desirable place for internship compared to their home countries. While the COVID-19 pandemic exacerbated the situation, many of the challenges identified by international students already existed. Issues such as social isolation, racial discrimination, financial hardship and lack of institutional support have been prevalent for decades. Insights from this study reveal a need to improve the medical school experience. Australian Universities have a responsibility to ensure fair treatment of international students by training faculty, implementing support programmes and ensuring an inclusive and culturally safe learning environment.

Empowering Indigenous Communities: The Pursuit of Quality Education and Peaceful Societies

Educational Institutions in the Cordillera Administrative Region (CAR) fervently advocate for Indigenous Peoples (IP) and Peace Studies Education in higher learning, aligning with the CHED Regional Memorandum No. 56 of 2023. The University of Baguio and other Higher Educational institutions actively integrate IP and Peace Studies into their academic programs. This paper addresses two objectives: explaining cultural misappropriation and introducing the Cordillera Heritage Project to address this issue. This study utilizes a qualitative-descriptive research method by participating in the different programs under Project Cordillera heritage. Project HERITAGE (Higher Education Regional Integration and Teaching of Appropriate, Genuine, and Exhaustive Studies on Indigenous Peoples) is a collaboration between the University of Baguio, CHED CAR, and regional Higher Education Institutions. It introduces Cordillera Heritage as a foundational course, Cordillera Heritage 101: ‘History and Socio-cultural Heritage’, preserving Cordilleran identity through knowledge, systems, practices, settlements and institutions. The Cordillera Heritage stands as a living legacy, relevant in contemporary society and vital to the region’s history. It culminates in the Cordillera Heritage Workbook, which enhances educational materials and includes faculty immersion and training services. The University of Baguio’s proactive approach earned commendation from the Commission on Higher Education for being the first to offer Cordillera Heritage 101 across all programs. The institution’s commitment reflects in successfully implementing the first regional HERITAGE Faculty Immersion Training Service, showcasing its dedication. The Cordillera Heritage Project responds to regional educational needs by integrating subjects that respect and promote Cordilleran knowledge, values, and culture. Aligned with the aspirations for autonomy and self-determination in Cordillera communities, this course is a significant step toward preserving and promoting the region’s heritage within the educational landscape.

The Use of Short Clip Movie on Reading Comprehension at Higher Education

Reading is a fundamental skill that requires deliberate study and mastery in order to acquire knowledge and collect information. Conversely, videos provide an enjoyable method for both language acquisition and entertainment. The goal of this study is to investigate if watching short clip movies can enhance the reading comprehension of higher education students, who often have challenges in learning to read. The research approach employed in this study is correlation. The researcher collects data from second semester students at the English Language Education Study Program, Teacher Training and Education Faculty Universitas Muhammadiyah Kalimantan Timur. The study used a convenience sample approach to gather data. The allocation of this research is done in a convenience sampling among students belonging to a specific class. The researcher will employ a questionnaire and a test to gather data regarding the experience of watching a brief movie clip with English subtitles. The test will specifically focus on measuring reading comprehension abilities. The study findings indicate a very low correlation and a positive correlation between students' reading comprehension and using of short clip movie.

Upgrading Master's Training for Higher Education Instructors in the Digital Era: Public Health Education as an Example

This study elucidates the theoretical underpinnings and underscores the imperative of enhancing master's training programs for higher education teachers within the educational digitalization landscape on the public health education example. The research elucidates that at the core of this evolution lies the technological concept, necessitating the development of a meticulously grounded model for the purposeful and well-organized training of higher education faculty within a digitally transformed educational framework. This model delineates a meticulously outlined structure, content framework, a judicious selection of methodologies and techniques, and a methodical integration of technological advancements to ensure the realization of desired educational outcomes. The structural-functional model encompasses integral components such as the methodological-objective facet (incorporating societal demands, educational objectives, conceptual approaches to professional development, and digitalization elements), the constructive-procedural dimension (comprising educational directions, organizational forms in the digital paradigm), the profession-specific aspect (encompassing content, technologies, methods, pedagogical tools), and the analytical-effective domain (defining criteria, process metrics, diagnostic tools), in conjunction with organizational-pedagogical parameters. Emphasis is placed on nurturing a tailored educational milieu and fostering educational innovations to augment the efficacy of training enhancements with a specific lens toward public health implications. The article substantiates the criteria and metrics for bolstering master's training initiatives for higher education instructors, underlining the distinct facets of national educational digitalization and the unique dynamics among higher education stakeholders. The contemporary relevance of revamping master's programs for teachers is underscored through exploring diverse digital learning formats employing information technologies, digital resources, and cloud-based tools. Initiatives aimed at reshaping the master's educational landscape to align with the digital era will entail validating the proposed model's efficacy through experimental validation across domestic and international educational realms.

