Transformation Of Education Research Articles

From Theory to Practice: Virtual Reality Technology Facilitates Efficient Transformation of Preschool Teacher Education

This paper explores the application of Virtual Reality (VR) technology in the efficient transformation of preschool teacher education, from theory to practice. The research background highlights the importance of preschool education, the crucial role of teacher training in enhancing its quality, and the potential of VR technology in education. The study aims to investigate how VR technology can facilitate the efficient transformation of preschool teacher education, analyze its specific applications and effects, and propose strategies and recommendations for teacher training based on VR technology. The literature review summarizes current research on VR technology in education, progress in preschool teacher training models, and preliminary explorations of VR in teacher training. The theoretical foundation is based on learning theories such as constructivism and situational learning, technology acceptance and use theory, and theories of educational innovation and technology integration. An analysis of the current situation in preschool teacher training reveals limitations in traditional models, such as the disconnection between theory and practice, the lack of immersive learning experiences, and inadequate personalized training. The paper then discusses the advantages of VR technology, including immersive learning, flexible teaching scenarios, and personalized learning paths. The conclusion summarizes the value of VR technology in preschool teacher training, successful experiences, and existing problems, and provides future directions for the deep integration of technology and education, continuous innovation in teacher training models, and implications for educational policy and practice.

Online Learning and its Transformative Impact on Digital Learning in Higher Education Institutions

The COVID-19 pandemic has catalysed a significant transformation in higher education, accelerating the adoption of digital learning methodologies and challenging traditional pedagogical approaches. This study employs a mixed-methods approach to investigate online education's efficacy during this transition. A questionnaire administered to students (n=36) explores their experiences, challenges and perceptions of online learning, aligned with the TPACK framework. Additionally, semi-structured interviews with teachers examine their strategies, approaches and assessment methods online. By integrating insights from both students and educators, the study aims to provide recommendations for overcoming identified constraints in online education. The research also explores gender differences and motivational levels among participants, offering a comprehensive understanding of factors impacting online education. Findings will elucidate the current state of online education in higher education institutions and identify areas requiring improvement. As academia shifts towards blended learning, open education and digital learning, this study contributes to facilitating the effective implementation of online teaching and learning practices among students and teachers.

Digital Transformation in Education to Foster Personalized Learning

This article is to explain the principles of digital transformation practices that can effectively enhance personalized learning. The article is written using a literature review method to identify various concepts, approaches, and findings from previous studies that support or challenge the role of digital technology in promoting personalized learning. The findings of this article indicate that there are four key principles to understand in digital transformation: digital innovation must specifically address students' needs, collaboration between teachers and technology must be well-established, strong student engagement must be fostered—beyond mere compliance, and continuous evaluation must be conducted to identify challenges in technology implementation. By adhering to these principles, education can become more responsive and inclusive in meeting the unique needs of everyone, thereby enabling the effective realization of personalized learning.

The Impact of Educational Transformation and Social Media on Students’ Achievement

The traditional education system, characterized by teacher-centered instruction and standardized curricula, is increasingly seen as inadequate for developing essential 21st-century skills such as collaboration, critical thinking, and adaptability. In response, educational transformation has emerged, driven by technological advancements and the increasing use of social media. This study explores the impact of educational transformation, focusing on how social media fosters collaborative learning, enhances digital literacy, and supports student engagement. While social media has become a powerful tool in reshaping the educational landscape, challenges such as privacy concerns, digital distractions, and misinformation remain significant. By analyzing current research, this paper provides a comprehensive understanding of how social media can both enhance and hinder educational outcomes. The study also highlights the importance of developing strategies to maximize the benefits of social media while addressing its risks, ultimately contributing to the ongoing transformation of education.

