This chapter critically examines the dominant tradition in formal education as an indirect driver of biocultural homogenization while revealing that there is an alternative tradition that fosters biocultural conservation. The dominant tradition, originating in the Seventeenth Century scientific revolution effected by René Descartes, Thomas Hobbes, Isaac Newton, John Locke and allied thinkers, privileges science, seen as facilitating the technological domination of the world in the service of economic growth, as the only genuine knowledge. This is at the foundation of a (...) globalized, homogenizing culture that reduces everything and everyone to instruments of the globalized economy. The alternative, now recognized as the Radical Enlightenment, has its roots in the Renaissance. Represented by thinkers such as Giordano Bruno, Giambattista Vico, Gottfried Herder and Friedrich Wilhelm Schelling, it challenges such dogmatic scientism and upholds the value of diverse cultures, past and present. It offers an alternative tradition and model of education fostering imagination, understanding and appreciation of diversity in the quest for wisdom. It is a model of education which engenders respect for and appreciation of the value of different cultures, including indigenous wisdom with very different attitudes to nature, thereby developing the capacity to reflect on, question, criticize and overcome the homogenizing imperialism of mainstream modernist culture. (shrink)

Indigenous people (IP) have faced multiple difficulties in education. Indigenous students often do worse academically than non-indigenous student peers. These stated the low enrollment rates showed a dropout rate, absenteeism, repetition rates, literacy rate, and thus the educational outcomes, with retention and completion being two significant issues. Further, this study explores the lived experiences and challenges faced by indigenous high school students amidst the new normal education. Employing the Interpretative Phenomenological Analysis, the findings of this study were: (1) The (...) reason why IP learners were not satisfied with their performance is that they cannot understand some of the lessons due to the language barrier. (2) IP learners are committed to finishing their studies, however, some of the students lack resources for studying, like gadgets for researching, and they do not have cell phones. And the other students may have gadgets or cellphones, but their internet connection is low or not accessible in some places at their location. (shrink)

The Rohingyas, the longest-standing stateless refugees in Malaysia, are continuously denied access to formal education. The UN Refugee Agency and local non-government organizations run learning centers that offer non-formal education to Rohingya children. Existing literature highlights that, in the absence of formal openings, alternative educational programmes remain the main provider of refugee education in Malaysia. This study, using the Inter-Agency Network for Education in Emergencies' five-domain framework, examines the educational standards provided to Rohingya refugees in Malaysia. The findings (...) suggest that most learning centers lack financial, human, and infrastructural resources. Lack of opportunity for secondary schooling makes primary education less worth it. Moreover, prevailing cultural and religious norms make it challenging for Rohingya children (especially girls) to access educational opportunities outside the community. National examinations and academic accreditation for learning are inaccessible to refugees, including Rohingyas. This paper deliberates on some immediate and long-term measures that can potentially address these issues. However, all actors, including UNHCR and the Malaysian government, must collaborate towards formulating a sustainable solution to this critical problem. (shrink)

Female education in Afghanistan has witnessed a number of ups and downs throughout the history of Afghanistan. In the history of Afghanistan, the people who suffered the most in the part of education were females. From the very beginning, female education was not that satisfactory prior to the civil war in Afghanistan but the three-decade civil war and conflicts made the situation worse for female learners. It was the government of the Taliban (1996-2001) when female education fell to 0%. Hopes (...) came to life with the establishment of the new government and the support of the international community in 2001. However, after sixteen long years, female education is still substandard. The focus of this study is on the unequal access to females and males in primary, secondary and particularly higher education. The study will also explore the major obstacles that hamper females’ education. This study is based on the collection of data available in different research papers, educational articles, reports and numerous other related sources. (shrink)

Ayurveda, a holistic healing system, has been an integral part of India's cultural heritage for thousands of years. With its emphasis on natural remedies, preventive healthcare, and mind-body balance, Ayurveda has gained significant recognition globally. This paper explores the state of Ayurveda education in India, including its historical background, current challenges, and potential opportunities. It sheds light on the efforts made to promote and strengthen Ayurveda education, the curriculum, regulatory bodies, and the role of technology in enhancing learning outcomes. Additionally, (...) it discusses the importance of research and innovation to further the growth and global acceptance of Ayurveda. (shrink)

This qualitative study explores the experiences and challenges SPED teachers face amidst the new normal of education. Employing Heidegerian Phenomenology and Interpretative Phenomenology analysis, findings suggest that the SPED teachers can’t enjoy their life outside work because of a lack of support from the government, physically and financially; thus, they experience burnout. Also, the salary they earn is not even enough to raise a family, and the fact that they almost shoulder the learning resources in the class makes it worse. (...) Moreover, the participants need practical training to adapt to the needs of their students amidst the challenges of the new learning modality. (shrink)

The sudden shift in the education system during the pandemic and its subsequent evolution during the post-pandemic era have been pivotal in fostering significant educational development and growth. However, this paradigm shift has not been without challenges. This paper aims to investigate the challenges faced by 68 mathematics teachers in four public elementary schools in the Philippines. The respondents were purposively selected to answer the study’s instrument. Using a descriptive survey research methodology, this study explored the five domains in (...) teaching mathematics, namely planning lessons, executing lessons, assessment, mathematical knowledge, and using technology tools. This paper revealed that novice, experienced, and highly experienced teachers alike had moderate difficulty enriching mathematical knowledge and utilizing technology in teaching the subject matter. Moreover, teachers with more than five years’ experience had moderate difficulty in the five domains of teaching mathematics in the post-pandemic era. This finding emphasizes the widespread impact of the education shift for teachers of all levels of experience. The paper further emphasizes the importance of supporting experienced teachers during this transformative phase of formulating innovative learning activities and adapting to reimagined pedagogical concepts. Consequently, this study underscores the need for additional training interventions to enhance their mathematical knowledge and use of technology as an integral teaching tool. (shrink)

