Education Sciences

21 pages, 1592 KiB

Open AccessArticle

Integration of Sustainable Criteria in the Development of a Proposal for an Online Postgraduate Program in the Projects Area

by Mónica Gracia Villar, Roberto Marcelo Alvarez, Santiago Brie, Yini Airet Miró Vera and Eduardo García Villena

Educ. Sci. 2023, 13(1), 97; https://doi.org/10.3390/educsci13010097 - 16 Jan 2023

Cited by 2 | Viewed by 2489

Abstract

Regulatory dispersion and a utilitarian use of sustainability deepen the gap within the teaching–learning process and limit the introduction of sustainable criteria in organizations through projects. The objective of this research consisted in developing a sustainable and holistic educational proposal for an online [...] Read more.

Regulatory dispersion and a utilitarian use of sustainability deepen the gap within the teaching–learning process and limit the introduction of sustainable criteria in organizations through projects. The objective of this research consisted in developing a sustainable and holistic educational proposal for an online postgraduate program belonging to the Universidad Europea del Atlántico (UNEATLANTICO) within the field of projects. The proposal was based on the instrumentalization of a model comprised of national and international bibliographic references, resulting in a sustainability guide with significant improvements in relation to the reference standard par excellence: ISO 26000:2010. This guide formed the basis of a sustainability management plan, which was key in the project methodology and during the development of sustainable objectives and descriptors for each of the subjects. Lastly, the entities, attributes, and cardinal relationships were established for the development of a physical model used to facilitate the management of all this information within a SQL database. The rigor when determining the educational program, as well as the subsequent analysis of results as supported by the literature review, presupposes the application of this methodology toward other multidisciplinary programs contributing to the adoption of good sustainability practices within the educational field. Full article

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12 pages, 266 KiB

Open AccessArticle

Perceptions of and Reflections on Aesthetic Education Training from the Perspective of Taiwanese Preschool Educators

by Liza Lee and Pei-Ju Chao

Educ. Sci. 2023, 13(1), 96; https://doi.org/10.3390/educsci13010096 - 16 Jan 2023

Cited by 3 | Viewed by 2867

Abstract

Many studies have demonstrated that music has many benefits for children’s physical and mental development. However, many preschool educators have scant preparation for or a lack of experience in aesthetic education. The purpose of this study is to explore preschool educators’ perceptions of [...] Read more.

Many studies have demonstrated that music has many benefits for children’s physical and mental development. However, many preschool educators have scant preparation for or a lack of experience in aesthetic education. The purpose of this study is to explore preschool educators’ perceptions of and reflections on aesthetic education training. We conducted a survey associated with three aspects: “aesthetics appreciation”, “aesthetics implementation”, and “aesthetics evaluation”. The results of the study show the majority of participants agreed that (1) musical participation would strengthen participants’ attitudes toward aesthetic appreciation through proper aesthetic training programs and (2) musical engagement would benefit young children by enhancing their aesthetic experiences. The attitudes toward aesthetic implementation for young children were more favorable among the middle-aged and experienced participants; (3) musical activities are also a good way to improve young children’s aesthetic abilities, which helps to create an aesthetic atmosphere in educational practice. These results indicate that it is vital for preschool educators to receive the appropriate training in aesthetics and continuous assessment to provide high-quality early education to young children. Full article

(This article belongs to the Special Issue Music in Early Childhood and Pre-Primary Education)

28 pages, 8960 KiB

Open AccessArticle

The Concept of Observer in Science Teaching in Middle School: Pre-Instructional Knowledge as a Lever for Learning rather than an Obstacle

by Ben Stein, Hana Stein and Igal Galili

Educ. Sci. 2023, 13(1), 95; https://doi.org/10.3390/educsci13010095 - 16 Jan 2023

Cited by 2 | Viewed by 2482

Abstract

This study deals with the concept of the observer in science education, which is currently significantly diminished at school. In the first part, we review the theoretical perspective of the concept, regarding its historical role in physics knowledge, cognitive aspects of learning and [...] Read more.

This study deals with the concept of the observer in science education, which is currently significantly diminished at school. In the first part, we review the theoretical perspective of the concept, regarding its historical role in physics knowledge, cognitive aspects of learning and the relevant curricular situation. The second part of the study was devoted to the experiment, which included constructing new materials to facilitate interpretation of physical situations by inertial and non-inertial observers in teaching students in middle schools. The impact of the experimental teaching was assessed by an open questionnaire addressing content knowledge and affective perception of the new material. The significant positive results obtained testify to the feasibility of such innovative teaching. It has a strong advantage in comparison with the regular teaching in the control group. The implication of the study could be significant changes which would upgrade school physics curricula. The explicit inclusion of the inertial forces—instead of banning them, as currently practised—maturates the physics knowledge of school students while resonating with their naive views on the subject. Full article

(This article belongs to the Special Issue Innovative Research Based Educational Proposals in Physics Education)

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25 pages, 1429 KiB

Open AccessSystematic Review

Investigating the User Interface Design Frameworks of Current Mobile Learning Applications: A Systematic Review

by Masyura Ahmad Faudzi, Zaihisma Che Cob, Ridha Omar, Sharul Azim Sharudin and Masitah Ghazali

Educ. Sci. 2023, 13(1), 94; https://doi.org/10.3390/educsci13010094 - 16 Jan 2023

Cited by 13 | Viewed by 9080

Abstract

Online learning has replaced traditional face-to-face classroom instruction in the educational system. Learning via mobile, or mobile learning, is one of the solutions that most learners use since it is less expensive and easier to adopt on the go. However, in addition to [...] Read more.

