Hasil untuk "Theory and practice of education"

Marta Queralt Romero, José Luis Lázaro Cantabrana, Raúl López Vilar et al.

Este artículo presenta los resultados de una revisión sistemática de la literatura sobre prácticas educativas que integran tecnologías digitales (TD) desde la educación básica hasta la educación superior. El estudio adopta la Teoría de la Actividad (TA) como marco teórico para examinar las prácticas educativas como sistemas socioculturales mediados, atendiendo a la relación entre sujeto, objeto, herramientas digitales, reglas, comunidad y división del trabajo. Siguiendo la declaración PRISMA, se realizó una búsqueda en cinco bases de datos (Web of Science, Scopus, ERIC, SciELO y Dialnet), en español e inglés, para el periodo 2013–2023. De las 718 publicaciones identificadas, se seleccionaron 27 documentos que cumplían criterios pedagógicos y didácticos explícitos. El análisis cualitativo se llevó a cabo mediante ATLAS.ti. Los resultados muestran un sesgo geográfico europeo y predominancia de prácticas educativas sistemáticas en Educación Superior (n=16), seguida por Primaria (n=6) y Secundaria (n=4), mientras que Infantil es la menos representada (n=1). Predomina el componente de la TA "Herramientas digitales", mientras "Comunidad" aparece en el 50% de los casos, indicando una falta de perspectiva holística. En el 90% de los documentos la TD fomenta la inclusión digital, subrayando su función compensadora en contextos educativos diversos.

M. Jana, Dr. Chandan Adhikary

The Bhagavad Gita is a literary composition presented in the form of a dialogue between Krishna and Arjuna, taking place on the battlefield of Kurukshetra. Arjuna experienced a profound emotional impact upon witnessing his own kin turn adversaries on the battlefield. The Bhagavad Gita is delivered on the battlefield as a means of inspiring him. According to Lord Krishna, he conveyed a message to Arjun. The text in question is widely regarded as the most significant scripture within the realm of Vedic philosophy. In the Bhagavad Gita, the interpretation of Education is infused with the principles of Karma Yoga, Gnana Yoga, and Bhakti Yoga. The Bhagavad Gita is a sacred Indian scripture to be followed in each aspect of our life. Hence, this study focuses on the analytical review of the past researches as a systematic literature review (SLR) along with its meta-analysis and interpretation of the educational elements inherent in the Bhagavad Gita, highlighted in the scholastic representations of the researchers. The SLR pertains to the impact of the Bhagavad Gita as a part of educational philosophy, namely encompassing the essence of education, its objectives, and its significance in the curriculum, teaching methodologies and procedures, assessment approaches, as well as the roles of both learners and teachers within an educational context and finally the various approaches to leading a life that encompasses both spiritual and material aspects.

Shanti M. Pinto, John Whyte, A. Packel et al.

Enablement theory refers to the theoretical framework that describes the interrelationships among different areas of functioning, such as those illustrated by the International Classification of Functioning, Disability, and Health (ICF). Enablement theory is necessary to explain causal relationships and predictions of how changes in one aspect of function impact distal outcomes. This is in contrast with treatment theory, which describes how the active ingredient(s) of an intervention directly impact a measurable target. Enablement theory helps clinicians articulate their rehabilitation treatment plans by identifying the underlying targets necessary to achieve a patient's desired outcomes and monitor the response to treatment. In this manner, enablement theory can also support the education of novice and experienced clinicians and/or trainees in their clinical reasoning process. Enablement theory helps researchers articulate the relationships they hypothesize between the aspects of function they seek to change with an intervention and the immediate and distal outcomes of that intervention. Researchers can then design the rehabilitation intervention and identify key outcome measures to rigorously test their conceptual framework, including the important mediators of the intervention's effects, and aid in the interpretation of study results. The use of enablement models has not been well-described in the rehabilitation literature, and formal research focused on understanding the nature and strength of the relationships within these enablement models is necessary to advance the field of rehabilitation. We discuss how enablement theory contributes to our understanding of rehabilitation interventions in the context of clinical practice, health professions education, and rehabilitation research.