The COVID-19 pandemic has had a significant impact on the education sector globally, with over one billion students being held out of school as a result of quarantine measures. In response, education systems had to quickly shift to online learning to ensure that students could continue their education. The sudden shift to online learning has resulted in educators having to adapt to the use of technology in education rapidly. The COVID-19 pandemic has highlighted the importance of digital literacy for educators (...) and the need for ongoing training in digital skills. The pandemic has served as an example of emerging, more creative methods of teaching methods, and technology use in education will continue to evolve. Hybrid learning will be critical to delivering realistic educational experiences, and teachers must adapt to become facilitators instead of teachers. The pandemic experience will affect educators’ attitudes towards integrating information and communication technology (ICT) in education, resulting in a rise in the proportion of people who have a favorable opinion of integrating ICT to education. Ongoing training in digital abilities is necessary to gain a viable education. This paper highlights the need for educators to embrace digital literacy and adapt to emerging technologies to provide a quality education in the post-vaccine world. (shrink)

E-learning has been a main disruption in teaching and learning in the world, which has no doubt changed the narratives in the education sector. The advancements in the field of information and communication technologies have been a huge leap in the development of e-learning and presented a novel approach to education, with the switch from the conventional learning environment to transfer of knowledge online. During and after the COVID-19 pandemic it became imperative for more institutions of learning to adopt it. (...) Despite the undeniable benefits of e-learning, usability has become the bane of its smooth implementation. This chapter highlights challenges associated with e-learning solutions and buttress the fact that usability will go a long way to give both teachers and learners a good user experience and give e-learning its pride of place in disruptive technologies. To successfully re-image education, more attention should be focused on ensuring usability of software solutions. (shrink)

An estimated 65 million people have been forced to flee their homelands in the last few years. Average length of displacement for a refugee is now estimated at 17 years. A whole generation of young people are forced to spend their whole youth in refugee camps and can only be educated there. On the other side the international community is strongly underfinancing any education efforts by aid agencies and international organizations. So, it is common that classes have as many as (...) 100 children and teachers must deal with inevitable language barriers. We also have to remember that most children are traumatized by their experiences of fleeing their homes. Whereas the focus of most efforts is aimed at primary education it should not be forgotten that it is also necessary to support older children even up to higher education. A lot of the refugee adolescents have to support their families through activities that make education impossible. According to the UNHCR, more than 3.5 million refugee children do not have the chance to attend an appropriate school education. The inclusion of refugees in the national education systems of their host countries is a promising way of softening the challenges but the financial burden is too heavy to be carried without substantial support from the international community. Unfortunately, this is still dramatically lacking. Seeing these challenges in the world’s toughest classrooms we need to be aware that missing this opportunity to help and educate these traumatized children will fuel the feelings of being disadvantaged and forgotten by the rest of the world. Such feelings are smoothening the way for disaffection and they may become lured to be part of religious extremist organizations if not sufficiently addressed by providing sufficient infrastructure and finances for proper primary and secondary education. (shrink)

The main point in this chapter is that SDG 4 targets cannot be achieved without education justice, which entails that every child, young person and adult benefit from quality education and lifelong learning. There is no justification for the injustices arising from poor-quality education and exclusion as they exist today. Accordingly, tackling the problem of social, political and economic exclusion that emerges from the education sector, and the limitations they impose on the prospects of some individuals, must be prioritised to (...) expedite the realisation of SDG 4. That entails, among other things, ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. Drawing a nexus between education justice in basic education and higher education, the chapter exposes the nature of the challenges that sustain the injustices of educational exclusion and poor-quality education. These include the knock-on effects that injustices in basic education have on higher education, especially for students from marginalised schools. Interventions that seek to advance education justice towards attaining SDG 4 are also discussed. (shrink)

The protests at the Universiteit van Amsterdam (UvA) that began in November 2014 as a reaction to severe cuts in the department of humanities have sparked a broad debate nationally and even internationally about the future of the university and the values and ideals that should define it. It turned out that dissatisfaction was much more widespread in different parts of the university than some had previously thought, and many turned out to share the concerns first put forward in the (...) humanities department, to extend beyond the borders of the university and the country. Increasing focus on getting as many students as possible to graduate promptly has shifted the attention ever more towards quantitative indicators for the evaluation of education rather than qualitative ones, leading to raising the question of whether the quality of education has suffered from these priorities. How did this come about and what could be done to improve this quality? In this essay we briefly consider the history of the university as an institute that aims to combine research and education, subsequently mentioning some more recent challenges for the university, finishing it with a brief description of a ‘circulation model of education’ that we consider to be a fruitful source for answering some of the challenges we identified from the current discussions. In this model circulation rather than unidirectional traffic occurs between different elements: circulation between research and education, between insights of teachers and of students, between disciplines, between general and contextualized knowledge, between disciplinary and experi- ential knowledge, between doing research and (meta-)reflection upon research, and so on. (shrink)

Coronavirus disease 2019 (COVID-19) is an infectious disease that causes respiratory illness in human and has now become a major challenge for all over the world. In spite of all their efforts to restore the nature during the last few decades, humans could only move a few steps forward. But during the last few months, consequences of the COVID-19 Pandemic have successfully recovered the environment to a large extent that should definitely set positive impact on global climate change. The (...) COVID-19 spread around the world and severely affected the world's education, economy, social interactions and other global impacts. We have come across one of the most daunting problems of the modern times, which is, educational crisis. One of the many challenges faced by the students due to COVID-19 is loss of learning. Distance learning has been a failure throughout this period, due to the fact that the educators are unsupported and they lack the practical experience of teaching online through technology. On the other hand, not all students have the technology infrastructure at home to support their ongoing learning. Many of them are economically backward and find it difficult to support their education without internet or a learning tablet. (shrink)