Online learning has replaced traditional face-to-face classroom instruction in the educational system. Learning via mobile, or mobile learning, is one of the solutions that most learners use since it is less expensive and easier to adopt on the go. However, in addition to hindering information transfer, issues such as small screen size and bad interface design can also make learning more cognitively demanding. This paper presents a systematic literature review on the user interface design of mobile learning applications based on the preferred reporting items for systematic reviews and meta-analyses approach. Articles selected for this study were published after the COVID-19 outbreak, between 2020 and 2022. The goal of this research was to outline the current user interface design criteria and guidelines applied when designing a mobile learning application and explore how these factors affect the learner’s cognitive load. It also aimed to identify potential research gaps and future opportunities in the creation of a UID guideline/framework for mobile learning. The findings of this study may be used as a guideline for designers, developers, educators, instructors, and others who are interested in creating a mobile learning application that provides learners with an effective knowledge and mobile learning experience. Full article

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18 pages, 3459 KiB

Open AccessArticle

Aligning HE Pedagogical Innovation with VET, Industry, and Research Partnerships: Insights on the Demola Portugal Initiative

by Susana Amante and Rosina Fernandes

Educ. Sci. 2023, 13(1), 93; https://doi.org/10.3390/educsci13010093 - 16 Jan 2023

Cited by 4 | Viewed by 2495

Abstract

Academia–industry collaboration has been around for some time, but there has been a shift in both the education and workforce settings to work closely together, coordinating initiatives across all sectors, namely higher education (HE), vocational education and training (VET), and industry, in an [...] Read more.

Academia–industry collaboration has been around for some time, but there has been a shift in both the education and workforce settings to work closely together, coordinating initiatives across all sectors, namely higher education (HE), vocational education and training (VET), and industry, in an attempt to mutually drive innovation, provide opportunities to go from concept to action, encourage entrepreneurship, improve ICT use, and other equally important hard and soft skills, aiming to bridge the existing gap between the teaching–learning arena and the business world. Aware that the VET sector, HE, the government, and industry should be devoted to forging partnerships considered key to the development of research, leading to quality, more business, and ultimately, the economic and social well-being of society, a Consortium of 14 Portuguese Polytechnic Institutions engaged in an innovative pedagogical training program, “Learning based on co-creation processes,” a project within the Demola Portugal Initiative (2021–2023), and at the Polytechnic Institute of Viseu (IPV) with reference No. POCH-04-5267-FSE-000818. This training program, with its active methodologies, is then put into practice through the “Link Me Up—1000 Ideias” project. In our study, we will focus on the needs, expectations, and experiences of the IPV teaching staff and the vocational schoolteachers that participated in the training course. Through the analysis of questionnaires and e-portfolios of the participants in the first two editions (January–June 2021 and September 2021–February 2022), we intend to answer the following questions: (i) Which facilitation skills can be meaningfully used by the teachers participating in the (Demola) Pedagogical Innovation Training course at IPV? (ii) Which tools/platforms can enhance the students’ learning and collaboration among different team members, company representatives, and trainees/facilitators? The data collected confirm that the Demola Portugal Initiative provides an effective approach to bring HE closer to the labor market and keep pace with progress and innovation. Full article

(This article belongs to the Special Issue Teacher Professional Development and Sustainability)

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17 pages, 4709 KiB

Open AccessArticle

Innovative Higher Education Approaches for Power System Courses

by Ettore Bompard, Abouzar Estebsari, Andrea Mazza, Enrico Pons and Lorenzo Solida

Educ. Sci. 2023, 13(1), 92; https://doi.org/10.3390/educsci13010092 - 15 Jan 2023

Cited by 1 | Viewed by 2008

Abstract

Higher education plays a crucial role in modern society and in emerging energy systems, due to the rising complexity of the phenomena and the interplay among various layers (physical, cyber, social and economic). To cope with this context, universities need to develop new [...] Read more.

Higher education plays a crucial role in modern society and in emerging energy systems, due to the rising complexity of the phenomena and the interplay among various layers (physical, cyber, social and economic). To cope with this context, universities need to develop new visions and tools for education and training. Real-time simulation (RTS) is emerging as a novel and effective approach to analyzing power system aspects, and this characteristic can be effectively used in power system courses. Hence, after the presentation of the basics about the RTS, the paper will show the advantages of employing RTS for teaching activities. Finally, two examples of didactic activities involving RTS at Politecnico di Torino will be presented. In fact, RTS is part of both multi-disciplinary projects (where students with different backgrounds can face the issues affecting the protection and control of power systems) and the course “Electrical systems and safety”, where RTS is used to study the behavior of voltage transformers in saturation. Full article

(This article belongs to the Special Issue The Values and Risks of Emerging Technologies in Higher Engineering Education)

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13 pages, 254 KiB

Open AccessArticle

Factors Contributing to Teachers’ Self-Efficacy: A Case of Nepal

by Dhurba Bahadur Shah and Prakash C. Bhattarai

Educ. Sci. 2023, 13(1), 91; https://doi.org/10.3390/educsci13010091 - 15 Jan 2023

Cited by 3 | Viewed by 4566

Abstract

A key issue for teachers working in public secondary schools in Nepal is their confidence in their capability to complete the tasks associated with their professional activities. With this consideration, a study was carried out to explore the factors contributing to Nepali teachers’ [...] Read more.

A key issue for teachers working in public secondary schools in Nepal is their confidence in their capability to complete the tasks associated with their professional activities. With this consideration, a study was carried out to explore the factors contributing to Nepali teachers’ self-efficacy. To find out the factors, the study administered the NTSE tool, developed through the e-Delphi technique. A sample of 390 public school teachers was drawn from a population of 3427 teachers in the Kathmandu, Lalitpur, and Bhaktapur districts of Nepal. A cluster sampling technique was used to draw a local government body in each district. The exploratory factor analysis (EFA) was applied using a principal component matrix with varimax rotation. The EFA extraction was further validated by confirmatory factor analysis (CFA). The study found four factors, viz., efficacy in student engagement and efficacy in instructional preparation, which contribute to teachers’ self-efficacy in Nepali public schools. The study helps streamline teachers’ self-efficacy as a key psychological construct in their professional development opportunities, directly impacting students’ academic learning and achievement. Full article

(This article belongs to the Special Issue Teacher Professional Development and Sustainability)

14 pages, 1797 KiB

Open AccessArticle

Gamification in a News English Course

by Yi-Chien Wang

Educ. Sci. 2023, 13(1), 90; https://doi.org/10.3390/educsci13010090 - 14 Jan 2023

Cited by 5 | Viewed by 3239

Abstract

Studies examining the link between gamification and News English learning are scant. This study explored the effects of a gamified learning activity using the card games, slides, and learning sheets (CSCL) model on News English learning performance through a quasi-experimental mixed-methods study design. [...] Read more.

