Vision Of Education Research Articles

Research-Based Islamic Education Curriculum Management

This study examines the management and implementation of a research-based curriculum to understand how Islamic education can integrate contemporary scientific knowledge with traditional religious teachings. Using a qualitative approach, case study design at Madrasah Tsanawiyah (MTs) Zainul Hasan Balung, data were collected through in-depth interviews, observation, and documentation. The validity of the findings used triangulation techniques, and data analysis followed the three steps of data reduction, presentation, and conclusion/verification. The study findings indicate that the curriculum was developed through a comprehensive planning process, including needs assessment and stakeholder collaboration to align with madrasah education's vision, mission, and goals. Its implementation involved structured research activities by forming Youth Scientific Groups (KIR) and Innovative Product Groups, which provided students with hands-on experience in scientific research and inquiry. This approach effectively fostered critical thinking, problem-solving, and research skills among students. Teachers received ongoing training to guide students' research activities, ensuring effective curriculum delivery. The study also identified challenges, such as the need for adequate teacher preparation and appropriate learning materials, which were addressed through training programs and the development of research pocketbooks. The evaluation process used authentic assessments, such as portfolios and research proposals, to ensure continuous improvement and adaptation of the curriculum. Research-based curriculum management at MTs Zainul Hasan Balung shows that integrating research-oriented learning can improve Islamic education and prepare students for modern challenges while maintaining Islamic values. These findings provide valuable insights for Islamic educational institutions that want to implement research-based curricula effectively.

Harnessing AI

Integrating digital tools in education is essential for innovative teaching and learning (Msafiri et al., 2023). However, their mere availability does not ensure effective implementation. This presentation explores the development of an AI-powered chatbot designed to assist academics and learning designers in effectively using digital tools. Guided by the Technological Pedagogical Content Knowledge (TPACK) model and the Teaching Enhanced Learning Accreditation Standards (TELAS) framework, this project aims to bridge the gap between tool availability and effective usage. Effective implementation of digital tools begins with human factors, precisely the vision and expertise of educators. To achieve this, the TPACK model highlights three critical domains: technological knowledge, content knowledge, and pedagogical knowledge (Mishra & Koehler, 2006). These domains are critical to the effective and successful implementation of digital tools in the teaching-learning ecosystem. Our AI-powered chatbot leverages the TPACK model to connect educators’ pedagogical and content knowledge by conducting a needs assessment based on user-provided inputs and recommending suitable tools for enhanced teaching and learning. The chatbot interacts with users through precise, conversational inquiries, gathering detailed information on course titles, learning objectives, students' expectations, delivery methods, interaction types, desired tool functionalities, and accessibility considerations. This comprehensive approach ensures the chatbot provides well-informed, contextually relevant responses and resources to the users, thereby enhancing instructional effectiveness. By offering continuous support through our self-enrolled teaching support Canvas site, the chatbot ensures educators have access to assistance when needed, making it particularly beneficial for busy academics and learner designers. This then breaks the traditional barriers of time and place and offers users flexibility and real-time quality digital tool solutions. The chatbot knowledge base is built from a comprehensive tool document that maps each available tool at the [university name] to the TELAS framework. This framework sets rigorous standards and criteria for evaluating the quality of online environments, making it ideal for assessing tools across critical domains, including the online learning environment, learner support, learning and assessment tasks, and learning resources. By configuring this quality resource, the chatbot empowers educators to develop a deeper understanding of effectively integrating technology into their teaching practices for a successful learning experience Additionally, the chatbot provides real-time solutions on available tools, supporting continuous professional development and helping educators stay updated with the latest digital tools for their teaching needs. It offers use cases and knowledge base articles, addressing fragmented knowledge, time constraints, and technical expertise gaps, making it a valuable resource for newly recruited learning designers or academics to easily familiarise and induct themselves in the digital tool space. It offers quality assurance in tool usage by employing the TELAS framework. Moreover, the user data collection can provide insight for organising tailored training and support for academics. In conclusion, this presentation demonstrates the practical application and benefits of our AI-powered chatbot to improve digital tool integration in education. Using the TPACK and TELAS frameworks, the chatbot provides personalised support, helping educators seamlessly incorporate technology into their teaching and offering real-time recommendations to address digital tool challenges. It helps both new and experienced educators enhance their teaching, combining technology, pedagogy, and content knowledge for effective learning.

