Disparities in educational outcomes between Māori and non-Māori students remain a pressing concern in New Zealand. Recent policy documents framed through notions of 'effectiveness' champion culturally responsive pedagogies (CRPs) to address the achievement gap in mainstream secondary schools. Here, I interrogate this claim through close analysis of the Te Kotahitanga project led by Russell Bishop which, despite extensive government support, including a $42 million investment to restart the initiative, has limited conceptual and empirical grounding. I then consider broader (...) understandings of effectiveness that might better capture the benefits of CRPs but argue, drawing on social realist criticism, that some practices may paradoxically lead to poorer educational experiences for many Māori students by restricting access to disciplinary knowledge. I conclude that CRPs have variable effectiveness and are unlikely – on their own, at least – to greatly improve educational outcomes for Māori. (shrink)

The study aims to identify the impact of the use of artificial intelligence techniques in improving the outputs of higher education in Business Administrative Colleges in the universities under study that formed the research community. As for the sample, it consisted of (130) academic respondents in these universities under study. The research concluded that there is a statistically significant effect of using artificial intelligence techniques (expert systems, neural networks) in improving the outputs of higher education in Business Administrative Colleges under (...) study. It was found that artificial intelligence technologies contribute to finding graduates who are able to carry out the process of modernization and professional development in various fields of work. These technologies also contribute to improving and developing the skills of graduates in the labor market and providing them with new skills and characteristics to perform their duties. The research recommended increasing interest in the expert systems technology by the universities under study because of its scientific importance in improving the outputs of higher education by reformulating them in the form of programs embraced by computers. (shrink)

A nation’s economy runs on the knowledge and skills of its people.Quality assurance mechanisms for higher education institutions must take cognizance of the graduates' acquisition of skills to become productive and contributory for societal development. The study is a quantitative survey assessing the attainment of the immediate program learning outcomes of the graduating Bachelor of Science in Information Technology of one campus of a public higher education institution in the Philippines. It also assessed the introspection and level of satisfaction (...) of the graduates in their studies. Findings disclosed that the graduates have a high level of attainment of the program's learning outcomes and a high level of satisfaction. The high school where the respondents graduated is the single variable that defined the difference in attainment of program intended learning outcomes. As to the graduates' introspections, themost significant percentage of them learned the program from family, relatives, and friends. Reasons for pursuing the degree program are because of parents’ influence, prestige of IT profession. Meanwhile, the university's reputation, affordable tuition fees, and proximity to home were the factors affecting the enrolment in the BSIT program. The findings will be the basis for strategic program interventions of the program. (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)

Learner-centered approaches have emerged as the fundamental pillar of effective pedagogy in the rapidly evolving landscape of 21st century education. This paradigm shift places the learner at the heart of the educational process, recognizing their diverse needs and aspirations. Consequently, the achievements of learners have become crucial indicators of institutional success. While extensive research has focused on student affairs and services, limited attention has been given to understanding the impact of administration on realizing the objectives of these support systems. (...) This study aims to investigate the relationship between the administration of learner-centered academic support systems and the attainment of desired outcomes in student affairs and services within higher education institutions in the Philippines. Utilizing a non-experimental correlational quantitative research design, a sample of three hundred fifty university students from various academic disciplines was randomly selected as participants. The findings demonstrate a strong positive correlation between the administration of learner-centered academic support systems and the achievement of desired outcomes in student affairs and services. As a result, the null hypothesis was rejected based on statistical analysis employing Pearson Correlation (r). These findings highlight the significant impact that learner-centered academic support system administration has on the realization of objectives in student affairs and services within the contemporary higher educational setting. To ensure sustained best practices in student development, it is imperative for the administration to foster collaboration with internal stakeholders and external partners. Recognizing that students are the focal point of instruction, their performance serves as a reflection of the institution’s commitment to providing quality education. By aligning administrative efforts with the evolving needs of students, institutions can enhance student affairs and services and create an optimal learning environment in the 21st century. (shrink)

Teacher quality, its effect on students’ outcomes, and the association of these with economic growth, is the core of recent discussions in Latin America given the region’s weak results in international learning assessments. This paper investigates whether there is an effect of philosophy on the outcomes of critical reading for students in B.Ed. programs in Colombia. Relying on exact matching combined with propensity score matching with regression adjustment, we use national data from Colombia to show that students in (...) B.Ed. in philosophy outperformed students in other B.Ed. in critical reading test (0.401–0.124 SD), and, importantly, with higher effects observed for students with lower prior academic achievement (0.44 SD). This suggests that philosophy can help to narrow educational outcomes of students whose socioeconomic conditions are disadvantageous, contributing to social justice in education. (shrink)

Educational institutions strive to produce graduates who are competent and competitive both domestically and globally. This graduate tracer study investigated the employment outcomes of graduates from the College of Teacher Education (CTE) and Graduate School (GS) Programs from SY 2016-2022. Data collection methods included Google forms, surveys, and phone calls. Of the 2846 CTE graduates, 2491 (87.75%) were traced, and of the 659 GS graduates, 550 (83.45%) were traced. Findings revealed that CTE graduates were predominantly single females aged (...) 24 or younger, who typically began working as permanent teachers at the Department of Education (DepEd) 2-3 years post-graduation, earning a base salary of P15,000–25,000. They generally served in these roles for 4-6 years. Conversely, GS alumni were primarily married men in their 30s, employed in permanent supervisory or managerial roles at DepEd, with monthly earnings between P25,000 and P50,000. Graduates reported that their university degrees were economically relevant and provided significant financial advantages. CTE graduates indicated that job satisfaction was more influenced by workplace interactions and environment than salary. The study suggests enhancing the use of social media to encourage graduate participation in tracer studies and recommends ongoing professional development for faculty to improve educational programs and prepare graduates with highly employable skills. Addressing job satisfaction disparities may require targeted interventions to improve educational programs, expand career development opportunities, and foster supportive work cultures tailored to each graduating class's needs. (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)