Metahuman

In contemporary education, there is a growing recognition of the importance of preparing learners with essential soft skills and the ability to engage in safe-to-fail tasks. Introducing the concept of failing safely and practising complex conversational skills in a controlled, virtual environment is crucial for students to effectively apply these skills in real-world situations (Korhonen et al., 2023). Our project, titled Metahuman, introduces an AI-powered simulation-based learning experience where learners interact with 3D virtual humans in real time. These virtual humans serve as guides and facilitators, simulating diverse interpersonal scenarios encountered in professional settings. This approach is rooted in simulation-based learning, where learners can explore and engage in various scenarios without the risk of real-world consequences (Chen & Lu, 2022). The Metahuman is designed with dynamic personalities that emotionally respond to learner input and feature realistic voices; these adaptive, simulated environments have been shown to foster critical thinking and professional conversation skills (Ruokamo et al., 2023). One application of Metahuman is within the healthcare sector, where nurses (learners) can practise screening a patient (Metahuman) for Tuberculosis in a virtual clinic. Nurses learn to navigate complex patient scenarios, building their skills and confidence in a controlled setting. This experience highlights how simulation-based learning can enhance competence and preparedness for real-world challenges, as discussed by Wu and Yu (2023). Central to the Metahuman experience is an AI-driven mentor that delivers contextual feedback in real time, aligned with specific learning objectives and competency frameworks. These frameworks and objectives provide safeguards for how the Metahuman interacts with learners, ensuring that the scenarios presented are both relevant and educationally sound. Robust prompts designed by educators and learning designers govern the interactions between learners, the Metahuman, and the AI mentor. This structured interaction enables learners to receive personalised guidance, enhancing skill acquisition and reflective practice. Automated transcripts of these interactions capture learning outcomes, providing evidence of learner progress and foster continuous improvement (Niu et al., 2023). These transcripts serve as valuable resources for self-reflection and feedback for both learners and educators, and allow learners to deepen their understanding of the skills practised in the scenarios (Wu & Yu, 2023). To further support the educational process, Metahuman includes prompt and virtual human templates that allow for rapid development of diverse scenarios. This flexibility enables educators to tailor learning experiences to specific needs, making it easier to integrate Metahuman into various educational contexts. The platform’s accessibility through web browsers, without requiring additional installations, supports cost-effective scalability and broad adoption across different settings. This ease of access ensures that Metahuman can be integrated into diverse learning environments without significant technical barriers (Chen & Lu, 2022). This poster presentation will showcase Metahumans key features and functions, emphasising its potential to revolutionise soft skills education through safe-to-fail learning environments. The presentation will also provide insights from current implementations across the health, business, and marketing sectors, highlighting user feedback and outcomes. By aligning with well-established concepts such as simulation-based learning, Metahuman positions itself as a pivotal tool in the future of education, contributing to the ongoing discourse on educational transformation and digital innovation.

Exploring the Educational Transformations: A Systematic Literature Review on the Influence of the Internet of Things in Higher Education

The rapid growth of the Internet of Things innovations stimulates higher educational institutions to invest in and adopt these technologies to support and enhance their learning and teaching strategies. This study aims to investigate the influence of the Internet of Things on teaching and learning in higher education, performing a systematic literature review. Therefore, this research focuses on the following research questions: R-Q1: What are the benefits of the Internet of Things for teaching and learning in higher education? R-Q2: What are the limitations of the Internet of Things for teaching and learning in higher education? The systematic literature review, including the search strategy, the inclusion and exclusion criteria, and the review of the titles, keywords, and abstracts, identified a total of 31 results, mainly journal and conference articles. The findings from the extracted articles in this review were grouped into eleven themes: adoption, personalized learning, learning efficiency, intelligent teaching, collaboration and connectivity, creativity, health and safety monitoring, latency time, security and privacy, quality and ethics, and financing issues. The findings suggest that the Internet of Things can enhance the learning quality, improve the gained knowledge, and reduce costs in higher education. Therefore, adopting a consistent Internet of Things implementation strategy is essential to address identified limitations in higher education.

Navigating integrity and innovation

As generative artificial intelligence (GenAI) continues to disrupt the way higher education is delivered, universities are responding at pace with strategies and resources to ensure responsible and ethical use of the technology by our students as they prepare for future professions. The integration of GenAI into teaching and learning activities is being diffused into educators’ practice on a spectrum from caution through to positive educational transformation. In this paper, a team of educational designers in an Arts Faculty shares case studies and reflections from our educator colleagues to explore the uneven uptake of the technology. We argue that the focus on assessment security is blurring the potential of GenAI to create collaborative, exploratory and expansive learning experiences for our students. We suggest a programmatic approach to ‘becoming’ a graduate will allow space for educators to interrogate their teaching, learning and assessment activities to ensure our graduates can imagine themselves as professional selves in an uncertain future.