STEM designation for accounting programs: Insights from accounting department directors

With the increasing demand for tech-savvy accounting graduates, numerous accounting programs are considering the value of obtaining STEM designation. We conduct semi-structured interviews of fourteen accounting department directors with STEM-designated graduate programs. The interviews encompass three broad themes: (1) Motivation for pursuing STEM designation and expected benefits; (2) Process for acquiring the STEM designation, including curriculum modifications and related challenges; and (3) Resources, faculty training and hiring, and outcomes of STEM designation. The interviewees submit that STEM programs are vital for attracting international students. They report other advantages, including increased program visibility, greater interest from domestic students in STEM programs, and enhanced career opportunities for students from a curriculum focused on data analytics. In addition, some interviewees report that their technology programs are the only ones gaining students. Participants further reveal that international students graduating from STEM accounting programs are securing employment with Big Four, regional, and local accounting firms. Finally, we relate the findings to change theory and discuss recommendations for university accounting programs.

Helping mentors address scientific communication in STEM research training helps their mentees stay the course

BackgroundScientific communication (SC) has important social-cognitive, behavioral, and career-related benefits for emerging researchers, but both mentors and mentees find development of SC skills challenging. Whether training mentors to effectively mentor development of SC skills could have a meaningful impact on mentees was not clear. The Scientific Communication Advances Research Excellence (SCOARE) project has conducted faculty training workshops in techniques for mentoring SC skills since 2018. To study indirect workshop effects of mentors’ attendance at the SCOARE workshop on their matched PhD and postdoctoral mentees (N = 477), we surveyed mentees before and 6 months after their mentors attended and measured their social-psychological and behavioral outcomes. To examine the effectiveness of the workshop and to explore whether workshop effects vary based on mentee demographic characteristics, including home language variety (speaker of standardized English [STE], non-standardized English [NSTE], or another language [L2]), we conducted multilevel models.ResultsAfter adjusting baseline scores, mentees of mentors who attended SCOARE workshops (W +) were more engaged in speaking activities (β =0 .30, p = 0.016), had higher science identity (β = 0.20, p = 0.048), and were less likely to reconsider their career due to SC skills (β = – 0.39, p = 0.004) than mentees in the W– group. Across demographic groups, mentees of mentors who attended SCOARE workshops showed similar improvements in SC outcomes. Postdoctoral mentees, compared to doctoral mentees, had higher science identity and lower intention to pursue a non-research-intensive career. Comparing mentees of the 3 categories of home language variety, both the NSTE and L2 groups, compared to the STE group, were more likely to reconsider their careers due to SC skills and had a higher intention to pursue non-research-intensive careers both at baseline and post-workshop, suggesting the possibility of language background as a barrier to mentee career progression.ConclusionMentor training for SC skill development can improve social-psychological and behavioral outcomes for mentees, including science identity, frequency of speaking, and reconsideration of research careers due to concerns about SC.

Strategies, requirements, and challenges of transformation of accounting courses to digital teaching via electronic applications: Insights from KKU accounting faculty

The study examined how accounting education has changed from traditional to digital, emphasizing using electronic applications. It aimed to address potential challenges, provide cutting-edge teaching methodologies, and identify transitional requirements. The findings were based on a survey administered to KKU accounting professors, with an 85.7% response rate. A clear strategic vision, adequate funding, a solid digital infrastructure, faculty training in electronic applications, cooperation with technology professionals, and broad support systems are all critical components of the digital transition. Challenges include a lack of accounting software experience among professors, many students, and the high cost of electronic lab equipment. Digital technologies can achieve a smooth transition, planned electronic education, self-study, virtual enterprise applications, and follow-ups on practical applications to ensure proficiency. The study encourages resource allocation, strategic planning, overcoming transitory challenges (mainly through faculty development), and implementing digital teaching methodologies tailored to the specific needs of accounting education. The study underlines the importance of a strategic approach to digital education in accounting to improve student learning and meet modern educational needs. It accomplishes this by emphasizing the importance of faculty training, resource commitment, clear visions, and digital tactics.