Previous research has assessed school facilities, administrative expenditures and curriculum and their relative contributions to students’ cognitive learning outcomes. This suggested the need to investigate further how these predictors may impact students’ affective and psychomotor outcomes. The current research studied the combined and relative prediction of school facilities, administrative expenses and curriculum on students’ overall cognitive, affective and psychomotor learning outcomes in public secondary schools. A cross-sectional research design was employed in this study, involving 87 school administrators (...) and a randomly selected group of 915 senior secondary class II (SS2) students. For data collection, we utilised the School Inputs Questionnaire (SIQ) and Educational Outcomes Questionnaire (EOQ), both developed by the researchers and validated through expert assessments, including content validity, Exploratory Factor Analysis (EFA) for dimensionality, Confirmatory Factor Analysis (CFA) for goodness of fit, and reliability using Cronbach's alpha. The results of these assessments demonstrated acceptable outcomes aligned with international standards. Hierarchical regression analysis was conducted to analyse the collected data. The findings indicated that enhancing the provision of quality school facilities, administrative expenses, and school curricula improved students' overall cognitive, affective, and psychomotor learning outcomes. Specifically, administrative expenses and school curriculum had significant predictive power for students’ overall cognitive, affective, and psychomotor learning outcomes. However, while school facilities significantly predicted students' overall, affective, and psychomotor dimensions, they did not significantly predict the cognitive dimension. These findings offer valuable insights for policymakers and educators aiming to enhance the educational quality in public secondary schools. (shrink)

Abstract: The research also aims at identifying the differences between respondents as attributed to their professional and personal traits of age, gender, educational level, distribution of department, dispute resolution experience and representation party. Researchers adopted mixed data collection methods; quantitative and qualitative. For qualitative, a semi-structured interview was conducted with (9) officials including management, staff unions and expert external mediators. (63) Questionnaires were distributed to a systematic random sample population; (56) were received, with a response rate 88.9%. The results (...) proved that there are no significant differences among respondents attributed to personal and professional traits of age, academic background, gender, department, years’ of experience, educational degree and representation party. The research has presented some recommendations concerning the factors affecting the mediation outcomes of workplace disputes resolution. The recommendations include: Selecting expert mediators to deal with multi-culture groups. Ensuring equal gender representation in working groups, teamwork and committees and encouraging female participation in mediation processes to resolve dispute at work place. Developing the mediation schema in a way that empowers the mediator to increase her/his ability to lead and establish compromise solutions for workplace disputes. (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)

Patients’ knowledge of hypertension and treatment has been found to affect health outcomes of hypertension. This study aimed to assess the impact of therapeutic patients’ education on knowledge of hypertension and lifestyle/dietary modification among hypertensive patients in Nigeria. The study was conducted among 317 hypertensive patients randomized into controlled and intervention groups (158 vs 159, respectively) between March 2021 and February 2022. Baseline knowledge of the patients was assessed and intervention was provided for the intervention group with a structured (...) educational program at a baseline and six months. Descriptive data were presented with a frequency table in percentage while the chi-square test and univariate logistic regression were used to determine the association between categorical variables. Out of the total 318 patients, 275 completed the study (response rate: 86.8%) with 136 in the control group and 139 in the intervention group. The mean age of the patients was 59.5 (±12.5) and patients >60 years (49.5%) were the most frequent age category. The baseline knowledge score of hypertension was 9.8 (±2.6) and 9.3 (±2.6) on a scale of 16 points in the control group and intervention group, respectively (P=0.060) while at six months 11.9 (±2.3) vs 10.8 (±2.4) (P<0.001) and 12 months 12.6 (±2.5) vs 9.5 (±2.0) (P<0.001), respectively. Knowledge of lifestyle/dietary modification in the control group and intervention group at baseline was 7.0 (±2.1) and 6.6 (±2.0), respectively, while at six months 7.5 (±1.5) vs 9.9 (±1.3) (P<0.001) and at 12 months 7.2 (±1.5) vs 10.4 (±1.2), respectively. Marital status, body mass index, and family history of hypertension were associated with knowledge of hypertension and lifestyle/dietary modification (P<0.001). The educational intervention provided was associated with a significant improvement in knowledge of hypertension and lifestyle/dietary modification. The marital status of the patients, body mass index and family history of hypertension influenced patients’ level of knowledge. (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)

Higher education institutions are mining and analyzing student data to effect educational, political, and managerial outcomes. Done under the banner of “learning analytics,” this work can—and often does—surface sensitive data and information about, inter alia, a student’s demographics, academic performance, offline and online movements, physical fitness, mental wellbeing, and social network. With these data, institutions and third parties are able to describe student life, predict future behaviors, and intervene to address academic or other barriers to student success (however (...) defined). Learning analytics, consequently, raise serious issues concerning student privacy, autonomy, and the appropriate flow of student data. We argue that issues around privacy lead to valid questions about the degree to which students should trust their institution to use learning analytics data and other artifacts (algorithms, predictive scores) with their interests in mind. We argue that higher education institutions are paradigms of information fiduciaries. As such, colleges and universities have a special responsibility to their students. In this article, we use the information fiduciary concept to analyze cases when learning analytics violate an institution’s responsibility to its students. (shrink)

Abstract: The integration of Artificial Intelligence (AI) into educational technology has revolutionized learning through Intelligent Tutoring Systems (ITS). These systems harness AI to deliver personalized, adaptive instruction that caters to individual student needs, thereby enhancing learning outcomes and engagement. This paper explores the evolution and impact of ITS, highlighting key AI technologies such as machine learning, natural language processing, and adaptive algorithms that underpin their functionality. By examining various case studies and applications, the paper illustrates how ITS have (...) transformed traditional educational practices and identifies the challenges and limitations associated with their implementation, including data privacy concerns and system biases. The discussion also extends to future directions in ITS development, emphasizing emerging trends and potential advancements. Ultimately, this paper aims to provide a comprehensive understanding of how ITS leverage AI to enhance educational experiences and propose pathways for future research in this dynamic field. (shrink)