The purpose of this study was to explore the benefits and challenges of strategic alliances among higher education institutions in Zambia. Literature on alliances is explicit and highlights the benefits of alliances as well as the challenges. The study was qualitative in nature utilizing purposive sampling. It was a case study focusing on the existing strategic alliances among three universities situated in the capital of Zambia: University of Zambia, University of Africa and Cavendish University. Sixty participants, 20 from each participating (...) university were purposively selected to represent a rich demographic mix in terms of gender, level of education and experience. These were selected based on their knowledge and experience working in universities as well as their strategic positions in their universities. Data were qualitatively analysed using thematic analysis. Three major themes namely benefits of strategic alliances to universities, challenges faced by strategic alliances among universities and mechanisms to manage such challenges were identified and discussed. It was concluded that strategic alliances among universities benefited the Zambian higher education market better than competition. Challenges identified such as lack of commitment to the strategic alliances could easily lead to their failure and therefore appropriate strategies such as ensuring that contracts offered to staff clearly stipulated the boundaries of staff rights are needed to mitigate such failure. (shrink)

This study employed an Interpretative Phenomenological Analysis (IPA) which aimed to explore the lived experiences, challenges, and coping mechanisms of teachers in the public school both in elementary and secondary schools in Malolos, Bulacan. The findings of this study revealed that most teachers are significantly challenged with the poor internet connection, multitasking and multitudes of paperwork to be submitted, communication with the parents and teachers and the different modalities of learning which are cited as the contributing factors of stress and (...) anxiety. As to the experiences of the teachers, they became a module writer, online teacher, reporter while doing the online classes and juggling with the work at home as a homemaker. However, the good experiences of this pandemic brought realization to the teachers that they were able to unleash their potential and utilized the skills needed to survive in this difficult time. Moreover, teachers coped up with the situations through prayers, listening and watching motivational videos, yoga and others became farmers too just to avoid stress. Finally, the teachers also gave their suggestions to further help other teachers also who are struggling during this pandemic. Majority of the participants gave emphasis to focus on stabilizing mental health. Others also highlighted the need to seek the assistance of other people who are knowledgeable in terms of ICT. Continuing innovation and researching to update oneself was also one of the suggested ways to deal with the current paradigm shift in education. (shrink)

Philosophy for Children' program that Mathew Lipman and his colleagues have developed is now known in our society and has led to thinking and research in this regard. Thus, to consider the challenges that are in front of this program can lead to the richness of these researches. Three challenges are in front of this program: philosophical, psychological, and educational. The philosophical challenge is due to the point that philosophy is mainly dependent on the history of philosophy and (...) thoughts of preceding philosophers. This dependence should of course be along with critique, but this dependence cannot be denied anyway. Hence, philosophizing cannot be reduced to the methods of thinking. Psychological challenge is rooted in the approaches of developmental psychology that emphasize on phases in human thinking. Accordingly, abstract methods of philosophizing cannot be used in the period of childhood. Educational challenge is related to basic cultural values that might be shaken in the process of philosophical interrogations. The philosophical challenge requires that teaching philosophy to children emphasize on an amalgamation of method and content. The psychological challenge makes us cautious as to looking for more investigations on the periodical characteristic of thinking. And finally, the educational challenge requires that criticizing cultural values, being necessary in active education, is not started from foundational issues of culture. The period of childhood can only be fitted to interrogation of low level cultural issues and values and leave the foundational cultural issues to philosophizing in higher ages. (shrink)

Coronavirus disease (Covid-19) is an infectious disease caused by the SARS-CoV-2 virus. Spreading rate of mutated corona virus (delta variant) during second wave was very fast. Most of the people infected with the COVID-19 virus experienced mild to moderate to severe respiratory illness. Although patients in the second wave were younger but the duration of hospitalization and case fatality rate were lower than those in the first wave. During first wave of Covid-19 it was observed that persons above 55 years (...) of age and those with underlying medical problems like cardiovascular disease, diabetes, chronic respiratory disease and cancer were more susceptible to develop serious illness but in second it was observed that person between 30 to 55 years along with old age and younger people suffering from hypertension, diabetes and respiratory diseases were more susceptible to this covid-19 virus. The most frequent signs and symptoms in both waves were fever, dyspnea, pneumonia, and cough, and the most relevant comorbidities were cardiovascular diseases, type 2 diabetes mellitus, and chronic neurological diseases. Every country has lost its human resources due to covid-19 virus which not only disturb the social life but economic conditions are also very badly affected. Now we use the resources so rapidly that may create economic imbalance in future. The psychological effect is an essential component of disaster management of infectious pandemics. (shrink)

INTRODUCTION. Today's fervent scientific and technological development needs to be governed by human values. Pedagogical and transhumanist discourses respond jointly to this purpose, in the face of a society that is in danger of both the abuse of progress and the renunciation of it. However, among the challenges of transhumanism are the possibilities of changing the most genuine condition of humanity. The deepest longings and the most important achievements require a controversial act of discernment present in every corner of current (...) education. METHOD. A hermeneutic-reflexive methodology has been used to carry out an exploratory analysis of the main implications of transhumanism, as an intellectual and cultural movement, in 21st century education. RESULTS. In the light of what has been studied, three axes can be distinguished: time, capacity and freedom. We live under parameters of instantaneity, fluidity and accelerated performance, but we advocate slowness for human flourishing; we long for the consecration of intelligence, but we fear losing what makes us unique; we foresee the end of our limits, but we risk chaining our freedom. DISCUSSION. The resulting discussion revolves around the crisis of postmodernity and the deep scepticism that emerges about one of the ends of education: our own reason; the soul of democracy.__________________________________________________________________________________________ _______________________________________________________________________________________________INTRO DUCCIÓN. El ferviente desarrollo científico y tecnológico actual necesita ser gobernado por los valores humanos. Los discursos pedagógicos y transhumanistas responden conjuntamente a este propósito, ante una sociedad que peligra tanto del abuso del progreso como de la renuncia al mismo. Sin embargo, entre los desafíos del transhumanismo se encuentran las posibilidades de modificar la condición más genuina de la humanidad. Los anhelos más profundos y los logros más importantes requieren de un controvertido acto de discernimiento presente en cada esquina de la actualidad educativa. MÉTODO. Se ha utilizado una metodología hermenéutica-reflexiva para llevar a cabo un análisis exploratorio de las principales implicaciones del transhumanismo, como movimiento intelectual y cultural, en la educación del siglo XXI. RESULTADOS. A la luz de lo estudiado se distinguen tres ejes: tiempo, capacidad y libertad. Vivimos bajo parámetros de instantaneidad, fluidez y rendimiento acelerado, pero abogamos por la lentitud para el florecimiento humano; anhelamos la consagración de la inteligencia, pero tememos perder lo que nos hace singulares; auguramos el fin de nuestros límites, pero nos arriesgamos a encadenar nuestra libertad. DISCUSIÓN. La discusión resultante gira en torno a la crisis de la postmodernidad y al profundo escepticismo que emerge sobre uno de los fines de la educación: nuestra propia razón de ser; el alma de la democracia._________________________________________________________________________________________ ___________________________________________HOW TO CITE / CÓMO CITAR: Castillo, P. (2023). Desafíos del transhumanismo en la educación del siglo XXI: el alma de la democracia contra las cuerdas. Revista Complutense de Educación, 34(2), 347-356. (shrink)