Studies examining the link between gamification and News English learning are scant. This study explored the effects of a gamified learning activity using the card games, slides, and learning sheets (CSCL) model on News English learning performance through a quasi-experimental mixed-methods study design. Pretests and post-tests and students’ self-reflections were employed to determine the students’ learning performance and responses to the activity. Gamification significantly and positively affected the experimental group’s (EG) News English learning performance, with the learning performance of both lower and higher achievers improving significantly. Furthermore, the EG participants regarded the activity to be a fun and interactive hands-on experience. Gamification was considered useful for content comprehension and vocabulary acquisition. The mechanisms through which the activity affected News English learning were analyzed, and implications for gamification application in News English and further research are presented. Full article

(This article belongs to the Special Issue Game-Based Learning and Gamification for Education)

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18 pages, 266 KiB

Open AccessArticle

How to Cultivate the Modern Self: Development of the Concept of Mental Discipline in the University History of the United States

by Chun-Ping Cao, Si-Jing Liu and Yi-Ming Ren

Educ. Sci. 2023, 13(1), 89; https://doi.org/10.3390/educsci13010089 - 13 Jan 2023

Viewed by 3057

Abstract

The development of the concept of mental discipline can be understood from three clues, as a puritanical phenomenon, as a phenomenon rooted in the classics, and, on the other hand, as one rooted in faculty psychology. The aim of this research is to [...] Read more.

The development of the concept of mental discipline can be understood from three clues, as a puritanical phenomenon, as a phenomenon rooted in the classics, and, on the other hand, as one rooted in faculty psychology. The aim of this research is to explore whether there has been a fracture in the evolution of the concept of mental discipline and explain how and why it evolved in three stages. Centered on three figures, Timothy Dwight, William Torrey Harris, and Irving Babbitt, it can be found that mental discipline evolved into three contexts during its development. Harris’s ideas, to a large extent, reflected his absorption of the ideas of Hegelianism and the transcendental philosophy of Kant, and they also included Unitarianism. Babbitt hoped to solve the problem of how the general will formed by the individual of modern society not only guaranteed the public interest but also avoided excessively eroded individual spiritual freedom. Babbitt’s issue horizon was similar to that of Harris, but they slightly differed. A brief overview of the research may imply that, using the perspective of intellectual history, mental discipline is no longer regarded as a static and continuous ideal but as a concept embedded in different contexts and facing different issue horizons. Full article

18 pages, 297 KiB

Open AccessArticle

Digital Learning and Digital Institution in Higher Education

by Mamdouh Alenezi

Educ. Sci. 2023, 13(1), 88; https://doi.org/10.3390/educsci13010088 - 13 Jan 2023

Cited by 73 | Viewed by 24327

Abstract

Higher education institutions are going through major changes in their education and operations. Several influences are driving these major changes. Digital transformation, online courses, digital-navy students, operational costs, and micro and nano degrees are just some examples of these influences. Digital technologies show [...] Read more.

Higher education institutions are going through major changes in their education and operations. Several influences are driving these major changes. Digital transformation, online courses, digital-navy students, operational costs, and micro and nano degrees are just some examples of these influences. Digital technologies show a range of tools selected to include formalized learning environments in teaching in higher education, and students utilize these tools to promote their learning. The Industrial Revolution 4.0’s technological growth has penetrated higher education institutions (HEIs), forcing them to deal with the digital transformation (DT) in all of its dimensions. As they enable us to characterize the various interrelationships among stakeholders in a digitally enabled context of teaching and learning, applying digital transformation techniques to the education sector is an emerging field that has attracted attention recently. The aim of this study is to provide an overview of the distinguishing features of the digital transformation implementation process that has occurred at higher education institutions. In addition, how digital learning can be seen as part of the ecosystem of modern higher education. Further study is necessary to determine how higher education institutions can comprehend digital transformation and meet the demands imposed by the fourth Industrial Revolution. Full article

(This article belongs to the Special Issue Innovative Strategies to Address Challenges of Online Teaching and Learning)

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12 pages, 1034 KiB

Open AccessArticle

Using Personal Learning Environments before, during and after the Pandemic: The Case of “e-Me”

by Aggeliki Tzavara, Konstantinos Lavidas, Vassilis Komis, Anastasia Misirli, Thanassis Karalis and Stamatis Papadakis

Educ. Sci. 2023, 13(1), 87; https://doi.org/10.3390/educsci13010087 - 13 Jan 2023

Cited by 25 | Viewed by 3408

Abstract

The rapid developments in early 2020 with the emergence of COVID-19 have led humanity into unexpected situations with significant implications at all levels. In trying to cope with the urgent need for distance education, the Greek educational community has incorporated various platforms and [...] Read more.

The rapid developments in early 2020 with the emergence of COVID-19 have led humanity into unexpected situations with significant implications at all levels. In trying to cope with the urgent need for distance education, the Greek educational community has incorporated various platforms and digital tools previously unknown to most teachers and students. This study uses a mixed research method to capture (a) the frequency of use of a Personal Learning Environment called ‘e-me’ by the teachers before, during, and after the quarantine, and (b) the reasons why some teachers did not use this environment during these three periods. A total of 902 Greek teachers from primary and secondary education participated in this research. The results showed an almost universal non-use of ‘e-me’ before the pandemic and universal usage during the pandemic. Moreover, about 40% of these teachers used this personal learning environment after the pandemic. The main reason for not using this learning environment in the three periods is teachers’ familiarity with the interface of another platform. Implications for educational policy and teacher development programs are discussed. Full article

(This article belongs to the Special Issue Integrating Technology in Preschool and Primary Education: Perspectives in the Post-pandemic Era)

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13 pages, 258 KiB

Open AccessArticle

Translanguaging in English Language Teaching: Perceptions of Teachers and Students

by Natalia Vasilievna Chicherina and Svetlana Yurievna Strelkova

Educ. Sci. 2023, 13(1), 86; https://doi.org/10.3390/educsci13010086 - 13 Jan 2023

Cited by 3 | Viewed by 8155

Abstract

The wide spread of English as the dominant language in higher education around the world due to the processes of globalization and internationalization, opposed to the emerging trend for ‘nationalism’ or ‘de-globalization’, has recently led to new interest in the role of languages [...] Read more.