It has been demonstrated that parental involvement in a student's academic life improves the student's performance. Assisting with schoolwork, joining in extracurriculars, and talking to teachers are all examples of ways to get involved in the classroom. Parents who are actively interested in their children's education have been linked to improved academic performance, improved school attendance, and increased participation in advanced courses. Increased parental participation has been linked to improved school attitudes and increased academic motivation in children. A student's academic (...) performance may be hindered by socioeconomic or familial problems, yet parental participation can act as a buffer against these influences. Efforts to engage and assist parents in their child's education can have a long-lasting, beneficial effect on a student's academic and personal development, and parents' involvement plays a substantial role in students' academic outcomes. (shrink)

This essay develops a new conceptual framework of science and engineering ethics education based on virtue ethics and positive psychology. Virtue ethicists and positive psychologists have argued that current rule-based moral philosophy, psychology, and education cannot effectively promote students’ moral motivation for actual moral behavior and may even lead to negative outcomes, such as moral schizophrenia. They have suggested that their own theoretical framework of virtue ethics and positive psychology can contribute to the effective promotion of motivation for self-improvement (...) by connecting the notion of morality and eudaimonic happiness. Thus this essay attempts to apply virtue ethics and positive psychology to science and engineering ethics education and to develop a new conceptual framework for more effective education. In addition to the conceptual-level work, this essay suggests two possible educational methods: moral modeling and involvement in actual moral activity in science and engineering ethics classes, based on the conceptual framework. (shrink)

What level of government subsidy of higher education is justified, in what form, and for what reasons? We answer these questions by applying the hypothetical insurance approach, originally developed by Ronald Dworkin in his work on distributive justice. On this approach, when asking how to fund and deliver public services in a particular domain, we should seek to model what would be the outcome of a hypothetical insurance market: we stipulate that participants lack knowledge about their specific resources and risks, (...) and ask what insurance contracts they would take out to secure different types of benefit and protection in the domain in question. The great benefit of the hypothetical insurance approach is that it allows us to take apparently intractable questions about interpersonal distribution and transform them into questions about intrapersonal distributions: that is, questions about how an individual would choose to distribute risks and resources across the various lives that they might end up living, in light of their individual ambitions and preferences. Applying this approach to higher education, we argue that the UK model of higher education funding in which the costs of an individual's higher education are shared between general taxation and the individual herself, with the latter element to be paid retrospectively through an income-contingent state-backed loan, is vindicated as just. In particular, we argue that it is more just than alternatives such as a graduate tax, full funding through general taxation, and full privatisation. (shrink)

Taking equality seriously means that we ought to consider the ways in which persons are not only unfairly advantaged or disadvantaged from the start – e.g., through genetic inheritance, wealth, or a parent’s educational background – but also how opportunities and rewards that result from these basic inequalities are later exacerbated in the distribution of goods and opportunities. The basic point of equality as a normative principle is not that everyone have similar things or achieve similar outcomes, that (...) would be undesirable both for reasons having to do with individual liberty as well as social need. (shrink)

Understanding quantitative research instrumentation is critical for advancing educational research, both theory and practice since it contributes to the accuracy and credibility of research findings (Creswell & Plano Clark, 2017; DeVellis, 2017; Streiner et al., 2014). Using inappropriate or poorly designed instruments can result in inaccurate or unreliable data, compromising the quality of the research findings and limiting the research's usefulness. Understanding the appropriate use of quantitative research instruments is critical from a theoretical standpoint for ensuring that research questions (...) are answered accurately. Researchers (pre-service teachers, in-service teachers, teacher educators, and educational leaders) can get high-quality data that can be used to create and test theories in a particular field by selecting and designing the relevant instrument. Furthermore, using reliable and valid quantitative research instruments can boost the credibility of research findings and aid in developing new research questions and hypotheses. From a practical perspective, understanding quantitative research instrumentation can improve the quality of research practice. Researchers can ensure that the data acquired is accurate and reliable by selecting and creating appropriate instruments, which can help to guide decision-making in a particular subject. Furthermore, reliable and valid instruments can guide policy decisions, program development, and evaluation, resulting in more effective interventions and better outcomes. Where and How to Begin? The choice of research instrument depends on the research question, the nature of the phenomenon being studied, and the available resources (Bryman, 2016; Creswell, 2014; Dörnyei, 2007; Hair et al., 2014). Researchers can acquire accurate and valid data to answer their research questions and contribute to the knowledge base in their field by carefully selecting and building instruments. In education and the social sciences, quantitative research frequently involves using various instruments or tools to collect and analyze data. (shrink)

Publication date: 29 September 2016 Source: Author: Samy S. Abu Naser, Mazen J. Al Shobaki, Youssef M. Abu Amuna This paper aims to measure knowledge management maturity in higher education institutions to determine the impact of knowledge management on high performance. Also the study aims to compare knowledge management maturity between universities and intermediate colleges. This study was applied on five higher education institutions in Gaza strip, Palestine. Asian productivity organization model was applied to measure Knowledge Management Maturity. Second dimension (...) which assess high performance was developed by the authors. The controlled sample was. Several statistical tools were used for data analysis and hypotheses testing, including reliability correlation using Cronbach’s alpha, “ANOVA”, Simple Linear Regression and Step Wise Regression. The overall findings of the current study shows that maturity level is in the second level. Findings also support the main hypothesis and it is sub- hypotheses. The most important factors effecting high performance are: Processes, knowledge management leadership, People, knowledge management Outcomes. Furthermore the current study is unique by the virtue of its nature, scope and way of implied investigation, as it is the first comparative study between universities and intermediate colleges in Gaza Strip that explores the status of knowledge management maturity using the Asian productivity Model. (shrink)