Relationship Between Multi-Teaching Styles and Didactics Effectiveness on Rugby Instructors and Minirugby Players

Background/Objectives: The concept of educational systems thinking shows the rugby educational system as a network of multiple interactive and interconnected elements. However, the frameworks presented in the literature for developing sports practice through an educational vision and multisport engagement do not always have direct transferability to instructors’ training courses. The study aims to evaluate the correlation between rugby instructors’ methodological and didactical competencies and compare them with children’s motor competence and psychological aspects. Methods: Two hundred twenty children (9.6 ± 1.1 years) and 50 instructors (39.0 ± 13.6 years) were enrolled. Instructors’ competencies were investigated during the internship through evaluation sheets, questionnaires, and video analysis. Children’s motor competence and psychological aspects were investigated through motor tests, questionnaires, and video analysis. Results: The correlation between methodological competencies and didactical-communicative competencies showed a positive significance, especially regarding production styles. Motor competence and play skills in children showed poor results. The group of instructors with more methodological competencies (a greater number of teaching styles used) showed a strong correlation between motor competence and psychological aspects. Conclusions: For successful teaching, knowledge of specific technical skills is not enough, and it is important to consider all the factors (in particular, the teaching-communicative and methodological skills) that contribute most to instructors’ skills.

A Sustainable Vision for Technical Education 4.0 of Post COVID-19

The impacts of industry 4.0 have been reflected in education around the world as countries compete to formulate educational policies based on innovation and digitization in order to adapt to the IR 4.0. In this regard, a new approach to technical education 4.0 has been formulated. It seeks to integrate technical education with the technology developments that define the Industrial Revolution 4.0, emphasizing the importance of this alignment in promoting sustainable economic growth and fostering inclusive development. The paper highlights the strategies and techniques implemented in the design of technical education 4.0 school buildings, arriving at legislative and design recommendations for creating school buildings that are compatible with sustainable education, meet the needs of industry 4.0 building practices, and are supported by modern technologies. By using an integrated approach in terms of new design needs and new education needs that adapt to modern pandemics and prevent any diseases in the future, this research aims to present a new model for technical education 4.0 in the pandemic era in line with the sustainable development goals in the Education Strategy 2030. This study discusses the problems existing in the current situation of technical education schools in Egypt and comes up with a new model that is compatible with new design and educational needs. It is structured using new design strategies for technical education 4.0 schools based on design patterns for 21st century schools that meet industry 4.0 needs and address the COVID-19 pandemic.

Interest, learning opportunities and teaching experience as predictors of professional vision in gender-sensitive physics education

ABSTRACT To promote gender equity in physics education, it is essential to understand the factors that influence how even pre-service teachers perceive, interpret and make decisions when gender inequities arise in the classroom. This means that we need to pay particular attention to teachers’ professional vision of gender-sensitive physics teaching. The following study examines pre-service teachers’ interest in gender-sensitive teaching and learning, as well as their learning opportunities and teaching experiences as potential predictors of their professional vision. A questionnaire and a vignette test were used for a cross-sectional survey of 586 pre-service teachers in Switzerland. Structural equation modeling (SEM) was used to analyse the predictors. The results contribute to the current research on gender-sensitive physics education, highlighting the importance of interest as the strongest predictor, followed by teaching experience and number of learning opportunities. The results are discussed in terms of their relevance for teacher training programs in gender-sensitive science education.