The wide spread of English as the dominant language in higher education around the world due to the processes of globalization and internationalization, opposed to the emerging trend for ‘nationalism’ or ‘de-globalization’, has recently led to new interest in the role of languages other than English in teaching and learning processes. This article investigates the beliefs and attitudes of Russian university students and teachers concerning the value of English language teaching and the language of instruction in ELT to explore their perceptions of ELT in a Russian monolingual university. The participants of this study were 581 students and teachers of two Russian universities. The research questions were approached from a quantitative perspective with the analysis of data obtained from a questionnaire. The main statistically significant findings include the following: the value of ELT, supported by English-medium instruction is high for all groups of respondents; translanguaging practices in ELT with the minimized use of Russian as the mother tongue are a top priority both for the students and the teachers; additional language learning experience makes students more committed to more intensive language studies and increases their confidence in their ability to study non-language subjects in English. Full article

(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)

14 pages, 271 KiB

Open AccessArticle

Arts-Based Approaches to Languages Education with Refugee-Background Learners in the Early Years: Co-Creating Spaces of Hope

by Rachel Burke and Rebecca Soraya Field

Educ. Sci. 2023, 13(1), 85; https://doi.org/10.3390/educsci13010085 - 13 Jan 2023

Viewed by 3445

Abstract

Young learners with refugee experiences face a constellation of challenges particular to forced migration and resettlement. Experiences of trauma, violence, poverty, and disrupted or limited access to formal education and healthcare can have complex and long-term impacts on learning. Further, the sociocultural and [...] Read more.

Young learners with refugee experiences face a constellation of challenges particular to forced migration and resettlement. Experiences of trauma, violence, poverty, and disrupted or limited access to formal education and healthcare can have complex and long-term impacts on learning. Further, the sociocultural and linguistic challenges of undertaking education in unfamiliar schooling systems in transit and resettlement countries can also impede learner engagement and obscure individual strengths. However, like all student cohorts, children with refugee and asylum seeker backgrounds are also unique, with individual personal, sociocultural, and linguistic attributes on which to draw. While these assets may be overlooked or obscured in traditional educational contexts, arts-based approaches to instruction can offer generative and affirming learning spaces that illuminate individual strengths and provide powerful rejoinders to deficit constructions. This article provides an overview of recent research that explores vibrant and innovative arts-based approaches to languages instruction for refugee and asylum-seeker background learners in the early years. The article takes the form of a scoping study of literature using Arksey and O’Malley’s framework to map the field of research, document novel instructional approaches, and identify key themes. Our discussion is oriented toward educators who seek to innovate their own instructional practice. In addition to exploring the creative avenues for language instruction described in the literature, we consider key themes that emerged inductively from our analysis including the agentic value of arts-based instructional practices, the role of narrative in articulating experiences of place and identities, and the significance of arts-based connections between home and school linguistic repertoires. Full article

(This article belongs to the Special Issue The Role of the Arts in Early Language and Literacy Development)

20 pages, 3912 KiB

Open AccessArticle

Incorporating Augmented Reality Tools into an Educational Pilot Plant of Chemical Engineering

by Manuel J. Díaz, Carlos J. Álvarez-Gallego, Ildefonso Caro and Juan R. Portela

Educ. Sci. 2023, 13(1), 84; https://doi.org/10.3390/educsci13010084 - 12 Jan 2023

Cited by 3 | Viewed by 2842

Abstract

Chemical Engineering courses are often designed to be divided into two types of lessons: lecture and experimental. In the second one, students develop the knowledge in a hands-on way by attending a pilot plant equipped with different instruments. Hence, a thorough understanding of [...] Read more.

Chemical Engineering courses are often designed to be divided into two types of lessons: lecture and experimental. In the second one, students develop the knowledge in a hands-on way by attending a pilot plant equipped with different instruments. Hence, a thorough understanding of the different unit operations is needed and, therefore, the implications of changing the operational variables in a process. In this context, the use of new digital technologies is emerging as support tools with the aim of both improving the learning and the motivation of students. Specifically, Augmented Reality (AR) provides a modified physical environment overlaid with multimedia content in the form of text, graphics, video and/or audio. Thus, the incorporation of AR systems in the learning of science has proven to be useful, because it can present multiple benefits for students and teachers related to the improvement of spatial abilities, the increase of memory retention, the decrease of cognitive overload, and a boost in student motivation. This study has carried out a search for resources, projects, software, and applications to implement AR-based tools in the experimental sessions of a Chemical Engineering educational pilot plant. Based on all the information found, several AR projects were proposed by the teachers. Later, some of them were selected according to previously defined criteria and implemented as educational tools for students in the course called Experimentation in Chemical Engineering I. Finally, this tool was evaluated through subsequent post-surveys, being very positively rated by both students and teachers, mainly in the items related to helping to understand concepts or the operating procedures of the equipment. Full article

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16 pages, 798 KiB

Open AccessArticle

Model Proposal for Service Quality Assessment of Higher Education: Evidence from a Developing Country

by Alejandro Valencia-Arias, Claudio Cartagena Rendón, Lucia Palacios-Moya, Martha Benjumea-Arias, Julia Beatriz Pelaez Cavero, Gustavo Moreno-López and Ada Lucia Gallegos-Ruiz

Educ. Sci. 2023, 13(1), 83; https://doi.org/10.3390/educsci13010083 - 12 Jan 2023

Cited by 7 | Viewed by 3205

Abstract

Higher education institutions must generate added value through the continuous improvement of services offered to the academic community. Students’ needs and expectations must be met to increase their satisfaction within the system. Bearing this in mind, this paper proposes a service quality assessment [...] Read more.

Higher education institutions must generate added value through the continuous improvement of services offered to the academic community. Students’ needs and expectations must be met to increase their satisfaction within the system. Bearing this in mind, this paper proposes a service quality assessment model for higher education institutions in developing countries. In total, 845 questionnaires were self-administered by university students. The instrument was composed of 119 closed questions. Confirmatory factor analysis (CFA) was applied to create the proposed model. An 18-component model resulted from the data analysis, with an emphasis on academic aspects, infrastructure, web services, wellbeing, and financial procedures. It is expected that higher education institutions in other developing countries may validate, replicate, and adapt this model to their needs. Full article

(This article belongs to the Special Issue Higher Education Quality Assurance)

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15 pages, 281 KiB

Open AccessArticle

An Analysis of the Type of Questions Posed by Teachers in English-Medium Instruction at University Level

by Aintzane Doiz and David Lasagabaster

Educ. Sci. 2023, 13(1), 82; https://doi.org/10.3390/educsci13010082 - 12 Jan 2023

Cited by 3 | Viewed by 2611

Abstract

Teacher-led questions not only guide meaning-making interactions but they also scaffold students’ learning, and this is especially important in English-medium instruction (EMI). Due to the scant literature on this topic in higher education, this article analyses what type of questions EMI history lecturers [...] Read more.