Dr. Shiv Dayal Dewra

Abstract: The landscape of education in the 21st century is undergoing a profound transformation, driven by the need to align theoretical instruction with practical, real-world application. Traditional models of education—characterized by rote learning, passive reception of knowledge, and standardized assessments—are increasingly seen as insufficient for preparing students to meet the complex demands of the modern world. In response, educators, policymakers, and institutions are turning towards innovative pedagogical approaches that emphasize active learning, critical thinking, problem-solving, and the meaningful application of knowledge. This paper explores the significance and effectiveness of these innovative approaches in bridging the longstanding gap between theory and practice in modern education. Grounded in established educational theories such as constructivism, experiential learning theory (Kolb), and Bloom’s taxonomy, the research underscores how these frameworks have paved the way for new teaching methodologies that place the learner at the center of the educational process. The objective is to present a comprehensive analysis of how project-based learning (PBL), flipped classrooms, experiential learning, and digital tools are reshaping educational environments to foster deeper understanding, increased engagement, and improved skill acquisition. Project-Based Learning (PBL) emerges as a key strategy that integrates theoretical content with practical challenges. In PBL environments, students tackle real-world problems through collaborative projects that demand research, design, implementation, and reflection. This method has been shown to cultivate not only academic knowledge but also vital soft skills such as communication, collaboration, and adaptability. Similarly, the flipped classroom model, which reverses the traditional sequence of instruction, empowers students to engage with learning materials at their own pace before applying their knowledge in interactive, instructor-facilitated sessions. The model promotes autonomy and provides opportunities for personalized feedback and peer learning. Experiential learning, another cornerstone of innovative education, emphasizes “learning by doing” and reinforces knowledge through direct experiences. Whether through internships, simulations, service learning, or laboratory work, experiential education allows learners to make connections between theoretical frameworks and their real-world applications. This approach aligns closely with Kolb’s experiential learning cycle, which involves concrete experience, reflective observation, abstract conceptualization, and active experimentation. The integration of digital tools further enhances these pedagogical innovations. Learning Management Systems (LMS), virtual labs, interactive simulations, and AI-powered tutoring platforms not only facilitate access to content but also create dynamic, personalized learning experiences. These technologies cater to diverse learning styles and bridge geographical and socioeconomic gaps, making quality education more inclusive and scalable. Keywords: Innovative Education, Pedagogy, Theory and Practice, Project-Based Learning, Digital Tools, Experiential Learning

Kathleen Kennedy, Anuj Gupta

This chapter introduces the AI & Data Acumen Learning Outcomes Framework, a comprehensive tool designed to guide the integration of AI literacy across higher education. Developed through a collaborative process, the framework defines key AI and data-related competencies across four proficiency levels and seven knowledge dimensions. It provides a structured approach for educators to scaffold student learning in AI, balancing technical skills with ethical considerations and sociocultural awareness. The chapter outlines the framework's development process, its structure, and practical strategies for implementation in curriculum design, learning activities, and assessment. We address challenges in implementation and future directions for AI education. By offering a roadmap for developing students' holistic AI literacy, this framework prepares learners to leverage generative AI capabilities in both academic and professional contexts.

Melissa Costan, Kasim Costan, Anna Weißbach et al.

The gap between theory and practice is well-documented in educational research. Physics teachers' willingness to apply research findings in practice may be influenced by a sceptical attitude towards science education research. This study explores physics teachers' perspectives on science education research, with a particular focus on potential scepticism towards the discipline. A two-step mixed-methods approach was employed: (1) Interviews with a purposeful sample of 13 experienced physics teachers for a first exploration of attitudes towards physics education research, and (2) a quantitative survey of 174 physics teachers to examine, among other aspects, the previously observed attitudes in a larger sample and to identify teacher profiles using latent profile analysis. The interview study revealed both sceptical and non-sceptical attitudes towards physics education research, including some that fundamentally questioned its practical value. Based on the survey data and latent profile analysis, four distinct teacher profiles differing in their level of scepticism towards science education research were identified. While one profile is highly sceptical, the other three exhibit a mix of sceptical and supportive attitudes. Thus, physics teachers are not generally sceptical. However, the cooperation between research and practice is perceived as unproductive by most teachers.

Sirojuddin Abror, Purnomo, Mutrofin Mutrofin et al.