In this article I examine two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of ‘normal’ children? I consider a hypothetical case for allocating extra resources for the gifted, and argue that gifted children are generally denied educational justice if they fail to receive an education that adequately challenges them. I further argue (...) that an adequately challenging education is essential to human flourishing, but that most children can be adequately challenged in schools in ways that promote flourishing without doing so at the expense of other children. (shrink)

Recently in this journal, Jessica Morley and colleagues (AI & SOC 2023 38:411–423) review AI ethics and education, suggesting that a cultural shift is necessary in order to prepare students for their responsibilities in developing technology infrastructure that should shape ways of life for many generations. Current AI ethics guidelines are abstract and difficult to implement as practical moral concerns proliferate. They call for improvements in ethics course design, focusing on real-world cases and perspective-taking tools to immerse students in challenging (...) situations with relatable personal, social and environmental implications. The present paper considers the ACTWith model of moral cognition for use in such training contexts. Morley and colleagues' paper and contemporary literature are reviewed. Whistleblowing as a source for relatable case studies is discussed, and the purpose of ethics education considered. The ACTWith model is introduced, and correlations with contemporaries noted. The ACTWith model has been successfully employed in a broad range of technology ethics courses in the Netherlands and South Korea. Illustrations are offered. Correlations with contemporary efforts are drawn in the context of software engineering. Summary discussion considers strengths and limitations of the ACTWith program. Overall, the paper emphasizes training high-level moral reasoning through guided inquiry education informing lifetime professional practice, and indicates an outstanding need for teachers able to do the job. (shrink)

There is a loud and persistent drum beat of support for schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. Accordingly, in this book I examine the philosophical, motivational, and practical challenges of education theory, policy, and practice in the twenty-first century. As I proceed, I do not neglect the historical, comparative international context so essential to better understanding (...) where we are, as well as what is attainable in terms of educational justice. I argue that we must constructively critique some of our most cherished beliefs about education if we are to save the hope of real justice from the rhetoric of imagined justice. (shrink)

Despite raising awareness and promoting knowledge and skills-development for education about climate change, efforts by the education sector to promote the development of climate change science literacy in schools is challenged by the nature of climate science. We illuminated the nature of climate science by analysing literature on the nature of science that foregrounds discussions in climate science, and found that climate science involves mostly complex systems and problems; the scope of climate science is vast and interdisciplinary; most issues and (...) problems in climate science are geographic in nature; climate science is characterised by uncertainty and disagreement; and, it is highly politicised. Unless education policymakers and curriculum designers consider these factors when formulating pedagogical intervention frameworks for a more effective and efficient climate change education; nurturing climate change science literacy in schools will be ever more elusive. (shrink)

Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology (e.g., Montmarquet 1993; Zagzebski 1996; Battaly 2006; Baehr 2011) – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr, 2013) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as (...) the inculcation of the intellectual virtues. Baehr’s picture contrasts with another well-known position – that the primary aim of education is the promotion of critical thinking (Scheffler 1989; Siegel 1988; 1997; 2017). In this paper – that we hold makes a contribution to both philosophy of education and epistemology and, a fortiori, epistemology of education – we challenge this picture. We outline three criteria that any putative aim of education must meet and hold that it is the aim of critical thinking, rather than the aim of instilling intellectual virtue, that best meets these criteria. On this basis, we propose a new challenge for intellectual virtue epistemology, next to the well-known empirically-driven ‘situationist challenge’. What we call the ‘pedagogical challenge’ maintains that the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education. This is because the pedagogic model of the intellectual virtues approach (borrowed largely from exemplarist thinking) is not properly action-guiding. Instead, we hold that, without much further development in virtue-based theory, logic and critical thinking must still play the primary role in the epistemology of education. (shrink)

Concern for and interest in research integrity has increased significantly during recent decades, both in academic and in policy discourse. Both in terms of diagnostics and in terms of therapy, the tendency in integrity discourse has been to focus on strategies of individualisation. Other contributions to the integrity debate, however, focus more explicitly on environmental factors, e.g. on the quality and resilience of research ecosystems, on institutional rather than individual responsibilities, and on the quality of the research culture. One example (...) of this is the Bonn PRINTEGER Statement. This editorial to the LSSP thematic series entitled Addressing integrity challenges in research: the institutional dimension invites authors to contribute to the research integrity debate. Notably, we are interested in submissions addressing issues such as institutional responsibilities, changes in the research climate, duties of research managers and research performing or research funding organisations as well as new approaches to integrity education. (shrink)