The present study aimed to examine how to improve the effectiveness of moral exemplar-applied interventions based on the pillars of the Self-Determination Theory (SDT) framework, autonomy, competence, and relatedness. Past research has mainly focused on the relatedness and attainability of moral exemplars for predicting motivation outcomes. The data for this study consisted of synthesized data sets from previous studies examining the motivational impacts of distinct moral exemplars and intervention methods. The main syntheses for these data sets used Multilevel Modeling (...) (MLM) focusing on relatability, attainability, and intervention methods, corresponding to relatedness, competence, and autonomy in the SDT, respectively, as predictors. In general, there was a significant interaction effect between the attainability or relatability, and the intervention method. Autonomous instruction methods, which support autonomy, were demonstrated to boost motivational outcomes. Implications from this study support the employment of SDT to examine the use of moral exemplars in moral education and were consistent with previous exemplar studies. (shrink)

In this paper, I examine why moral exemplars are useful and even necessary in moral education despite several critiques from researchers and educators. To support my point, I review recent AI research demonstrating that exemplar-based learning is superior to rule-based learning in model performance in training neural networks, such as large language models. I particularly focus on why education aiming at promoting the development of multifaceted moral functioning can be done effectively by using exemplars, which is similar to exemplar-based learning (...) in AI model training. Furthermore, I discuss the potential limitations and issues related to exemplar-applied moral education with findings from recent studies in AI research raising concerns about model biases and toxic outcomes. I attempt to propose ways to address the concerns regarding employing moral exemplars as well. As remedies, I suggest that autonomy-supporting deliberative and reflective learning processes should be utilized. Furthermore, based on the discussion, I examine how macroscopic socio-cultural aspects influence the effectiveness of exemplar-applied moral education. Suggestions for moral educators and future directions for research in moral education are briefly discussed. (shrink)

Technology-enhanced learning settings are changing quickly and complexly in the contemporary digital era, making it possible for students with disabilities to learn more effectively than before. The words "multisensory" and "media" together, however, suggest that this strategy entails incorporating several sensory modalities in educational media to improve learning experiences for children with disabilities. It can entail integrating visual, aural, tactile, and kinesthetic elements to meet various learning requirements and styles. This article examines how Mulsemedia, one of these cutting-edge technologies, (...) enhances learning methodologies, improving the teaching and learning of unique pedagogies and emphasizing teaching and learning-related modules for students with special needs. The researchers used a qualitative research design to understand and review the ten papers with secondary data based connected to mulsemedia in special education: A novel teaching approach for the next generation. The article also describes the extremely encouraging outcomes of case studies conducted with engineering students with disabilities in several schools in India. This critical article finds that multimedia-enhanced instruction significantly improves special students' learning experiences and ability to learn new information for future development. (shrink)

Defining the purposes of engineering ethics education (EEE) is paramount for the engineering education community, and understanding the purposes of EEE can be a catalyst for actively involving students in the learning process. This chapter presents a conceptual framework for systematically describing and comparing various approaches to the purposes of EEE. Such a framework is inherently embedded with a tension between a normative approach and a pragmatic approach regarding the purposes of EEE. The normative approach focuses on what the purposes (...) of EEE should be, an ‘ideal world’ scenario, given the needs of the engineering profession and of society at large. Conversely, the pragmatic approach starts from the question ‘What can be achieved through educational practice?‘ and results from ‘actual world’ situated outcomes of stakeholder negotiations. The authors’ framework balances these. They – scholars from diverse cultural backgrounds – assert that the purposes of EEE are socially constructed and vary from country to country based on unique historical, political, and cultural contexts. Their framework embraces both the individualistic and holistic aspects of EEE, incorporating perspectives from both Western and non-Western traditions. It identifies six purposes of EEE (knowledge, actions, personal traits, relationships, etc.), aligning these with examples (e.g., moral knowledge, desirable actions, ethical skills or competencies, care ethics, etc.) and theoretical frameworks (moral epistemology, moral psychology, virtue ethics, objects or qualities of relations, etc.). It is problematic and potentially dangerous when engineering educators design ethics-learning activities without critically examining the purposes of these activities and assessing whether these purposes are justified for educating ethically and professionally competent engineers. This chapter provides tools to help avoid such pitfalls. (shrink)

Embedding ethics modules within computer science courses has become a popular response to the growing recognition that CS programs need to better equip their students to navigate the ethical dimensions of computing technologies like AI, machine learning, and big data analytics. However, the popularity of this approach has outpaced the evidence of its positive outcomes. To help close that gap, this empirical study reports positive results from Northeastern’s program that embeds values analysis modules into CS courses. The resulting data (...) suggest that such modules have a positive effect on students’ moral attitudes and that students leave the modules believing they are more prepared to navigate the ethical dimensions they’ll likely face in their eventual careers. Importantly, these gains were accomplished at an institution without a philosophy doctoral program, suggesting this strategy can be effectively employed by a wider range of institutions than many have thought. (shrink)

This systematic literature review investigates critical factors influencing the use of Information and Communication Technologies (ICT) in teaching and learning environments. Drawing upon existing research, the study examines key themes including teacher attitudes and beliefs, professional development, infrastructure, and pedagogical integration. Findings indicate that positive teacher attitudes towards ICT and effective professional development programs are essential for successful technology integration. Moreover, the availability of reliable infrastructure, such as internet connectivity and hardware, plays a vital role in facilitating equitable access to (...) ICT resources. Pedagogical integration emerges as a crucial aspect, with aligning technology use with instructional objectives and fostering active, student-centered learning experiences identified as key strategies. Innovative pedagogical approaches, including inquiry-based learning and flipped classrooms, leverage ICT to enhance engagement and learning outcomes. The study highlights the interconnectedness of these factors and underscores the importance of addressing them holistically to optimize the educational benefits of ICT integration. By informing evidence-based practices and policy recommendations, this research aims to support educators, policymakers, and stakeholders in enhancing teaching and learning outcomes in the digital age. (shrink)