Teacher-led questions not only guide meaning-making interactions but they also scaffold students’ learning, and this is especially important in English-medium instruction (EMI). Due to the scant literature on this topic in higher education, this article analyses what type of questions EMI history lecturers pose and whether they are subject to individual differences. The study is based on 12 two-hour lectures whose transcriptions were analysed by three researchers. The results showed that instructional or content question types were much more commonplace than regulative questions (related to classroom procedures). Confirmation check, display and referential questions, which belong in the instructional category, were not posed to fulfil their intended pedagogic goals, a limitation accentuated by students’ trend to provide short responses. These results reveal the need to design teacher training courses aimed at developing teachers’ interactional abilities. Since questioning practices varied considerably between lecturers, customized training sessions should also be considered. Full article

(This article belongs to the Special Issue Second Language Acquisition and Language Education – Bridging the Interface)

10 pages, 247 KiB

Open AccessArticle

Developing Critical Perspectives among EFL Learners: Insights from Language Educators

by Sami Abdullah Hamdi

Educ. Sci. 2023, 13(1), 81; https://doi.org/10.3390/educsci13010081 - 12 Jan 2023

Cited by 2 | Viewed by 3824

Abstract

The number of English as a foreign language (EFL) programs has increased around the world. However, they lack a critical perspective. Throughout their learning, EFL learners are exposed to diverse sociocultural and sociopolitical content that should be approached with a critical stance. EFL [...] Read more.

The number of English as a foreign language (EFL) programs has increased around the world. However, they lack a critical perspective. Throughout their learning, EFL learners are exposed to diverse sociocultural and sociopolitical content that should be approached with a critical stance. EFL educators play a significant role in designing the curriculum and teaching EFL programs. The current study explores their views and opinions on incorporating critical language awareness (CLA) in EFL or English as a second language programs to develop critical perspectives among learners. The findings of this study revealed a recognition of the need for CLA in EFL classrooms in the context of a more socially informed learning experience. Three major themes arose from the interviews: making EFL teaching and learning informed by the social context, applying critical discourse analysis (CDA) and critical thinking skills as analytical tools to social issues, and empowering EFL educators with the appropriate professional training. The study’s findings also showed that the participants had a positive attitude and readiness to integrate CLA in EFL classrooms. Full article

(This article belongs to the Special Issue English Language Teaching in a Multilingual World)

17 pages, 2850 KiB

Open AccessArticle

A General Construction Method of Virtual Simulation Experiment Platform Based on Bibliometrics and Analytic Hierarchy Process

by Keyun Zhu, Juan Cao, Guowei Chen, Qiang He and Pengzhou Zhang

Educ. Sci. 2023, 13(1), 80; https://doi.org/10.3390/educsci13010080 - 11 Jan 2023

Cited by 5 | Viewed by 2835

Abstract

Virtual simulation can solve the challenges of high cost, long cycle time, and inaccessibility in traditional experimental teaching, which is far-reaching for talent training. This study combines bibliometric visualization theory with AHP (Analytic Hierarchy Process). It establishes a hierarchical evaluation model of a [...] Read more.

Virtual simulation can solve the challenges of high cost, long cycle time, and inaccessibility in traditional experimental teaching, which is far-reaching for talent training. This study combines bibliometric visualization theory with AHP (Analytic Hierarchy Process). It establishes a hierarchical evaluation model of a virtual simulation experimental teaching platform based on 842 questionnaires and 4787 articles, including 68,306 citation records, and deconstructing the complex evaluation problem into several multidimensional factors by attributes and relationships. Based on this, a virtual simulation experimental teaching platform construction scheme for IP protocol analysis based on a network covert communication perspective is outputted, which is compatible with the research results. The experimental platform takes a task-driven teaching method as the core, mainly including four modules of context creation, task determination, independent learning, and effect evaluation. The experience of building this platform can be extended to other disciplines, leading the teaching reform exploration of practice-based, innovation-focused, and engineering-critical, helping to implement the flipped classroom, and promoting the development of education modernization. Full article

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16 pages, 619 KiB

Open AccessArticle

The Perception of University Students towards People with Disabilities and Their Labor Insertion

by Montserrat Roca-Hurtuna and Roberto Sanz-Ponce

Educ. Sci. 2023, 13(1), 79; https://doi.org/10.3390/educsci13010079 - 11 Jan 2023

Cited by 1 | Viewed by 2091

Abstract

This research aims to measure the attitudes towards the disability of university students and their perception about the labor insertion of this group through the Scale of Attitudes, a questionnaire on the future professional practice, and an argumentative essay. The sample is made [...] Read more.

This research aims to measure the attitudes towards the disability of university students and their perception about the labor insertion of this group through the Scale of Attitudes, a questionnaire on the future professional practice, and an argumentative essay. The sample is made up of 360 students from different university degrees. A mixed methodology is used, which combines quantitative analyses and qualitative, through an assay and its category analysis. Regarding the quantitative results, it is observed that nursing students and those who have a bond of friendship with people with disabilities present better data in both dimensions: future professional practice and attitudes towards disability. The students present better data in future professional practice and the students in attitudes towards disability. Regarding the qualitative results, there is a certain terminological sensitivity towards people with disabilities and the need to establish equal treatment and to eliminate social and labor barriers. Finally, students demand more training to promote a more inclusive society. Research questions related to the type of studies and the link to disability are confirmed. As a future line of research, these results should be analyzed and it should be confirmed if there is a change in trend in terms of the vision of disability. Full article

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14 pages, 2019 KiB

Open AccessArticle

The Effect of a Short Course on a Group of Italian Primary School Teachers’ Rates of Praise and Their Pupils’ On-Task Behaviour

by Francesco Sulla and Dolores Rollo

Educ. Sci. 2023, 13(1), 78; https://doi.org/10.3390/educsci13010078 - 11 Jan 2023

Cited by 16 | Viewed by 2261

Abstract

Teachers who continually experience behaviour problems in their classrooms may believe they are ineffective at working with children. Indeed, student misbehaviour is often identified as the main cause of teacher stress. Strategies designed to increase teacher rates of approval in their class have [...] Read more.