This study determined the challenges encountered by public secondary School Heads of Pangasinan II division during the Covid-19 pandemic and the coping mechanisms used by the School Heads to manage the challenges. It used the descriptive-correlational research design. -/- This study found out that in the profile variables of the respondent-School Heads, majority are females, 51 and above years old, Master’s degree holders with 11-15 years in service. Majority of the respondents are Principal III-IV who are mostly trained in leadership (...) and management relevant to the new normal. There are moderately high level of challenges encountered by School Heads during the Covid-19 pandemic along leadership and governance, curriculum and learning, and management of resources. A high level of challenges was encountered by School Heads during the Covid-19 pandemic along accountability and continuous improvement. -/- Findings also show that the level of coping mechanisms of the School Heads to manage the challenges of the Covid-19 pandemic along production of instructional/ modular materials, training of teachers, and provision of technological tools are high. A moderately high level of coping mechanism was also found on school Heads’ management during the pandemic along production, distribution and retrieval of modules. There is a significant relationship that exists on the level of challenges encountered by the School Heads along leadership and governance, and the profile variables, sex and position. A significant relationship also exists between the level of challenges encountered along curriculum and learning and the School Heads’ highest educational attainment. Further, a significant relationship exists between the level of challenges encountered along management of resources and the profile variable, age. (shrink)

In developing nations particularly in Africa, innovative administrative strategies are essential for educational leaders to navigate inherent challenges in education. This study aims to explore how educational leaders in higher education can be equipped with innovative administrative strategies to cause a positive change in education delivery. A systematic literature review was conducted to achieve this aim, drawing on the transformational leadership model as its theoretical underpinning. The search encompassed scholarly publications from major repositories like Scopus, Web of Science, (...) and International Bibliography of the Social Sciences and Textbooks from 1967 to 2023. The search process went a series of exclusive and inclusive processes and yielded 43 research articles. The synthesized findings were analyzed using a thematic approach. The findings indicate that transformational leadership has the potential to incorporate innovation into higher educational administrative practices. It was also found that innovative administrative practices in higher education can be achieved through staff motivation, technology integration, adoption of agile methodologies, collaborative research, interdisciplinary collaboration, seminars, workshops, and positive organizational culture. Based on the findings, professional development programs for managers and administrators in higher education were highly recommended. These programs would help enhance the knowledge and skills of employees in educational administration. (shrink)

The growth of individuals and society heavily relies on education. Certain hindrances may prompt some students to halt their academic pursuits temporarily. This is known as "Balik-aral." The exploration of the quality of life, lived experiences, and challenges of grade 12 Balik-aral students was undertaken by the authors to break their silence and help them by developing recommendations that could be presented to the school's key stakeholders. A phenomenological approach was used to understand the phenomenon in a study involving five (...) grade 12 balik-aral students from different strands currently enrolled in a public school in Cebu City, Philippines. A structured interview was used to collect data, and significant themes emerged during data analysis using Colaizzi's method. The study revealed several sub-themes, including age disparities and pressure to obtain the diploma while maintaining quality of life. Additionally, key informants emphasized the sense of community and an immersive learning environment in their lived experiences as balik-aral students. Finally, competing priorities and scarcity of resources emerged as significant challenges for those involved in the study. Consequently, the investigation has determined that balik-aral students must be treated equitably to foster their engagement with their peers and enhance their self-assurance, ultimately leading to academic success. (shrink)

Teachers encountered numerous challenges posed by the COVID-19 outbreak. Herewith, this study aimed to determine the challenges encountered by Filipino teachers in the new normal and their coping mechanisms. This study employed a qualitative inquiry to determine the challenges encountered and coping mechanisms employed by teachers amid modular instruction, involving 10 teachers from five secondary schools in the Philippines who participated voluntarily. Data were gathered through a written narrative from each participant and were analyzed thematically. Themed findings showed that these (...) teachers are greatly challenged in terms of learning quality transfer, module distribution and retrieval, students’ difficulties in following instruction, power disruption, internet connection, and health risks posed by the pandemic. Nevertheless, these teachers dealt with these difficulties by employing their own coping techniques. Teaching can be challenging and frustrating, especially in these difficult times, but as these teachers demonstrated, everything is possible. Hence, educators must be ready for any situation that may arise. This situation is unlikely to get better anytime soon; instead, teachers will need to adjust to and accept this reality. (shrink)

This paper takes issue with the exemplarist strategy of fostering virtue development with the specific goal of improving its applicability in the context of education. I argue that, for what matters educationally, we have good reasons to endorse a liberal account of moral exemplarity. Specifically, I challenge two key assumptions of Linda Zagzebski’s Exemplarist Moral Theory (2017), namely that moral exemplars are exceptionally virtuous agents and that imitating their behavior is the main strategy for acquiring the virtues. I will (...) introduce and discuss the notions of enkratic exemplars and injustice illuminators and show that we have good reasons to consider them moral exemplars although they fail to satisfy (either of) the key assumptions. (shrink)

Even while progressive educators and feminist standpoint theorists defend the value of marginalized perspectives, many marginal-voice texts continue to be deprecated in academic contexts due to their seemingly "unprofessional," engaged, and creative styles. Thus, scholars who seek to defend a feminist and multicultural curriculum need a theory of knowledge that goes beyond current standpoint theory and accounts for the unorthodox format in which many maringal standpoints appear. In response to this challenge, this essay draws on feminist and postcolonial critics (...) of objectivity, including Dorothy Smith, Chandra Mohanty, Barrios de Chungara, and Arhundati Roy to theorize the epistemic value of texts that respond with passion and creativity to marginalized people's struggles. In conclusion, the author distinguishes ethically oriented engagement with such texts from mere "politicized teaching," and she suggests ways to teach such texts that cultivate their critical potential. (shrink)