Navigating Tensions in the Design of a New Equity Centered Elementary Teacher Preparation Program

ABSTRACT Working as concerned colleagues grappling with the notion that today’s schools reflect the social inequalities that exist in today’s society and are often characterized by racial, ethnic, social class, linguistic and cultural diversity with school curricula, instructional strategies, and teacher demographics that rarely reflect this diversity, this qualitative self-study sought to explore the following question: What tensions did a team of teacher educators experience and navigate when designing an equity centered initial teacher preparation program at a Historically White Institution (HWI)? This paper illuminates our design process, three significant tensions that emerged, and the corresponding navigation strategies that were utilized to implement our vision of progressive teacher education, with the goal of highlighting the complexity inherent in enacting an equity centered teacher preparation program that seeks to address the opportunity gaps that emerge in school contexts.

After the end of schools: Cultivating abolitionist visions for a world without carceral education

After the end of the world is a speculative concept used to imagine what life could be after the world “ends” envisioning a new world that does not currently exist. Taking up Gumbs’ metaphor, this essay explores what education could be after the end of school, imaging a world beyond education as we know it to be. In order to imagine a world where education is not inherently carceral, I use speculative fiction, as both a world-making method and genre, to cultivate abolitionist visions for education. This essay exams the ways speculative fiction has been used to articulate abolitionist struggles and/or futures, as well embody abolitionist ways of knowing. Just as the goal of abolition is not only to eliminate prisons, but to end the conditions that perpetuate the societal need for prisons, this essay uses abolitionist praxis as science fiction to consider what it would mean to not just eliminating schools but to end the conditions that sustain and support marginalization and criminalization of particularly BIPOC, LGBTQ + 2S, and disabled young youth. By engaging speculative fiction as an abolitionist praxis this essay offers an opportunity to envision education beyond the limits of our current imagination.

“Ahhh I See”: Educational Philosophy and Pedagogy from 1 Corinthians 13.12

Drawing from Jacques Maritain, Flannery O'Connor, and Esther Lightcap Meek, this article describes the proper aesthetic foundation of education. Rather than the modern reductionistic vision of education that starts in doubt and works its way to certainty, utilizing 1 Corinthians 13.12 as a paradigm for education, education, rightly ordered, starts in love and works its way to wonder. This aesthetic education requires the cultivation of vision through attention and a posture of humility.

A INCLUSÃO DE ALUNOS COM TDAH NAS INSTITUIÇÕES DE ENSINO SUPERIOR NO BRASIL

This study analyzes the inclusion of higher education students with Attention Deficit Hyperactivity Disorder (ADHD), the possible repercussions on the interaction of the process of instruction and knowledge acquisition, its implications on the process of inclusion in higher education institutions from the legislation and scientific articles. The central problem investigated consists of researching the legislation that supports the inclusion of students with ADHD in higher education institutions. The progression of the inclusion process for students with ADHD is evaluated. The traits expressed by students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) stand out. It addresses the understanding and vision of educators regarding the elements that facilitate and hinder the teaching and learning process for students diagnosed with ADHD.

How the global VET toolkit weakened local colleges in South Africa

ABSTRACT This paper explores the contrast between the policy vision for public technical and vocational education and training (TVET) colleges in South Africa, and governance and funding models that have shaped institutional forms and functioning over time. Policy aspires for TVET colleges to play a role in social inclusion and local economic development. The paper provides a historical tracing of shifting regulatory and funding models, a local manifestation of the global shift to market-based funding, pseudo-employer-led reforms and accreditation mechanisms introduced through new public management-style public sector reform. The result is complex policy levers with conflicting governance and institutional models, producing bifurcation and weakening institutions. Colleges have been renamed, restructured, given new governance models, and shaped by contradictory and shifting programme, curriculum and qualification policy. Today, they are public institutions required to contribute to public policy goals, but treated by funding mechanisms as providers competing for contracts with for-profit and private non-profit providers. Individualised capacity building and a governance system that has at its core the idea that vocational education should meet the short-term needs of employers have undermined institutional capacity and coherence, and ability to develop institutions that can actively engage with social and economic development and inclusion.