Purpose: This study aimed to explore the practices of secondary public school teachers in preparing for classroom observation amidst the new normal of education. The emphasis of this study was drawn from the central question, "What are the practices of secondary public school teachers in preparing for classroom observation amidst the new normal of education?". Research Methodology: This study used a qualitative research design. It employed a phenomenology design to explore the practices of secondary public school teachers in preparing the (...) new normal classroom observation. Results: Teachers believe that classroom observation is a measuring tool for achieving their professional goals or performance level. They also think that classroom observation can evaluate and assess the students' learning outcomes effectively and efficiently. Limitations: This study was limited to 22 secondary public school teachers in Cagayan, Philippines. Contribution: It can be helpful for teachers to improve their teaching techniques, strategies, methods, and instructional materials to be used amid this new normal of education. (shrink)

Although current educational priorities tend to avoid strong moral positions, one of the world's most venerable yet persistently influential moral traditions not only lays out a number of major moral principles but also incorporates them into its pedagogy. Confucius teaches us about the importance of seeking knowledge, learning how to learn, applying ancient wisdom to contemporary situations, valuing virtue over material gain, following the Golden Rule, and living by our principles. He also has ways of assessing his own students' (...) progress in these matters. Confucius' pedagogy is an interesting model to consider and contrast with contemporary models. This chapter introduces these principles and assessments from the Analects and draws out some comparisons to and contrasts with two alternative theories in western moral thought, Augustine and John Dewey. -/- The accepted version of the paper is included here. Pagination does not match the published version. (shrink)

There are contradictory results regarding how students' learning outcomes can be predicted by various family and community inputs among previous studies, creating an evidence gap. Furthermore, previous studies have mostly concentrated on the cognitive aspect of students' learning outcomes, ignoring the affective and psychomotor dimensions, creating key knowledge gaps. Bridging these gaps, this predictive correlational study was conducted to understand how cultural capital, parental involvement (family inputs), support for schools, security network and school reforms (community inputs) jointly and (...) partially predict students' overall, cognitive, affective and psychomotor learning outcomes in the context of Calabar Education Zone, Nigeria. A random sample of principals (?? = 78) and students (?? = 915) recruited through a multistage approach, participated in the study. Data were collected through the physical administration of three sets of questionnaires designed by the researchers. The psychometric properties of the questionnaires (such as validity, dimensionality, reliability and goodness of fit) were all analysed and found acceptable based on pilot data. Data analysis was performed using SPSS version 27 and AMOS version 26 software. Results from the main study proved, among others, that family inputs (family social capital and parental involvement) jointly and individually had a significant contribution to students' overall, cognitive, affective and psychomotor learning outcomes. Similarly, community inputs (support for school, security network and school reforms) have significant composite and partial contributions to students' overall, cognitive, affective and psychomotor learning outcomes in public secondary schools. This result implies that parents and host community leaders must strengthen their partnerships with secondary schools and contribute their quota to institutions' curricular and co-curricular activities. (shrink)

Background: Previous studies assessing students’ learning outcomes and identifying contributing factors have often dwelt on the cognitive domain. Furthermore, school evaluation decisions are often made using scores from cognitive-based tests to rank students. This practice often skews evaluation results, given that education aims to improve the three learning domains. This study addresses this gap by assessing the contributions of four students’ input to their cognitive, affective and psychomotor skills (CAPs). Methods: A cross-section of senior secondary class II students (n (...) = 870), sampled through the multistage procedure, participated in a physical survey. Students’ Inputs Questionnaire (STIQ) and Learning Outcomes Questionnaire (LOQ) were used for data collection. Based on data obtained from a pilot sample (n = 412), principal axis factoring (PAF) was performed to assess the internal structure of the instruments following an oblique rotation. The KMO value of sampling adequacy were 0.88 and 0.94, while the Bartlett’s test of sphericity were significant χ2 (253) = 5,010; p < 0.001 and χ2 (105) = 3693.38, p < 0.001 for the STIQ and LOQ, respectively. Confirmatory factor analysis was used to assess the models’ acceptability based on the maximum likelihood estimation technique. The main study used hierarchical linear regression for data analysis. Results: Findings indicated that innate ability, health, motivation and social capital relatively and cumulatively predicted students’ overall, cognitive, affective and psychomotor learning outcomes. The proportion of variance explained by the predictors increased at different levels of the models with the addition of new variables. Students’ social capital reduced the effect of students’ innate ability regardless of their motivation and health status. Conclusion/implication: This study has provided evidence that the four students’ inputs are crucial predictors of their learning outcomes in the three domains. This result is helpful for school management to provide services aimed at improving the school climate for students’ motivation and social capital. The result can provide policymakers with a proper understanding of the constituents of learning outcomes and how policies can be aligned to secure quality student inputs for maximum productivity in education. (shrink)

Purpose of this article is to describe the development of a pedagogical research approach entitled reflective documentation. Context for this inquiry is an Erasmus+ project entitled Pedagogy of Imaginative Dialogues (PIMDI). The practical examples are drawn from the PIMDI project. For fuller appreciation of the multimodal nature of reflective work and reflective documentation, we have created an exposition on Research Catalogue portal. As the outcome of this artistic pedagogical research project, we propose that reflective documentation can be seen in connection (...) with artistic research and visual ethnography as an open-ended process, without the traditional requirement to show what really happened. (shrink)