Teachers who continually experience behaviour problems in their classrooms may believe they are ineffective at working with children. Indeed, student misbehaviour is often identified as the main cause of teacher stress. Strategies designed to increase teacher rates of approval in their class have been shown to be effective in decreasing students’ inappropriate behaviours. In this investigation, a group of Italian primary school teachers took part in a brief 2-h training programme aimed at increasing praise for appropriate behaviour. The programme included a feedback session about the pre-test data and a PowerPoint presentation. Data on pupils’ time on-task were collected. Furthermore, teachers’ job-satisfaction, self-efficacy, and their perceived use of a series of classroom management praxis were investigated through a questionnaire. Social validity data show the teachers within the experimental group to have been highly satisfied with the programme. From observations carried out before and after training, it was seen that changes in teachers’ use of feedback were accompanied by increased pupil on-task behaviour. The training did not produce any change in teachers’ job-satisfaction scores. Teachers’ self-efficacy scores and the frequency of praxis were significantly increased following the training. Implications for practice, limitations, and recommendations for future research are discussed. Full article

(This article belongs to the Special Issue Teacher Professional Development and Sustainability)

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22 pages, 2701 KiB

Open AccessArticle

Student Acceptance of E-Learning during the COVID-19 Outbreak at Engineering Universities in Spain

by Pedro Garrido-Gutiérrez, Teresa Sánchez-Chaparro and María Jesús Sánchez-Naranjo

Educ. Sci. 2023, 13(1), 77; https://doi.org/10.3390/educsci13010077 - 10 Jan 2023

Cited by 9 | Viewed by 2403

Abstract

This article analyses students’ intention to use a particular e-learning technology (MS Teams) at university during the COVID-19 outbreak in Spain using the Unified Theory of Acceptance and Use of Technology (UTAUT). The model was refined through a qualitative analysis based on six [...] Read more.

This article analyses students’ intention to use a particular e-learning technology (MS Teams) at university during the COVID-19 outbreak in Spain using the Unified Theory of Acceptance and Use of Technology (UTAUT). The model was refined through a qualitative analysis based on six focus group discussions with students from different engineering faculties in Madrid, Spain. A survey involving 346 undergraduate students was subsequently fed into the model. Structural Equation Modelling (SEM) and SMART PLS software were applied for data analysis. The results shed light on theoretical and practical implications. The model was validated by the data and displayed a high predictive ability. Social influence was found to have the greatest influence over students’ acceptance, followed by the professor’s role in shaping the perception of improvement. Facilitating conditions were found to be the least relevant factor, probably due to the particular context in which this study was conducted. A significant difference was found between the public and private institutions in terms of the importance of the perceived usefulness for the professor (this factor was more important for students’ acceptance at the public university). In order to improve its acceptance and use under the current scenario, it is thus important for universities wishing to introduce e-learning to focus on creating a positive social environment around the e-learning platform, for example, by using social networks or relying on testimonies by professionals who could confirm the interest of such a platform in a future work environment. Understanding professors’ perspective on the implementation of the platform is also of paramount importance. More research is also needed regarding context-related differences when analysing students’ acceptance of e-learning. Full article

(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)

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22 pages, 1027 KiB

Open AccessArticle

Self-Efficacy in Online Teaching during the Immediate Transition from Conventional to Online Teaching in German and Argentinian Universities—The Relevance of Institutional Support and Individual Characteristics

by Kerstin Göbel, Katharina Neuber, Carina Lion and Uriel Cukierman

Educ. Sci. 2023, 13(1), 76; https://doi.org/10.3390/educsci13010076 - 10 Jan 2023

Cited by 7 | Viewed by 2926

Abstract

Triggered by the spread of the Coronavirus and the lockdown of universities in spring 2020, universities were required to provide infrastructure for digital teaching within a very short time. Further, all university members needed to develop knowledge and skills for teaching online. This [...] Read more.

Triggered by the spread of the Coronavirus and the lockdown of universities in spring 2020, universities were required to provide infrastructure for digital teaching within a very short time. Further, all university members needed to develop knowledge and skills for teaching online. This paper presents data from the cross-cultural CRTS-Study (Coronavirus-Related Teaching Situation Study), which compares the experiences, attitudes and needs of university teachers in Germany and Argentina during the first lockdown in the context of the Coronavirus pandemic. The study has been carried out in spring 2020 as a cross-sectional online survey study with university teachers in Germany and Argentina (N = 728). The overall picture reveals a mostly successful implementation of online teaching for university teachers in both countries, with Argentinian university teachers reporting a slightly more positive perspective and slightly higher self-efficacy beliefs in online teaching when compared with the German colleagues. The results of regression analysis hint at the relevance of prior personal experience and institutional support for self-efficacy beliefs in online teaching for both samples. In conclusion, individual experience and training as well as supportive institutional conditions seem to be relevant for the development of digital teaching at universities in both countries. Full article

(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)

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16 pages, 761 KiB

Open AccessConcept Paper

Structural Competency: A Framework for Racial Justice Intervention in Student Affairs Preparation and Practice

by Kenyon Lee Whitman and Uma Mazyck Jayakumar

Educ. Sci. 2023, 13(1), 75; https://doi.org/10.3390/educsci13010075 - 10 Jan 2023

Cited by 1 | Viewed by 4943

Abstract

Higher education practices and policies are rooted in racism and imperialism. This causes physical and emotional harm to BIPOC students. Yet, student affairs practitioners and higher education leaders struggle to stay conscious of the relationships between macro structures of oppression and their deleterious [...] Read more.