In this article we challenge the notion that diversity serves as a good proxy for educational justice. First, we maintain that the story about how diversity might be accomplished and what it might do for students and society is internally inconsistent. Second, we argue that a disproportionate share of the benefits that might result from greater diversity often accrues to those already advantaged. Finally, we propose that many of the most promising and pragmatic remedies for educational injustice (...) are often rejected by liberal proponents of “diversity first” in favor of remedies that in most cases are practically impossible, and often problematic on their own terms. We argue that schools that are by geography and demography not ethnically or socioeconomically diverse still can successfully confront the obstacles that their students face in creating a life they have reason to value. (shrink)

Education is essential to life, and the epidemic affected everything. Parents want to get their kids the most important teaching. However, since COVID-19 has affected schools and other institutions, providing education has become the most significant issue. Online learning pedagogy uses technology to provide high-quality learning environments for student-centered learning. Further, this study explores the experiences and challenges faced by Filipino tertiary students regarding the lack of gadgets amidst online learning. Employing the Interpretative Phenomenological Analysis, the findings of this study (...) were: Some college students still have difficulty with online learning. Attending online classes is difficult, especially for students with limited resources. Smartphones, other gadgets, and internet connections play a significant role in online classrooms because they are the ones that students utilize while learning online, which is essential for successful participation in online higher education as well as for solving a variety of other difficulties in the new normal. Further, College students face similar health challenges. Having an online learning setup is not just about students' struggles with learning resources but also about their health issues. When our respondents used their smartphones for an extended period, they reported eye aches and blurred vision. They also said that some of their body parts, such as their legs and back, are aching, and feel pressured because they tend to overthink things in their surroundings, which causes them incredible difficulty in performing their best in attending online classes. Even though college students continue to suffer from a lack of learning resources during online sessions, they do their best to manage their needs and the scarcity of learning resources. Students have unique coping methods for dealing with difficulties in online classes. (shrink)

Some advances in bioethics regarding ethical considerations that arise in the context of medical research can also be relevant when thinking about the ethical considerations that arise in the context of SoTL research. In this article, I aim to bring awareness to two potential ethical challenges SoTL researchers might face when playing a dual role of teacher and researcher that are similar to the challenges physicians face in their dual role of physician and researcher. In this article, I argue that (...) two commonly discussed concerns in bioethics---the need for clinical equipoise and the possibility of a therapeutic misconception---have analogies when conducting some types of research on students. I call these counterparts educational equipoise and the educational misconception. (shrink)

Theology and Philosophy of Education is a journal dedicated to education. However, in what respect does it deal with education? What is the situation of current education? What is the main role of the school today? All articles from the first issue of the third volume of the journal Theology and Philosophy of Education are presented.

This article attempts to investigate the possibilities of higher education research to response the challenge from the growing artefact Revolution 4.0. This is the investigation of philosophy of science which is meant to argue that the higher education is the place where philosophical and scientific research as the main priority, but not technology. This consideration should be advanced since technology can fulfil themselves, while philosophy and science require a special place to grow, that is, within the higher education. By (...) nurturing the philosophical and scientific research within higher education, the growing artefact Revolution 4.0 can be anticipated for the benefit of humankind argumentatively. (shrink)

Twenty first century is posing unprecedented challenges for the human existence and development. This era has witnessed awesome economic & technological growth, increased connectedness but great poverty, malnutrition, anxiety, mental stress and environmental degradation. Thus, this time depicts great contradiction, uncertainty, and risk. Accordingly, in this era a holistic education system has to deal with the challenges such as population growth, terrorism, environmental degradation, hegemony of machines, mental stress, cultivating creativity, bridging the skill and wisdom gap, and expanding human potential (...) etc. To find a sustainable solution to such challenges, we need to develop a holistic education system which acknowledges various dimension of human being. For this task, this paper will try to highlight some philosophical themes which are commonly suggested by various prominent thinkers such as M.K. Gandhi, R.N. Tagore, J. Krishnamurti, S. Radhakrishnan etc. in India, and J. Dewey, I. Illich, and B. Russell etc. in the west. They have put forward their philosophy to discuss the aims of education which are relevant to this century. In this paper, we will analyze their views from the perspective of the challenges that the twenty-first century world is going to face. Our investigation will analyze agreements and disagreements among the approaches taken by these educators. However, the focus will be on the commonalities, so that we can identify some philosophical themes which can work as the solid foundation for holistic model of education. (shrink)

According to a widespread view, one of the most important roles of education is the nurturing of common sense. In this article I turn to Gilles Deleuze’s concept of sense to develop a contrary view of education—one that views education as a radical challenge to common sense. The discussion will centre on the relation of sense and common sense to thinking. Although adherents of common sense refer to it as the basis of all thought and appeal to critical thinking (...) as instrumental in eliminating its occasional errors, I shall argue, following Deleuze, that common sense education in fact thwarts thinking, while only education which revolves around making sense may provoke thinking that goes beyond the self-evident. I demonstrate how making sense can become an educational encounter that breaks hierarchies and generates thinking independently of the thinker’s knowledge and place in the sociopolitical order. The present article attempts, therefore, to put some sense into Deleuzian education for thinking, and thereby shed new light on its radical-political, counter-commonsensical power. (shrink)

Extended Reality (XR) and Large Language Model (LLM) technologies have the potential to significantly influence higher education practices and pedagogy in the coming years. As these emerging technologies reshape the educational landscape, it is crucial for educators and higher education professionals to understand their implications and make informed policy decisions for both individual courses and universities as a whole. -/- This paper has two parts. In the first half, we give an overview of XR technologies and their potential future (...) role in higher education. Then, we discuss the benefits and challenges of adopting and integrating XR technologies into higher education settings. Finally, we offer recommendations for educators, administrators, and policymakers on how to approach the adoption of this set of technologies and set institutional policy to take advantage of its benefits while minimizing its potential negative consequences. -/- In the paper’s second half, we discuss LLMs - specifically Generative Pre-trained Transformers (GPTs). Again, we provide an overview of this rapidly developing technology and examine its unprecedented and potentially disruptive impact on higher education pedagogy. We delve into the benefits and limitations of GPTs, highlighting the pedagogical and ethical challenges they may pose. Finally, we present actionable recommendations for instructors and administrators at both the course level and the university-wide level to guide policy decisions concerning these transformative technologies. (shrink)