Inspiration has an important role in design education. Searching existing design examples is a widely-used practice for inspiration. There are two different approaches regarding exposure of examples in design process. Some researchers claim that examples can inspire designers and increase the originality of outcomes, while other researchers highlight that examples cause fixedness to their features as a negative effect for creativity. The aim of the study is to analyse different modalities of examples, such as text, photograph, diagram, object as (...) stimulation and to examine the impact of quantity, abstraction, proximity and method on each modality in design education. The paper reviews empirical studies of idea exposure from the existing literature and summarizes results relevant to understanding the effects of the design examples. Overall, to avoid the potential negative effect of using examples in different modalities, designers could pay attention quantity, abstraction, and proximity of examples for each modality. (shrink)

The relationship between space and human occurs through the actions performed with the body. The abstraction study as an exploration of the body is one of the significant practices for first-year design students. However, there are not enough investigations for design students regarding body, space and basic design principles. This paper aims to explore the potentiality and limitations of the body-abstraction process by comparing the impact of two different educational models on students' perception and improvement. The applied methodology includes (...) comparing two design processes of the basic design course depending on parameters: Given example, source of the video, type of movement, the number of the selected-used scenes, mode of sketching, the method for production, requested outcome, the scale of the study, the material of models and critique of the video. The results present that the activation of the body through mental practice, drawing and modelling stages is critical to understand its abstract and spatial capabilities. The realisation of the potentials in the relationship between body and abstraction in spatial perception would enable us to create an advanced design process addressing more original concepts. (shrink)

This paper examines the innovative application of Artificial Intelligence (AI) to simulate real-time historical what-if scenarios, exploring its potential for creating immersive and engaging educational experiences. AI-driven simulations could revolutionize the way history is taught, allowing users to engage directly with alternative historical outcomes. By exploring possible scenarios—such as different outcomes for major events like World War II or the Cuban Missile Crisis—students and educators can gain deeper insights into historical processes. This paper discusses the methodologies behind (...) AI-driven historical simulations, the technical and ethical challenges involved, and the future potential of this technology. (shrink)

The life of a teacher is not as smooth as many may assume, as reports underscore the myriad challenges faced by educators both locally and internationally. This study aims to delve into the coping strategies employed by teachers within their profession. Utilizing a qualitative case study approach, this research engaged ten (10) junior high school teachers from the Department of Education (DepEd) as participants. Thematic analysis revealed eight (8) key themes encapsulating teachers' coping mechanisms within DepEd, including active coping, positive (...) coping, flexible coping, support group systems, acceptance, avoidant coping, commitment to personal growth, and emotional drivers and motivators. These themes shed light on the diverse array of coping strategies utilized by teachers over time. Categorized into two overarching meta-themes, constructive and non-constructive coping strategies emerged, with the former, encompassing active coping, positive coping, flexible coping, support group systems, acceptance, commitment to personal growth, and emotional drivers and motivators, being the predominant coping mechanisms fostering long-term improvement. Conversely, the latter, represented by avoidant coping, offers short-term relief but may lead to counterproductive outcomes. This study advocates for the development and implementation of a psychosocial training program aimed at enhancing teachers' well-being and resilience within their profession. (shrink)

How do we prepare engineering students to make ethical and responsible decisions in their professional work? This paper presents an approach that enhances engineering students’ engagement with ethical reasoning by simulating decision-making in a complex scenario. The approach has two principal inspirations. The first is Anthony Weston’s scenario-based teaching. Weston’s concept of a scenario is a situation that changes in response to choices made by participants, according to an inner logic. Scenarios can dynamically explore open-ended complex problems without imposing predetermined (...) results, allowing students to apply their ethical reasoning in a more realistic fashion. The second inspiration is Thi Nguyen’s theory of games. According to Nguyen, games are the “art of agency,” meaning that they provide a structure under which some result is agreed to be valuable, along with prescribed ways of achieving that result, in a relatively low-stakes and temporary social arrangement. By playing many games, Nguyen argues, we can develop a “library of agency,” that is to say, a set of values and means to achieving them that can inform how we make high-stakes decisions in real life. Engaging with carefully designed game scenarios, then, can enable students to practice making ethical decisions within a structured framework, which unfolds in response to their choices, while their decisions are driven by some defined goal. This roleplaying game–based approach thus allows students to build their own ethical libraries of agency, in preparation for professional decision-making. The approach is illustrated using a specific example recently deployed in a seminar on engineered living materials (building materials that incorporate living tissues). The scenario uses techniques from tabletop roleplaying games (e.g. Dungeons & Dragons) for outcome resolution, adventure design, and character creation. Through the game, students practice making difficult decisions in a humanitarian context. (shrink)

This research aims to determine the effectiveness of the self-directed learning model and the discovery learning model assisted by focusky media on the historical analysis abilities and learning outcomes of students in history subjects. This type of research is a quasi-experiment with a sample size of 65 students at SMA Negeri 1 Bangorejo. The results of the t-test of historical analysis ability and learning outcomes, it shows that there is a significant difference with the difference in the average (...) posttest score for historical analysis ability 2.733 and the difference in the average posttest score for learning outcomes 3.059. Then, the historical analysis effectiveness test, it shows a medium category of 0.050, while the learning outcomes show a medium category of 0.053. This shows that experiment class 1 is better than experiment class 2 and the self-directed learning model has proven to be effective in improving historical analysis skills and learning outcomes. (shrink)

The philosophy is an important factor of education policy like the religion, heritage, culture and customs of the society .It concerns on the mind and its implication in our daily life. Philosophy focus on Logic, Science, Epistemology, Ethics and Esthetics which are important branches of human thoughts. During the human history, philosophy organizes education and the societies revert to philosophy to regulate education policy. In ancient time, Plato and Aristotle’s educational policy was established for Athens. For the Medieval, Al-Kindi, (...) Al-Farabi, Al-Razi, Ibn Sina, Ibn Tufail, and Ibn Rushd contributed to setting education policy in Arab culture. John Locke, Jean-Jacques Rousseau, Karl Marx and John Dewey elaborated philosophical theories of education. Philosophy contributes to: suggesting education goals, provide the learning outcome, classification of topics and learning activities in educational institutions , and proposes an educational curriculum. In this research, I will address these factors focusing on the fact that our present civilized societies need a philosophical dimension in organizing education policy. I will rely on philosophical theories, as well as contemporary studies that have been written on education policy in developed countries. (shrink)