Fifty years of teacher education in South Africa: towards systematic learning and social transformation

ABSTRACT The article tracks key moments in teacher education policy and curriculum in South Africa from the 1970s to the present day. Political and social features of education in each decade are outlined, from a racialised and fragmented system of teacher education, to the imagining of alternatives, and the imperative for educational transformation. The article pays special attention to the role of teacher education in a national agenda of social reconstruction within the goals of the 1996 Constitution of South Africa, to establish a post-apartheid society based on democratic values, social justice and fundamental human rights. Drawing on a conception of teaching as organising systematic learning, we track ways in which changes in teacher education policy have enabled or restricted opportunities for systematic learning for students in different social contexts, and towards advancing equity. We argue that insights from strong theoretical frameworks create conditions of possibility for student teachers to analyse and interrogate their observations and experiences within the existing schooling system. In so doing, they potentially become agents of transformation, as they imagine practical possibilities for improving teaching in and beyond their immediate school and contextual realities. At the same time, we note the limitation of too narrow a focus on systematised knowledge, without sufficient attention to the life histories and aspirations of student teachers themselves. We suggest that a crucial way forward is to consider how personal development, teacher knowledges and classroom experiences and interactions work symbiotically to support student teachers’ pedagogic learning, even against the enduring challenges of severe inequalities in South Africa. This requires attention to how knowledge informs teaching, how curricula can support the process of learning to teach, and how systematic learning can be nurtured in the pursuit of social transformation.

Artificial intelligence in physical education: comprehensive review and future teacher training strategies

Artificial intelligence (AI) technology is deeply changing our lives and provides impetus for improving production and living efficiency as an important emerging tool. Digitalization and intelligent development have also become the development direction of the sports industry, bringing new requirements to the transformation of physical education (PE) and the improvement of the quality of PE teachers. PE is an important part of the public health system, and AI can deeply participate in the formulation of teaching strategies, the tracking of teaching processes and the evaluation of teaching results, effectively improving the quality of teaching. Research on the application of AI technology in PE has been carried out. This paper comprehensively reviews the existing research and conducts a comprehensive analysis of the research progress and status. The potential application areas of AI in PE are discussed to better promote the intelligent and digital upgrading of PE. We found that the research on the application of AI in PE is still in its early stages, and the research content needs to be strengthened in terms of breadth and depth. Furthermore, this paper analyzes the challenges faced by PE teacher development and training in the context of educational transformation in the era of AI, and explores the necessary skills and knowledge related to AI technology that future PE teachers should master in order to effectively achieve the improvement of teaching level and the sustainable development of public health system. The review of this paper provides valuable guidance for educators and policymakers to formulate high-quality teacher development and training mechanisms, and provides a new reference for the application and development of AI in sports.

Empowering Education Through Teacher-Technology Collaboration

The emergence of information systems integrated with artificial intelligence (AI) technology has led to great changes in education. It provides strong support and guarantees for the education field in adapting to the transformation of the digital environment. As end users and managers of information system and technology, teachers' innovative leadership contributes to this rapid digitalization transformation in education. The current study highlights the leading role of teachers' innovative leadership in the teaching process involving the application of smart learning systems. In the smart learning environment, teachers who practice more innovative leadership improve the engagement of end user learners in collaborative activities and further improve campus organizational culture. This study further presents feasible measures for practicing innovative teacher leadership in class and conducting blended management for teacher–AI collaboration in a smart environment.

CRITICAL PEDAGOGICS IN THE VIEW OF H.A.R TILAAR AND ITS RELEVANCE FOR NATIONAL EDUCATION

The research was conducted to find out how the critical pedagogic concept in the view of Prof. H.A.R. Tilaar and its relevance to national education. The purpose of conducting this research is because nowadays, on this day of a very fast globalization, besides its usefulness, it also causes several problems, including the loss of direction from national diversity and dehumanization. It is challenging to require a form of critical reflective attitude that is presented to the community. This effort can very effectively occur if there is a transformation in education. The change from traditional pedagogy to critical pedagogy is an alternative way of dealing with globalization. The methodology used is descriptive qualitative methodology which makes literature study and document collection the primary thing in data collection. The findings of this critical pedagogic research are in fact still very much needed and further encouraged in its concrete application to answer the challenges of globalization and to meet the golden Indonesia 2045.