The purpose of this narrative study is to trace the process whereby Israeli Academic College of Education principals lead Professional Learning Communities (PLC) for teacher educators. The focus is on the unique situation in which various different roles (administrator/facilitator/learner) are integrated during this process. Seven semi-structured interviews underwent a thematic analysis that indicated two parallel journeys of PLC leadership: a journey of co-leading a PLC and cultivating creativity, and a journey of crystallizing intellectual identity and image through leading PLCs. The (...) discussion provides an interpretation of these two journeys in accordance with both social-cognitive and social-classification theories. It examines the findings in terms of three types of tensions and fears typical of PLC leaders, as reflected in the literature. (shrink)

Concern for and interest in research integrity has increased significantly during recent decades, both in academic and in policy discourse. Both in terms of diagnostics and in terms of therapy, the tendency in integrity discourse has been to focus on strategies of individualisation (detecting and punishing individual deviance). Other contributions to the integrity debate, however, focus more explicitly on environmental factors, e.g. on the quality and resilience of research ecosystems, on institutional rather than individual responsibilities, and on the quality of (...) the research culture. One example of this is the Bonn PRINTEGER Statement. This editorial to the LSSP thematic series (article collection) entitled Addressing integrity challenges in research: the institutional dimension invites authors to contribute to the research integrity debate. Notably, we are interested in submissions addressing issues such as institutional responsibilities, changes in the research climate, duties of research managers and research performing or research funding organisations (RPOs and RFOs) as well as new approaches to integrity education. (shrink)

In this paper, I challenge a traditional assumption concerning the nature and aims of education. According to epistemic infallibilism, propositional knowledge requires epistemic certainty. Though some philosophers accept infallibilism, others consider it implausible because it does not recognize ordinary cases of supposed knowledge. On this objection, we possess many items of propositional knowledge, notwithstanding the fallibleness of these items. Infallibilism is inconsistent with such items and thus considered unwarranted. I articulate this kind of objection to infallibilism as it concerns (...) education. I then offer a cumulative case defense of infallibilism and evaluate that defense. This examination suggests that much of what we commonly consider as education does not provide knowledge, and therefore that the traditional assumption is incorrect. My paper has interdisciplinary interests with respect to epistemology, philosophy of education, philosophy of science, and pedagogical practice. (shrink)

In today’s world, education is less being considered as an outcome, but more as a journey. As the adventurers, our students are facing more and more complex challenges. Previously, the socio-economic status of a student’s family seemed to be one of the biggest factors among inequality causes. Nowadays, the chaotic situation of today's VUCA world (volatility, uncertainty, complexity, and ambiguity) is generating more and more types of inequity and inequality. Thus, the purpose of the study is to develop LERB - (...) a simple model to classify inequity and inequality, as a stepping-stone to build a gap detection framework. Through a structured literature review, the study identified the interconnection between equity and equality, as well as their transition toward students as an individual or as a group(s) and subgroup(s). The study can also be adapted to examine the correlation between different categories of equity, as well as to brainstorm and propose remedies to tackle those gaps. (shrink)

United Nations’ Sustainable Development Goals 4 Quality Education has highlighted major challenges for all nations to ensure inclusive and equitable quality access to education, facilities for children, and young adults. The SDG4 is even more important for developing nations as receiving proper education or vocational training, especially in science and technology, means a foundational step in improving other aspects of their citizens’ lives. However, the extant scientific literature about STEM education still lacks focus on developing countries, even more so in (...) the rural area. Using a dataset of 4967 observations of junior high school students from a rural area in a transition economy, the article employs the Bayesian approach to identify the interaction between gender, socioeconomic status, and students’ STEM academic achievements. The results report gender has little association with STEM academic achievements; however, female students (αa_Sex[2] = 2.83) appear to have achieved better results than their male counterparts (αa_Sex[1] = 2.68). Families with better economic status, parents with a high level of education (βb(EduMot) = 0.07), or non-manual jobs (αa_SexPJ[4] = 3.25) are found to be correlated with better study results. On the contrary, students with zero (βb(OnlyChi) = -0.14) or more than two siblings (βb(NumberofChi) = -0.01) are correlated with lower study results compared to those with only one sibling. These results imply the importance of providing women with opportunities for better education. Policymakers should also consider maintaining family size so the parents can provide their resources to each child equally. (shrink)

Atheism is an ideology that rejects the existence of God and has gained increasing prominence in societies globally, including Malaysia. Atheism significantly challenges the religious orientation of Malaysian society. Specifically, atheism challenges spiritual and ethical foundations, unity, and cultural heritage linked to religious beliefs. Understanding these challenges is vital to formulate proactive measures, education, and informed dialogue to mitigate the negative impact of atheism on Malaysian society. This study explored the effects of atheism on Malaysian religious society via library research (...) analysis. Scholarly articles, books, and reputable online resources on religious and atheism underwent content analysis, which yielded five key findings. Firstly, atheism leads to the loss of spiritual guidance and morality. Secondly, atheism potentially erodes ethical values and societal norms, and subsequently reduces social trust and cohesion. Thirdly, atheism contributes to moral relativism and ethical ambiguity, which potentially undermines established moral frameworks and social norms. Fourthly, atheism can weaken community cohesion. Lastly, atheism threatens religious institutions and practices. Additionally, the absence of the role of God might undermine the cultural and heritage importance of religion. This study presented critical insights on the negative societal effects of atheism. By exploring the potential consequences of atheism on social cohesion, moral foundations, and existential perspectives, this study highlighted the need for religious education as part of atheism prevention and rehabilitation. (shrink)