Attending to adversarial science communication: a commentary on Lewenstein and Baram-Tsabari’s vision of science communication education

ABSTRACT Unlike K-12 science teachers who can turn to national documents such as the Next Generation Science Standards for guidance on what knowledge and skills are central to their disciplines, university educators who set out to teach science communication are faced with the challenge of having to develop/implement a curriculum without the benefit of a well-established disciplinary core. In the present commentary, we discuss how the framework proposed by Lewenstein and Baram-Tsabari’s (2022) begins to address this issue by taking a first step toward the articulation of a blueprint of science communication education. The commentary is organized as follows. First, Lewenstein and Baram-Tsabari’s (2022) article is considered in light of prior work by other science communication scholars. Attention then shifts to what our own research has revealed as an important absence in Lewenstein and Baram-Tsabari’s (2022) framework, namely the lack of attention given to training in adversarial science communication (e.g. addressing pseudoscience online, public debates). We then end by suggesting ways to attend to this issue, while emphasizing the need for continued field-wide (re)formulation of a common educational vision in/for the teaching and learning of science communication.

Applying critical pedagogies to human rights education

ABSTRACT The right to education is recognised in international human rights law, underpinned by guidance for human rights education to assure the goals of the UN Charter. While this vision for human rights education has been around since the 1948 Universal Declaration of Human Rights, recent developments at UN level have galvanised interdisciplinary scholarship, drawing pedagogical frameworks from education studies, sociology, development studies, psychology, and philosophy into the teaching of international human rights law generally situated within law schools in higher education. Yet scholarship on the pedagogy of human rights education is in its infancy. Recent trends point to the transformative potential of utilising radical and critical pedagogies in furtherance of human rights education. Adding to the toolkit, this article presents a conceptually oriented framework for application to human rights educational practice. It builds on critical human rights education scholarship, interrogating how human rights education can tackle structural injustice, elucidating ways to infuse classroom learning with horizontal human rights principles, and examining the psychosocial factors in this kind of learning. The application of critical pedagogies to human rights education will be of interest to human rights educators and students of human rights everywhere.

Education Policy Implementation at School Level: A Study of School Strategies for Facing Social Change at Klaten Senior High School, Indonesia

Social changes in the digital era have had various impacts on education policy. It is important to investigate how educational institutions implement these policy practices to find out how they can realize the vision, mission and goals of education and overcome various problems of social change. This research investigated the implementation of educational policies in the face of social change in the current era of digitalization. A case study research design using a descriptive qualitative approach guided this researcher. The first findings revealed that social changes that influence educational policies in schools include changes to learning models, use of technological tools, information accessibility, interaction, and collaboration in the teaching and learning process. The second finding discussed the existence of positive impacts and potential negative risks on the implementation of school policies due to social changes that occur. The third finding explained four school policy strategies in facing social change, including curriculum adjustments, guidance counseling, collaboration, and digital literacy. The conclusion was that the education policy at Klaten Senior High School (SMA) is generally effective in dealing with the worst impacts that may occur due to social changes in the digital era. It was hoped that these findings would become concrete steps for developing education policies at the upper secondary level. The aim was to improve the ability of teachers and students to face social changes in the digital era and for a better future. The government, through educational institutions, should provide maximum support for the implementation of educational policies.

Research on Incentive Mechanism for Graduate Students Research and Innovation in the Context of Educational Powerhouse

In the context of a strategic vision of education as a driver of national strength, the optimisation of incentive mechanisms for postgraduate research innovation has emerged as a key area of focus within the current education policy landscape. The issues and underlying causes are examined in detail from a range of perspectives, including Policy and regulations, academic environment, Incentive mechanism, Mentor support. Ultimately, recommendations are presented regarding the improvement of the incentive mechanism, the reinforcement of tutor guidance, the optimisation of the evaluation system. These suggestions aim to provide theoretical and practical guidance for the optimisation of postgraduate research and innovation incentives, thereby enhancing the capabilities of postgraduate scientific research and innovation.