Fear of Missing Out (FOMO): Exploring Its Relationship with Self-Control and Self-Regulation in College Students

This study investigates the potential influence of self-control and self-regulation on Fear of Missing Out (FoMO) among students. FoMO is characterized by an apprehension of being excluded from significant experiences or opportunities. Individuals with low self-control may struggle to prioritize positive behaviors, potentially leading to heightened FoMO. Similarly, a lack of self-regulation, the ability to manage thoughts and guide actions towards goals, might exacerbate FoMO. The current research employs a quantitative, descriptive correlational design. The study population comprised 2,245 students from the Faculty of Tarbiyah and Teacher Training at Institut Agama Islam Negeri Kerinci. A sample of 304 participants, representing 10 departments, was selected. Data collection utilized three validated scales: the Self-Control Scale, the Self-Regulation Questionnaire, and the Fear of Missing Out Scale. The hypothesis proposing a significant negative association between self-control/self-regulation and FoMO was supported (p < 0.05). This suggests that both self-control and self-regulation have a combined effect on FoMO. In simpler terms, individuals with greater self-control and self-regulation may experience lower levels of FoMO. Future research could explore specific factors contributing to FoMO development. Additionally, expanding the sample size might enhance the generalizability of findings.

Institutional Barriers to Continuous Professional Development (CPD) Programs

Abstract BACKGROUND AND OBJECTIVE: Continuous Professional Development (CPD) Programs aim to support the career progression of faculty members by leveraging their professional experiences, theoretical knowledge, research, and professionalism with colleagues. These programs enhance skills, knowledge, and competencies throughout a faculty career. However, institutional barriers such as heavy workloads and limited resources can hinder the effectiveness of CPD programs. Faculty training enables them to address concerns, be aware of their teaching assumptions, and foster a positive educational environment. It requires reflection, openness to new ideas, and intellectual work for professional growth. This study’s objective was to determine the frequencies of Institutional Barriers faced by faculty to Continuous Professional Development (CPD) Programs. METHODOLOGY: In this research, we used an observational study design. Purposive sampling was employed to collect the responses. A total of 229 participants responded. Data were entered and analyzed using IBM SPSS version 26 software. A pilot study was conducted to measure reliability. Frequencies were measured, and associations between categorical variables were determined using the Pearson Chi-Square Test. RESULTS: Significant associations of almost all the identified institutional barriers were observed with academic positions whereas the majority of the barriers demonstrated no association with gender and specialty. CONCLUSION: Academic position is the most important factor identified in our study, showing strong associations with almost all the institutional barriers studied. By creating a supportive environment and promoting continuous learning, institutions can empower faculty members to engage in CPD activities and enhance their professional development.

Integration Strategies of Ideological and Political Education in University Mechanical Engineering Courses

This study aims to explore effective ways to integrate ideological and political education into university mechanical engineering courses to cultivate well-rounded engineering talents with both technical skills and moral integrity. By analyzing the core concepts of ideological and political education and the characteristics of mechanical engineering education, specific integration strategies are proposed. These include the optimization and design of course content, innovation and application of teaching methods, and the development and training of faculty. The effectiveness of these strategies is also evaluated. The research results indicate that the organic integration of ideological and political education can significantly enhance students' moral qualities and professional skills, promoting their overall development.

Data Analysis Technology in Undergraduate Finance and Auditing Education

In the context of the technological revolution and the flourishing digital economy, data analysis technology is increasingly applied across various industries. Specifically, in the fields of finance and auditing, data analysis technology not only enhances the efficiency of data processing and decision-making but also promotes the transformation of undergraduate teaching models. This study aims to explore the application of data analysis technology in undergraduate finance and auditing education by analyzing its theoretical foundation, current development, practical applications, and future directions. The research finds that while data analysis technology can significantly improve teaching outcomes, it also faces challenges such as data acquisition and processing, teaching resources and equipment, and faculty training.