The first year of design education is essential for students as it is their initial interaction with the design process. Awareness of the body through dance has the potential to reveal bodily experience in space. Abstraction of embodied experience contributes to realising the significance of the body and its analytical dimension for spatial and structural design. This study investigates the impact of embodied experience and abstraction on the architectural design process and the outcome through correlation and regression analysis. We observed (...) that increasing awareness of the space through bodily movement and its drawn representation positively impacted students’ success in architectural design. Also, the measures related to space and structure mainly advanced students’ success in the final design. However, the association of the abstraction process with the final design remained limited. The study’s contribution is the systematic and statistical evaluation of the relationship between body, movement, abstraction and architectural design by constructing a set of measures from various stages of the design studio. We hope our research will provide a basis for the upcoming discourse. (shrink)

The deep influence of affectivity on learning is now widely acknowledged (Keefer et al., 2018; Sánchez-Álvarez et al., 2021). For instance, it has been shown that affect influences key learning-relevant processes, such as motivation, perception, behavior, and critical thinking (Izard, 2002; Mayer & Salovey, 1997). Evidence also shows that emotion and mood strongly influence attention, which in turn drives learning and memory (Elbertson et al., 2010; Elias et al., 1997). Intersubjective phenomena, such as the degree of affection and respect between (...) child and teacher, also affect the child’s learning processes, academic outcomes, and brain development (Kusché & Greenberg, 2006; Ryan & Patrick, 2001). However, the relevant literature is not paying attention to increasing evidence showing that affective phenomena are rooted in interoceptive and homeostatic self- and co-regulatory processes within and between people’s living bodies (Barrett, 2017; Carvalho & Damasio, 2021; Craig, 2015, 2018; Fotopoulou et al., 2022; Fotopoulou & Tsakiris, 2017; Seth & Friston, 2016). In this theoretical chapter, we explore this connection and its importance for learning. We argue that affective experience plays a fundamental role in learning, and that affective experience is rooted in the homeostatic self-/co-regulation of living bodies. Therefore, the homeostatic self-/co-regulation of living bodies plays a fundamental role in learning. In other words, there is an intra- and interpersonal somatic dimension of learning that demands explicit consideration in educational contexts. In this way, we aim to contribute to an understanding of learning and education that moves away from an individualistic, brain-centered information-processing conception toward one centered on sentient, interdependent living bodies. (shrink)

This study assessed students’ perception of teachers’ effectiveness and learning outcomes in mathematics and economics in secondary schools of Cross River State, Nigeria. Two null hypotheses were formulated to direct the study. The factorial research design was adopted for the study. Cluster and purposive sampling techniques were however employed in selecting a sample of 1,800 students from the three education zones in Cross River State. “Students’ Perception of Teachers Effectiveness Questionnaire (SPTEQ)”, Mathematics Achievement Test (MAT), and Economics Achievement Test (...) (EAT) were used as instruments for data collection. Reliability estimates of .86, .91, and .81 were obtained for the three instruments using Cronbach alpha. Collected data were analysed using descriptive statistics while the research question was answered and the null hypothesis tested using Pearson Correlation matrix and multiple regression analyses (where applicable), with the aid of Minitab v18. Findings revealed amongst others that, there is a significant composite influence of students’ perception of teachers’ motivational skills, teaching methods, relationship with students, and communication level on learning outcomes in Mathematics (F = 142.46, p < .05) and Economics (F = 150.31, p < .05) respectively. It was recommended amongst others that secondary school teachers should adopt motivational techniques such as praises, rewards, and smiles, in strengthening the interest of learners during mathematics and Economics lessons. Keywords:. (shrink)

In this book we included 10 papers from academicians, teachers and research scholars on the philosophy of Sri Aurobindo that touches various aspects of his thoughts. The year-long celebrations to commemorate the 150th birth anniversary of Sri Aurobindo began from 15th August, 2021 in India and all over the world. This volume is also a part of this celebration. Before that we published a special volume of Milestone Education Review (The Journal of Ideas on Educational & Social Transformation) (ISSN: (...) 2278-2168), Year 12 (01-02), October 2021 on “Philosophy of Sri Aurobindo”. The Department of Philosophy and the Department of Political Science of P.G. Govt. College, Sector-46, Chandigarh organised an One-Day National Seminar on “Relevance of Philosophy of Nationalism of Sri Aurobindo in Contemporary India” on 14th October, 2022 sponsored by Indian Council of Philosophical Research (ICPR) New Delhi. This book is an outcome of that seminar. (shrink)

In the educational context, the necessity of recognizing the structure of relations among social and educational institutions by examining how individuals’ different social and cultural experiences affect the educational learning outcomes towards global digital communication. The current study examined the interplay of Social and Cultural Capital orientation, cognitive learning ability, and family background. The descriptive correlational research design was employed. It adopted two research instruments, namely the Social and Cultural Capital Questionnaire (SCCQ) and the Otis-Lennon Scholastic (...) Ability tests (OLSAT), to a total of 377 undergraduate college students of select universities in Indonesia. The results of the study showed that the respondents manifest a high level of social and cultural capital orientation, with literacy having the highest factor. Likewise, the respondents have an average cognitive level of ability. Test of difference showed that respondents whose parents with high educational achievement exhibit high social competence, social solidarity, cultural competence, and extraversion, social solidity, and extraversion. Similarly, fathers’ education is the single variable which spelled difference on the student’s cognitive ability implying students whose fathers have high academic qualification exhibit high cognitive ability. Test of relationship showed that literacy practices and global-cultural competence are correlated to students’ cognitive ability. Finally, family income is a predictor of students’ high level of cognitive ability and social and cultural capital orientation. The implications of the results were discussed within, and suggestions were made for future research. (shrink)