Abstract B108: Developing and implementing an effective reflective practice toolkit on a cancer research training program

Abstract Hispanic/Latinos, Black/African Americans, Asians, American Indian or Alaska Natives, Native Hawaiians or Other Pacific Islanders, or individuals who report more than one race are underrepresented in the biomedical workforce. In order to combat this disparity, the Summer Cancer Research Institute (SCRI) was developed to train underrepresented minority (URM) students in cancer research. This study explored the feasibility and impact of reflective practices on trainees’ experience and learning outcomes within the SCRI training program. Reflective practice has been shown to increase metacognition, competency, feelings of belonging, and the sense of a scientific identity, all of which are crucial skills for URM trainees. In this study, we developed and implemented a robust toolkit to support reflective practice, which includes (1) four reflective journal entries, (2) four bi-weekly check-in discussion groups, (3) two social media posts, (4) two reflective practice seminars and (5) pre- and post-program surveys. The toolkit was utilized to actively engage trainees in reflective practices throughout their participation in the summer training program. The goals were to (1) enhance the trainees' ability to effectively use reflective practice for their learning, and (2) support and improve their overall learning experience and outcomes in the summer training program. Grounded theory was used to analyze the data collected to examine how the completion of assignments included in the toolkit impacted the overall learning experience of trainees. This involved assessing the trainees' ability to critically reflect on their assumptions and biases, expectations, previous and current experiences, perceived challenges, and personal growth throughout the program, as well as their visions for future education and professional careers. The findings from this study inform our understanding of how reflective practice toolkits can contribute to positive outcomes and resilience among individuals engaged in a cancer research training program. In this presentation, we plan to discuss the importance of reflective practice in cancer disparity research education and the specific mechanisms through which it improved the trainees’ learning experiences and outcomes. We will also share the successes and challenges in implementing the toolkit and explore the potential for our toolkit to be utilized by similar training programs. Citation Format: Emily R. Kaminsky, Yuku Chen, Lin Zhu, Carolyn Fang, SJ Dodd. Developing and implementing an effective reflective practice toolkit on a cancer research training program [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B108.

Eğitim Yönetiminde Analitik Düşünme Öğretim Yöntemi Stratejilerinin Değerlendirilmesi

When the general objectives, national educational vision and educational programs that guide the Turkish education system are examined, it is seen that analytical thinking is one of the main skills that are aimed to be developed and will be taken more seriously in the coming period. Although the teaching programs and learning environments are well prepared, it is an obligation for teachers to have the necessary competencies in order to successfully achieve the goals of the program. Teachers who use analytical thinking skills effectively and are expected to train analytical thinking individuals should have analytical thinking knowledge, skills and tendencies, be able to apply methods and techniques that will lead students to analytical thinking. As a result of the radical innovations made in education in Turkey since 2004, the dissemination of analytical thinking skills and attitudes has become one of the priority issues. Teacher competencies, primary and secondary education programs, as well as teacher training programs at the higher education level are structured on the basis of thinking education. During their education, prospective teachers should gain awareness, knowledge and understanding of analytical thinking, learn how to apply methods, techniques and measurement tools that will lead students to analytical thinking. However, studies show that few faculty members and students in teacher education have the necessary knowledge, understanding or experience in teaching analytical thinking. In order to ensure the integration of analytical thinking into the teaching of teachers in pre-service or in-service training, the development of analytical thinking skills and tendencies, metacognitive skills involving monitoring and reflection, comprehension of problems and arguments require many areas to be addressed. Professional knowledge about analytical thinking, teaching competence and teaching behaviors are considered important for the design of teaching that develops analytical thinking. Key Wors: Educational Management, Analytical Thinking, Teaching Strategies

Eğitim Yönetiminde Analitik Düşünme Öğretim Yöntemi Stratejilerinin Değerlendirilmesi