The main point in this chapter isthat SDG 4 targets cannot be achieved without education justice, which entails that every child, young person and adult benefit from quality education and lifelong learning. There is no justification for the injustices arising from poor-quality education and exclusion as they exist today. Accordingly, tackling the problem of social, political and economic exclusion that emerges from the education sector, and the limitations they impose on the prospects of some individuals, must be prioritised to expedite (...) the realisation of SDG 4. That entails, among other things, ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. Drawing a nexus between education justice in basic education and higher education, the chapter exposes the nature of the challenges that sustain the injustices of educational exclusion and poor-quality education. These include the knock-on effects that injustices in basic education have on higher education, especially for students from marginalised schools. Interventions that seek to advance education justice towards attaining SDG 4 are also discussed. (shrink)

The educational process has been dramatically transformed by technology; this transformation has caused the emergence of central concepts, among which is distance learning. The latter has brought new opportunities to learn from; meanwhile, it has presented challenges that have impacted learning in many ways. Thus, the present study investigated the implementation of E-learning among EFL students at Moulay Ismail University to identify students' perceptions about this type of learning and consider the pros and cons to ensure best practice solutions (...) that endorse online learning quality. The study included 315 students at Moulay Ismail University in Morocco who completed an online questionnaire and used descriptive analysis because the data was presented in simple summaries that aimed to describe the basic features of the data and measures. The findings, both quantitative and qualitative, indicated that e-learning is still in its early stages. At the same time, students are not entirely prepared to supersede traditional learning with distance education due to some reasons, in particular, such as lack of university support in offering resources to learn online, lack of internet connection, malfunction of technological tools, etc. All in all, EFL students prefer blended learning because it allows them to combine a new technological experience with a traditional one. Meaning that e-learning should not be excluded entirely from the educational system, but it can be used only as a support to foster EFL students' academic achievements. (shrink)

Reading proficiency plays a vital role in keeping up-to-date with technological advancements and innovations in education. However, there are Grade 7 students who need help with the essential skill of reading. These students need support for them to cope with the classroom demands. This transcendental phenomenological qualitative research aims to determine the academic experiences of struggling readers inside the classroom. Five struggling readers were the participants of this study. These five participants were purposefully selected after being recommended by the school (...) reading coordinator. The interview guide questionnaire was the instrument of this study. The interview guide questionnaire contains open-ended questions that were validated by experts. One-on-one interviews were conducted for about 20 to 40 minutes each. Using an audio recorder, the interviews were recorded. After the interview, a verbatim transcription was made and thematic analysis was utilized to analyze the significant lines of the participants. The following themes were elicited from the participants' responses, namely: lack of computer skills, limited visual attention span, hesitation and anxiety to participate, difficulty in interaction, difficulty with the use of technology in education, confusion with letter-sound identification, less motivation to learn, problem understanding the lesson, and slow in taking down notes. The participants attributed their reading difficulties to themselves, their teachers, and their parents. In light of these findings, it is strongly recommended that a robust and comprehensive reading recovery program be implemented. This program should address struggling readers' multifaceted challenges and provide them with the necessary support to enhance their reading proficiency and overall academic performance. (shrink)

In the past years, many students had problems with their finances, especially their expenses for education. Many of the students are affected by the crisis financially, emotionally, and by their wellbeing. That is why the government provides programs that will help the students with their problems with school expenses, and that is through the Tertiary Education Subsidy (TES) of the Commission on Higher Education (CHED). Further, the primary goal of this study is to explore the TES Grantees' lived experiences, challenges, (...) and coping mechanisms. Furthermore, these are the study's findings: (1) The grantees find the TES very helpful regarding finances that will tackle their academic needs, such as tuition fees and school learning materials. (2) Many students value government assistance that motivates them to maintain their grades. (shrink)

This volume-"Selected Contemporary Challenges of Aging Policy"-is the most international of all published monographs from the series "Czech-Polish-Slovak Studies in Andragogy and Social Gerontology." Among the scholars trying to grasp the nuances and trends of social policy, there are diverse perspectives, resulting not only from the extensive knowledge of the authors on the systematic approach to the issue of supporting older people but also from the grounds of the represented social gerontology schools. In the texts of Volume VII interesting are (...) both distinct and coherent elements presenting the role of local, regional and global policies in the prism of the countries from which the authors originate: the Czech Republic, Slovenia, Lithuania, Latvia, Poland, Slovakia, Italy, Turkey, and the United States. The chapters show a wealth of methodological approaches to the perception of social policy and its tools. In the texts there are issues related to the idea of active ageing, discrimination against older people in the workplace, comparability of solutions friendly to employment of older adults in the Czech Republic, Poland, and Slovakia as well as focused on the importance of educational forms determining an active life in old age. This monograph also attempted to answer the question regarding how to transfer the idea of intergenerational learning into the realm of practice. This issue complements the chapter on the implementation of intergenerational programs in institutions providing long-term care support. The book also outlines a public policy on ageing in the perspective of the changes over the last few decades and the case demonstrating solutions to accelerate self-reliance as a key to active ageing. We hope that seventh volume of our series will be an intellectual stimulus for further international research on change in social policy and will contribute to the dissemination of best practices as well as contribute to positive social change. (shrink)

In its origins educational neuroscience has started as an endeavor to discuss implications of neuroscience studies for education. However, it is now on its way to become a transdisciplinary field, incorporating findings, theoretical frameworks and methodologies from education, and cognitive and brain sciences. Given the differences and diversity in the originating disciplines, it has been a challenge for educational neuroscience to integrate both theoretical and methodological perspective in education and neuroscience in a coherent way. We present a (...) multi-level framework for educational neuroscience, which argues for integration of multiple levels of analysis, some originating in brain and cognitive sciences, others in education, as a roadmap for the future of educational neuroscience with concrete examples in moral education. (shrink)