Higher education practices and policies are rooted in racism and imperialism. This causes physical and emotional harm to BIPOC students. Yet, student affairs practitioners and higher education leaders struggle to stay conscious of the relationships between macro structures of oppression and their deleterious educational, economic, health, and social consequences, when it comes time to assess, understand, and intervene in campus crises and racialized violence. Borrowing from the medical field, this paper offers “structural competency” as a framework for student affairs education and practice toward supporting practitioners prepared to mitigate systemic racism and to identify the social determinants of inequity. Structural competency in student affairs means having the capacity to understand and take actions toward addressing the root causes of BIPOC students’ marginalization in historically white campus contexts. It requires deep attention to how these causes—polices, institutional norms, infrastructures, and the hegemonic beliefs embedded in our economic, social, and political systems—interact with students’ lived experiences on campus. Guided by a Critical Race Theory lens, structural competency moves us toward confronting the downstream consequences of upstream decisions such as admissions standards that disenfranchise BIPOC students, or how the federal financial aid formula fails to account for equity in home ownership which disproportionately harms Black families for the benefit of white ones, because of antiblack U.S. policies such as redlining, making college less accessible for BIPOC students. This paper argues that such a structural competency framework and mindset in policy and practice is crucial for higher education leaders confronting systemic institutional policies that have a cumulative and ongoing oppressive impact on BIPOC students. Full article

(This article belongs to the Special Issue Sustainable Higher Education: Centering Equity-Minded Practices)

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18 pages, 4301 KiB

Open AccessArticle

Children’s Meaning Making: Listening to Encounters with Complex Aesthetic Experience

by Belinda Davis and Rosemary Dunn

Educ. Sci. 2023, 13(1), 74; https://doi.org/10.3390/educsci13010074 - 10 Jan 2023

Cited by 2 | Viewed by 3003

Abstract

This paper describes young children’s symbolic meaning-making practices and participation in complex aesthetic experiences in a contemporary art museum context. Through an ongoing long-term research and pedagogy project, The Museum of Contemporary Art, Sydney, Australia (MCA) is working with researchers to provide regular [...] Read more.

This paper describes young children’s symbolic meaning-making practices and participation in complex aesthetic experiences in a contemporary art museum context. Through an ongoing long-term research and pedagogy project, The Museum of Contemporary Art, Sydney, Australia (MCA) is working with researchers to provide regular opportunities for young children (aged birth–5 years) and their families—all members of the same early childhood education (ECE) services—to encounter art works, engage with materials, and experience the museum environment. The program provides a rich experience of multiple forms of communication, ways of knowing and ways of expressing knowings: through connecting with images, videos and told stories about artists and their practice, sensorial engagement with tactile materials, and embodied responses to artworks and materials. Children also experience the physicality of the museum space, materials for art-making and the act of mark-making to record ideas, memories, and reflections. The project supports the development of a pedagogy of listening and relationships and is grounded in children’s rights as cultural citizens to participation, visibility and belonging in cultural institutions such as the MCA. Full article

(This article belongs to the Special Issue The Role of the Arts in Early Language and Literacy Development)

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13 pages, 1878 KiB

Open AccessSystematic Review

A Systematic Review on the Role of ICT and CLIL in Compulsory Education

by Tania Martínez-Soto and Paz Prendes-Espinosa

Educ. Sci. 2023, 13(1), 73; https://doi.org/10.3390/educsci13010073 - 10 Jan 2023

Cited by 13 | Viewed by 4916

Abstract

The ubiquity of digital technologies for teaching at large is a reality that can be observed at diverse educational stages and in numerous fields, including the teaching of foreign languages, which is the field of study of this research. In view of this [...] Read more.

The ubiquity of digital technologies for teaching at large is a reality that can be observed at diverse educational stages and in numerous fields, including the teaching of foreign languages, which is the field of study of this research. In view of this situation, this work is intended to determine the role of ICT in foreign language teaching that follows a CLIL method. It was decided to conduct a systematic review based on PRISMA model and adding information obtained from the analysis of fugitive literature. The literature review was carried out on a total of 22 articles. The main inclusion criteria were a temporal selection from January 2017 to February 2022, the inclusion of the terms CLIL/AICLE and ICT/TIC in the title, abstract or keywords of the articles, and the focus on primary and secondary education. The main results show an increasing tendency of this topic, notably in English research. Most relevant conclusions of the systematic review evidence a positive relationship between ICT and CLIL to improve the learning of a foreign language, although some negative aspects are also highlighted as there is still a lack of resources and teacher training. Full article

(This article belongs to the Special Issue Digital Innovation in Education)

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10 pages, 217 KiB

Open AccessArticle

Engaging Children in Music-Making: A Feasibility Study Using Disabled Musicians as Mentors in Primary Schools

by Eamonn McCarron, Erica Curran, Paul McQueen and Roy McConkey

Educ. Sci. 2023, 13(1), 72; https://doi.org/10.3390/educsci13010072 - 10 Jan 2023

Viewed by 1914

Abstract

The place of music in the school curriculum is under increasing threat, yet this is contrary to the growing evidence base of music’s value to pupils’ social and psychological development. A contributory factor is that many teachers report a lack of training, skill, [...] Read more.

The place of music in the school curriculum is under increasing threat, yet this is contrary to the growing evidence base of music’s value to pupils’ social and psychological development. A contributory factor is that many teachers report a lack of training, skill, confidence, or resources for excluding music in their classroom. An innovative project used young adults with disabilities as music mentors to improve children’s access to creative music-making, while also providing non-threatening models to the children’s teachers and providing them practical tools to embed music in their classrooms. An evaluation was undertaken of the project’s impact. Eight classes from four schools in a city with high levels of social deprivation received 16 hours of music sessions over a four-week period, usually in the form of a four-hour workshop. Information was gathered from 171 children, the parents of 54 pupils; 8 class teachers; and 2 head teachers. The pupils’ knowledge and appreciation of music showed significant improvements and their enthusiasm for music making had increased, which parents also confirmed. The teachers and head teachers identified five ways in which they had gained from Project Sparks with an increased appreciation of the potential value of music in the school curriculum. Further research is needed to identify how innovative projects can be sustained and extended to many more teachers and schools. Full article

17 pages, 1912 KiB

Open AccessArticle

Effects of COVID-19 Pandemic on Students’ Written Outcomes: An Interior Architecture Research/Theory Module Case Study in the UK

by Begüm Ulusoy

Educ. Sci. 2023, 13(1), 71; https://doi.org/10.3390/educsci13010071 - 10 Jan 2023

Cited by 3 | Viewed by 2275

Abstract

Different learning methods (online, blended, blended-online and face-to-face) have been examined widely since the late 1990s. Although many design studies discuss engagement with these new methods in relation to studio modules, research/theory modules have not been investigated yet for interior architecture with both [...] Read more.