Public Relations (PR) as a strategic tool for the transformation and development of higher education at the regional universities of the region

Public Relations (PR) as a strategic tool for the transformation and development of higher education at the regional universities of the region

Digital Transformation and Discourses of Change Commodify Finnish Public Education

AbstractEcosystemic cooperation among the state, municipalities, and commercial actors is evident in the public education of Finland. The edu-ecosystems can include firm interdependences, value creation, co-specialisation, and co-evolution with an aim to sell products and services to the global market as well as to open up markets in a particular country. Here, we examine the discourses through which commercial actors promote the change or transformation of public education. With support from the state, commercial organisations—whether for-profit, non-profit or private or state-run—have a strong agenda to change ‘old-fashioned’ education into one that better serves the twenty-first century work life. The state and municipalities are gatekeeping the businessing around education, but commercial actors would prefer more opportunities to cooperate with public education institutions. It is noteworthy that commercial actors are gaining greater access to public education policymaking through ecosystems, and hence, have greater influence in redefining and commodifying education. Yet, there is a lack of public conversation about the commodification of public education in Finland.

Cognitive motivational variables and dropout intention as precursors of university dropout

IntroductionThe intention to dropout and dropout is a problem still unresolved in higher education institutions.ObjectiveTo estimate the differences in the levels of engagement, motivation and academic satisfaction according to (a) intention to dropout and (b) students who remained with those who dropped out. Method: non-experimental designs were used. Two studies are reported, study 1 involved 3,256 students and study 2 involved 2,110 students. The Utrecht Work Engagement Scale Student Test, the Academic Self-Regulation Scale and the Academic Satisfaction Scale were used. The intention to dropout was measured with 3 items and the final dropout data was taken from the official register of students who dropped out of university.ResultsThere are significant differences in the levels of engagement, autonomous motivation and satisfaction between the students who remained and those who dropped out of the university.DiscussionStudents who dropped out in the 3rd semester presented lower levels of academic engagement, motivation and academic satisfaction than those who remained. The intention to dropout and lower levels of these cognitive-motivational variables may contribute to the identification of students at high risk of dropping out. These results contribute to unveiling key variables for the educational transformation of Higher Education in the 21st century.

Massive Open Online Courses in Higher Education Institutions: The Pedagogical Model of the Instituto Superior Técnico

In the context of 21st-century educational transformation, Massive Open Online Courses have emerged as a global and flexible learning opportunity. This study explores the impact of MOOC implemented at Instituto Super Técnico on student engagement and attendance, focusing on their effectiveness in higher education. A descriptive approach was applied, selecting three MOOC as the empirical field, combining quantitative data from participation logs and qualitative feedback from student surveys. The key characteristics, the challenges, and the effectiveness of educational resources were evaluated, particularly concerning student interaction and perceptions of course quality. The pedagogical analysis highlighted both successful strategies and areas for improvement. The findings offer valuable insights into the influence of MOOC on students and the institution, contributing to the broader understanding of Portugal’s educational landscape. This study also proposes a framework for enhancing MOOC strategies in higher education globally, considering the potential of technological innovations in the 21st century.

Menyelami Esensi: Integrasi Ilmu Pengetahuan dan Teknologi dalam Kurikulum Pendidikan Agama Islam

Each period experiences an important transformation in Islamic religious education, which requires the development of an accurate curriculum with a strong foundation to achieve clear targets. This paper aims to investigate the contribution of curriculum development principles in the context of Islamic religious education. The writing method used is library research using scientific journals, books and online sources. The findings show how crucial a comprehensive understanding of the Islamic education curriculum, knowledge and science is, as well as the influence of scientific thinking on the progress of science and technology. This article emphasizes that the Islamic education curriculum goes beyond academic boundaries by integrating spiritual and moral aspects to form a generation that God-fearing. In addition, knowledge and science play an important role in education, while the philosophy of science guides the direction of the development of science and technology.

Pedagogical and Social Transformations in Post-Apartheid Mathematics Education

This special issue addresses the complexities of mathematics teaching and learning in post-apartheid South Africa by exploring themes such as pedagogical reasoning, decoloniality, rural education challenges, and teacher preparation. It contributes to the ongoing dialogue on mathematics education's role in social transformation, enhancing the body of knowledge and deepening practitioners' understanding of its impact.