When the general objectives, national educational vision and educational programs that guide the Turkish education system are examined, it is seen that analytical thinking is one of the main skills that are aimed to be developed and will be taken more seriously in the coming period. Although the teaching programs and learning environments are well prepared, it is an obligation for teachers to have the necessary competencies in order to successfully achieve the goals of the program. Teachers who use analytical thinking skills effectively and are expected to train analytical thinking individuals should have analytical thinking knowledge, skills and tendencies, be able to apply methods and techniques that will lead students to analytical thinking. As a result of the radical innovations made in education in Turkey since 2004, the dissemination of analytical thinking skills and attitudes has become one of the priority issues. Teacher competencies, primary and secondary education programs, as well as teacher training programs at the higher education level are structured on the basis of thinking education. During their education, prospective teachers should gain awareness, knowledge and understanding of analytical thinking, learn how to apply methods, techniques and measurement tools that will lead students to analytical thinking. However, studies show that few faculty members and students in teacher education have the necessary knowledge, understanding or experience in teaching analytical thinking. In order to ensure the integration of analytical thinking into the teaching of teachers in pre-service or in-service training, the development of analytical thinking skills and tendencies, metacognitive skills involving monitoring and reflection, comprehension of problems and arguments require many areas to be addressed. Professional knowledge about analytical thinking, teaching competence and teaching behaviors are considered important for the design of teaching that develops analytical thinking. Key Words: Educational Management, Analytical Thinking, Teaching Strategies

TOWARD A TELEMATIC AESTHETICS

This paper focuses on the Czech-born philosopher Vilém Flusser’s notion of telematic society, arguing that it implies a media-theoretical revision of Friedrich Schiller’s project for an aesthetic model of civic education, according to which aesthetic effectivity is reconsidered in light of a history of media based on a technological alternation of images and texts. After a brief overview of Schiller’s aesthetic letters, it examines the ways in which Flusser repositions and expands upon Schiller’s vision of an aesthetic education (most importantly, the aesthetic condition or middle disposition), highlighting the role that Flusser assigns to the evolution of codes inherent in the most important cultural and media techniques, namely, images, texts, and technical images. It then shows how this modification results in a forecasting of a telematic model of aesthetic education, before concluding by addressing the prospects of such a model in a post-digital world of automated media bias.

Postdigital Literacies in Everyday Life and Pedagogic Practices

In this article, we contribute to literacy and education studies by proposing three overarching features (elements) of postdigital literacy events, informed by an ecological, relational, and sociomaterial framing of literacy. These features are: (1) entanglement, (2) digital materiality, and (3) spatiotemporality. Entanglement is about how learning entangles with our social, cultural, and material contexts through communicative acts, which include an understanding of media entanglements through interface seams(/seaminess) and transmediality. Digital materiality reminds us that digital media are also material, including notions of digital matter, instantiation, representation, and significance. The feature of spatiotemporality accounts for spatiotemporal flow and presence across online/offline environments, concerned with postdigital reconfigurations of time, space, and place. All three elements incorporate challenges around equity, power, and values. We also advance theory-in-practice by providing examples of how postdigital literacy features/elements manifest in pedagogy and everyday life, based on our experiences as academics working in diverse contexts. This work can support international research, teaching, and knowledge around how media practices interrelate through postdigital communication and literacy experiences, what that means, and with what effects, within a vision of education for mutually enriching planetary futures.

Questioning the why and the how: Collective transformative agency of experienced teachers co-designing a justice-oriented high school introductory computing program

We report findings from qualitatively analyzing audio recordings and teacher-generated products from a two-day in-person collaborative design (co-design) workshop where nine experienced high school CS teachers revised parts of an existing introductory high school program toward justice. In response to our research question of how teachers demonstrated agency as co-designers, our analysis revealed that they collaboratively questioned the purpose, the “why,” and the approach, the “how,” and captured ideas in lesson templates and unit descriptions to transform future practice. We discuss co-design with teachers as openings to explore nuances of teachers’ visions for equitable CS education. We highlight the foundational longstanding relationships and politicized trust, and enabling features of the co-design space for equitable participation and joint creation of boundary objects to sustain ideas.