Different learning methods (online, blended, blended-online and face-to-face) have been examined widely since the late 1990s. Although many design studies discuss engagement with these new methods in relation to studio modules, research/theory modules have not been investigated yet for interior architecture with both qualitative and quantitative data as a holistic approach. This study reveals how the new blended online learning method and the COVID-19 pandemic affected students’ written outcomes in a research/theory module that accompanied their design module. For this purpose, the final written submissions of two year groups (2019–2020 vs. 2020–2021) are compared with both qualitative and quantitative analyses: their grades (performance), image (visual productivity) and reference (engagement with research) numbers and NVivo word count analyses (semantic analyses). The results show no significant difference between these two groups for both qualitative and quantitative analyses. Moreover, the study reveals that the numbers of images and references are good predictors for the grades of final-year students, thus showing their contribution to overall performance. Final-year research/theory modules in interior architecture might therefore be taught with blended online learning methods and can challenge, innovate and tailor studio teaching to contemporary needs. The study findings will be beneficial for educators and professionals, as well as managers, institution administrators, policymakers and decision-holders in HE who aim to employ blended online learning. Full article

(This article belongs to the Special Issue Reshaping Higher Education for a Post-COVID-19 World: Lessons Learned and Moving Forward)

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18 pages, 6422 KiB

Open AccessArticle

Extracurricular Program for Girls to Improve Competencies and Self-Concept in Science and Technology

by Erica Ruiz-Bartolomé and Ileana M. Greca

Educ. Sci. 2023, 13(1), 70; https://doi.org/10.3390/educsci13010070 - 10 Jan 2023

Cited by 4 | Viewed by 2241

Abstract

The gender gap in STEM areas is still a reality that constitutes a global concern. Many initiatives have sought to strengthen the scientific-technological aspirations of girls, among them extracurricular programs such as the one we present here. Its design is based on the [...] Read more.

The gender gap in STEM areas is still a reality that constitutes a global concern. Many initiatives have sought to strengthen the scientific-technological aspirations of girls, among them extracurricular programs such as the one we present here. Its design is based on the available scientific evidence to promote female interest and self-concept in those areas. In this study, we analyze the impact of the extracurricular activities on the development of competencies and perceptive self-evaluation skills among eight girls aged between 8 and 11 years old regarding science and technology. The results showed the effectiveness of the extracurricular activities both for the development of skills and for the improvement of levels of self-concept, interest, and participation, which leads us to highlight the need to promote initiatives of this sort in order to overcome gender stereotypes and to achieve equality. Full article

(This article belongs to the Special Issue STEM Practices in Informal Education Spaces)

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11 pages, 259 KiB

Open AccessArticle

Does Pre-Service Teacher Preparation Affect Students’ Academic Performance? Evidence from China

by Xinqiao Liu, Wenjuan Gao and Luxi Chen

Educ. Sci. 2023, 13(1), 69; https://doi.org/10.3390/educsci13010069 - 10 Jan 2023

Cited by 5 | Viewed by 13230

Abstract

Pre-service teacher preparation (PSTP) is generally considered a significant predictor of student achievements. This paper adopted a multi-tier linear model to estimate the PSTP effects on student performance by taking teachers and students in the high schools of Haidian District, Beijing, China, as [...] Read more.

Pre-service teacher preparation (PSTP) is generally considered a significant predictor of student achievements. This paper adopted a multi-tier linear model to estimate the PSTP effects on student performance by taking teachers and students in the high schools of Haidian District, Beijing, China, as the research population. It used exploratory factor analysis to classify PSTP into two categories: content knowledge preparation and pedagogical content knowledge preparation; and described the status of PSTP in three subjects: Chinese, mathematics, and chemistry. The study found differences in PSTP by subject. In Chinese, teachers’ content knowledge preparation significantly negatively affected student performance, and their pedagogical content knowledge preparation significantly positively influenced student performance. In mathematics, PSTP had no significant effect on student performance. In chemistry, teachers’ pedagogical content knowledge preparation had a significantly negative effect on student performance. Based on the findings of the empirical study, the study proposes further identifying PSTP’s role in student performance by subject, strengthening the focus on pre-service preparation skills in recruiting Chinese and chemistry teachers, and developing a more suitable system for teacher selection and training. Full article

(This article belongs to the Special Issue Education Improvement Promoting Human Capabilities Development in Post-Neoliberal Period)

24 pages, 834 KiB

Open AccessArticle

Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning

by Jessica Hunt, Alejandra Duarte, Brittany Miller, Brianna Bentley, Laura Albrecht and Lance Kruse

Educ. Sci. 2023, 13(1), 68; https://doi.org/10.3390/educsci13010068 - 10 Jan 2023

Cited by 4 | Viewed by 3949

Abstract

Efforts to improve teachers’ knowledge of tools and strategies are often intertwined with their beliefs regarding mathematics teaching and learning. Yet, few studies have examined the impact of professional development designed to bolster teachers’ knowledge of and beliefs about young children’s mathematical development. [...] Read more.

Efforts to improve teachers’ knowledge of tools and strategies are often intertwined with their beliefs regarding mathematics teaching and learning. Yet, few studies have examined the impact of professional development designed to bolster teachers’ knowledge of and beliefs about young children’s mathematical development. In this study, we evaluated whether participants’ beliefs changed significantly after engaging in online professional learning on teaching math to young children, overall orientations of participants’ teaching practices and shifts over time, and how changed beliefs might coincide with changed orientations to practice. We employed a multilevel mixed methods design, with quantitative results showing changes in participants’ overall beliefs based on survey data. We discuss how trends in perceived instructional practices coincide with beliefs found to be statistically significant in the quantitative analysis and the potential for online professional development to influence beliefs. Considerations for design of online professional learning and implications for future research are shared. Full article

(This article belongs to the Special Issue Innovative Technologies in Education)

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Educ. Sci., Volume 13, Issue 1 (January 2023) – 97 articles

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