Roles of lecturer and student in the context of transformation of higher education (using of project based learning)

Introduction. In modern conditions, the higher education system is forced to respond to new challenges and change to meet the needs of society and the market. These changes are associated, first of all, with the need for practice-oriented training, bringing science and education closer together, increasing the role of student independence, as well as the need to use an interdisciplinary approach. In this regard, the role of the lecturer in the educational process is changing. The teacher must use new techniques and teaching methods, ones that will prepare a future specialist, a university graduate, to solve practical problems immediately after receiving a diploma. Project activity as part of the educational process at a university can solve many problems that teachers and students now face. The purpose of the study is to understand the changing roles of lecturer and students in the context of transformation of higher education using the example of organizing project activities. Materials and methods. The survey involved 152 regional studies students of the Faculty of Humanities Education of the Novosibirsk State Technical University (Russian Federation) aged 19 to 23 years (1-4 years). Statistical processing of the results was carried out by combining and grouping statistical materials. Results. Based on the survey, the results of students' expectations in the process of obtaining an education were revealed. It was not intended to explain or understand these results in detail. But we can state their general collective orientation and this is connected with the desire to learn (gain new knowledge, get acquainted with methods of processing/analysis of factual material). The main function of a student, according to the survey, is studying/gaining knowledge (100%), second place is occupied by a function related to communication (79.6%), followed by respect (34.51%). It is interesting that students perceive the functions of a teacher in a similar way: in the first place – to teach (100%), in the second place – to communicate (51%), third – to respect (48%). Conclusion. The use of project activities in the educational process in higher education helps the lecturer organize the educational process in such a way that learning takes place on the basis of the convergence of theory and practice, students act as active participants, mastering not only professional, but also communicative competencies, learn to work in a team, decide current tasks within the framework of your future profession. However, a detailed study of the mechanism for using this technology within individual academic disciplines is necessary.

Padma Shri Dr. K. Rajagopalan: An exemplary physician who blended the wisdom of traditional Ayurveda with the advancements of modern medicine

Abstract From a passionate Ayurveda scholar to a torchbearer, Padma Shri Dr. K. Rajagopalan has dedicated his life to teaching, preaching, and practicing Ayurveda in his distinctive style. After studying both Ayurveda (DAM) and allopathy (MBBS), he chose to be an Ayurvedic physician following his family tradition. He upheld the science of Ayurveda, claiming it to be potent enough to become the medicine of the future. Besides being an enthusiastic clinician, he was actively associated with various Ayurveda organizations and research programs. The rectitude and resolve behind this remarkable pioneer of Ayurveda is of more consequence, which highlights the major transformations in Ayurveda medical education. He is worthy of admiration, more so for his pivotal role in the formation of the Central Council of Indian Medicine, a statutory body for Ayurveda medical education. He also provided academic and clinical guidance to many of the scholars and physicians of Ayurveda. Among many other prestigious awards and honors accorded him, Dr. K. Rajagopalan received the “Padma Shri,” one of India’s most distinguished civilian awards, in 2003 in recognition of his valuable contributions to Ayurveda. While staying true to the traditions and tenets of Ayurveda, his exemplary accomplishments will be remembered by generations of Ayurveda practitioners all over Kerala.

예비교사의 디지털 역량에 대한 요구분석

The recent digital transformation in school education, including advancements in g enerative AI and digital technologies, highlights the need for digital competence a mong teachers. This study investigates the digital competence needs of pre-service elementary school teachers using Importance-Performance Analysis (IPA), Borich's Needs Assessment Model, and The Locus for Focus Model. The study participants were 98 first-year pre-service teachers from University A. The results showed th at pre-service teachers perceived all four sub-competencies of digital competence a s highly important. Among these, the sub-competency with the highest priority wa s the capability to utilize digital technology in education, specifically in areas such as digital-based curriculum reconstruction, design of personalized learning using di gital technology, evaluation, selection, and development of digital technologies, data, services, and content, and design of practical learning experiences based on digital technology. The findings suggest that teacher education curriculum should be impr oved to reflect the high-priority competencies identified by pre-service teachers. B ased on the results, discussions and implications for research are proposed.