The present study examines how online instruction during the COVID pandemic impacted learning and performs a partial replication of a study by Hahn et al. (2012), which compared students’ testing outcomes of the Major Field Test in Business (MFTB) and the Comprehensive Business Exam (CBE). Our results find that online instruction during the 2020-2021 pandemic isolation period had no significant impact on pre- and post-COVID testing outcomes for either exam. It was further found that the question set employed (...) by the CBE exam appears to have changed from the pre- to the post-COVID testing timeframes, making this exam questionable for assurance of learning purposes when compared to prior year results. (shrink)

Abstract: This study focused on comparative assessment of the implementation of quality assurance mechanisms in educational management programme of federal and state universities in south-east, Nigeria. Four research questions and four null hypotheses guided the study. The study was carried out in the eight government-owned (3 federal and 5 state) universities in south-east that run educational management programme. The study adopted a survey research design on a population of eight heads of department. A 44-item researcher constructed questionnaire was (...) used to rate the implementation of quality assurance mechanisms as it relates to; moderation of examination, in-service professional development programmes, mock accreditation exercise, and infrastructural facilities. The instrument was validated by three experts, while a grand reliability index of 0.84 was obtained using crombach alpha reliability coefficient. Mean scores were used to answer the four research questions while t-test was used to test the four null hypotheses at 0.05 level of significance. The major findings of the study indicated that both federal and state universities in south-east implement the four mechanisms for quality assurance in educational management programme to a little extent. Though they both have implemented it to a little extent, the federal universities seem to record better implementation of these mechanisms compared to the state universities. This is supported by the outcome of research questions 3 & 4 as well as hypotheses 3 & 4. It was recommended among others that the National Universities Commission (NUC) should lay more emphasis on the state universities during the usual general/main accreditation exercise of institutions. This will reduce the differences that may exist in standard. Conclusions, implications and limitations of the study were made as well as suggestions for further studies. (shrink)

Given that the law is helpful, essential and non-separable with our lives, we surely would like to know the people that make laws and who practice in the legal profession. This query is the recent theme we have pursued in this and other related projects. The investigation has revealed a knowledge economy (savoir-faire) that has entwined law and the actions of law people, which growingly became edged to explain their behavior and moral and professional conduct. The expectation has been that (...) graduate law classes are for foreign lawyers who would return to their home country to work as international lawyers or as professors. That has long been deemed as a given; but the precise reality has not been previously unraveled. With this backdrop, the current paper purports to survey the status and performance of graduate law degree holders in US law school, to rank global law schools, and explore the implications and findings concerning the processes and outcomes of their missions. (shrink)

The ongoing pandemic caused by COVID-19 virus has paralyzed everyday life across the globe. To limit spread of infection, the Government of various countries issued a Nation-wide lockdown. With increase in COVID cases, more and more biomedical wastes were also produced. With a halt in manufacturing industries and automobiles plying, air pollution levels drops drastically and rare animal sightings were recorded by the media. Water Pollution levels were also recorded to be on the down trend. When schools are closed, children (...) and youths miss out on social contact that is essential to learning and development. Schooling provides essential learning and when schools close, children and youth are deprived of opportunities for growth and development. Due to sudden shift to online learning without any planning especially in countries like India, students seem to be losing interest due to low levels of attention span. New ways of delivery and assessments of learning outcomes will have to be adopted which opens immense opportunities for a major transformation in the area of curriculum development and pedagogy. (shrink)

This study aimed to examine the lived experiences of multilingual students in online distance learning during the height of the COVID-19 pandemic. The study utilized the qualitative research design - transcendental phenomenology and employed purposive sampling. The study participants were ten (10) multilingual students among Senior High School Students. A researcher-made questionnaire was reviewed by research experts and was used in individual interviews with the participants. The collected data through interviews underwent thematic analyses and triangulation. Based on the findings, the (...) model was developed through thematic analyses, the Basic Instructional Strategies Aiming to Address the Problems of Multilingual Students in Online Distance Learning MODEL (in the Filipino language: Batayang Instruksiyong estratehiya na Naglalayong Tugunan at Alamin (BINTA) ang mga suliranin ng mga multilinggwal na mag-aaral sa online distance learning) was developed. The BINTA Model represents the lived experiences of multilingual students in online distance learning in terms of the themes that emerged: lack of interaction and communication, difficulty in understanding technical terms, consistency of internet connection, and effective communication. This implies that the model can help improve these students' educational outcomes and experiences by providing appropriate instructional strategies tailored to the needs of multilingual students. Educators can help mitigate these students' challenges and difficulties in an online distance learning environment. Through this, educators can help ensure that multilingual students can engage with the material, participate fully in online discussions and activities, and ultimately achieve their learning goals. (shrink)

The small school movement originated in the democratic ideology of Deborah Meier, who sought to create schools that gave students, parents, teachers, and all stakeholders in the communities they served a voice in education. In New York City, Meier's vision was implemented haphazardly by a group of business and political elites able to pour millions of dollars into an initiative without carefully considering the complex interests involved in creating new small schools. According to this author, this lack of forethought placed (...) students and parents at an even greater disadvantage than had existed previously. It was thought that the creation of small schools of choice would provide students, parents, and families the most appropriate education for their children, and that free market practices would create an environment of increased accountability and transparency, which would improve educational outcomes for all students. The author argues that these measures failed to improve educational equity and opportunities for students, and that they also placed students most in-need at an even greater disadvantage, thus hurting the very children these laws were created to help. She supports this argument using a critique of neoliberalism in the context of education as defined by Michael Apple, John Rawls's original position, and the application of Rawls's position in an educational context by Barry Bull. (shrink)