Importance development professional teacher in increase quality education No can viewed adjacent eyes. However, even though various training programs has applied, still there is gap significant between the theory taught in training and practice carried out in class. This is show the need approach newer one​ effective in development teacher professionalism. Research This aiming For explore ways For bridge gap between theory and practice in teacher training, as well as evaluate effectiveness approach collaborative and use technology in increase quality teaching. Methods used​ in study This is studies literature and analysis policy, with dig various study past and experience relevant field.​ Data is collected through study to various articles, books and reports study related development professional teacher. Research result show that teacher training that combines approach collaborative, such as lesson study and community learn, more effective in increase teacher understanding and skills. In addition that, integration technology in training can expand access and provide experience more learning​ flexible as well as adaptive. Support strong institutions, including​ time For collaboration and provision source power, also plays role important in success training. Research This recommend the need design more training​ holistic and based context local, as well as focus on reflection and evaluation sustainable For ensure success term long in development professional teacher.

Aries r Musnandar, Sutrisno Sutrisno, Muhammad Talhah Ajmain@Jimaain et al.

This study examines the extent to which the concepts, theories, and practices of educational supervision can be developed in a pluralistic society, particularly in the context of Indonesian education. Educational supervision in this context refers to instructional supervision, which is more focused on supporting and facilitating teachers to enhance the quality of instruction in achieving specific goals according to the concept of educational supervision. In Indonesia, the theory and practice of educational supervision face various challenges, given that general education is also conducted by religious-based educational institutions, particularly Islam, which oversees numerous Islamic schools, madrasahs, and pesantren. This study employs a qualitative method with a library research approach that critiques the implementation of the concepts, theories, and practices of educational science, particularly related to instructional or teaching supervision. The findings indicate that educational supervision in Islamic educational institutions has not yet been effective and efficient, as there remains a gap between the ideal and the reality in the field. Educational theories and the legal aspects of education enshrined in education laws have not been fully implemented properly. The study concludes that the education system must first emphasize the implementation of educational processes such as improving and equalizing the quality of teachers, enhancing learning facilities, libraries, and laboratories. A paradigm shift is necessary, changing the focus from solely academic (hard skills) to also include soft skills and non-academic aspects. The teaching and learning process should be designed to be more engaging, focusing on the improvement of the affective (attitudes) and psychomotor (skills) domains, rather than being limited to the cognitive (knowledge) domain alone.

Karan Shah, Julie Butler, Alexis Knaub et al.

It is becoming increasingly important that physics educators equip their students with the skills to work with data effectively. However, many educators may lack the necessary training and expertise in data science to teach these skills. To address this gap, we created the Data Science Education Community of Practice (DSECOP), bringing together graduate students and physics educators from different institutions and backgrounds to share best practices and lessons learned from integrating data science into undergraduate physics education. In this article we present insights and experiences from this community of practice, highlighting key strategies and challenges in incorporating data science into the introductory physics curriculum. Our goal is to provide guidance and inspiration to educators who seek to integrate data science into their teaching, helping to prepare the next generation of physicists for a data-driven world.

Aldo Gordillo, Daniel López-Fernández

Contribution: This article analyzes the learning effectiveness of a virtual educational escape room for teaching software engineering and compares this activity with traditional teaching through a randomized controlled trial. Background: Educational escape rooms have been used across a wide variety of disciplines at all levels of education and they are becoming increasingly popular among teachers. Nevertheless, there is a clear general need for more robust empirical evidence on the learning effectiveness of these novel activities and, particularly, on their application in software engineering education. Research Questions: Is game-based learning using educational escape rooms more effective than traditional lectures for teaching software engineering? What are the perceptions of software engineering students toward game-based learning using educational escape rooms? Methodology: The study presented in this article is a randomized controlled trial with a pre-and post-test design that was completed by a total of 326 software engineering students. The 164 students belonging to the experimental group learned software modeling by playing an educational escape room whereas the 162 students belonging to the control group learned the same subject matter through a traditional lecture. Findings: The results of the randomized controlled trial show that the students who learned software modeling through the educational escape room had very positive perceptions toward this activity, significantly increased their knowledge, and outperformed those students who learned through a traditional lecture in terms of knowledge acquisition.

Qi Dong, Xiangzhe Liu

Innovation and entrepreneurship and education have become an important topic in China’s higher education. Based on pedagogy theory, this paper divides innovation and entrepreneurship education in universities into three levels: ideological education, innovative education and entrepreneurial education. Innovation is the content of higher education, and it is also the ability that contemporary college students must have. Only with education can there be innovation, only with innovation can there be entrepreneurship, and only with entrepreneurship can there be innovation. This is of great significance to the development of multi-level education, universal education, innovation and entrepreneurship education, and the improvement of education, teaching and child-rearing levels. In order to promote the optimization practice of college students’ innovation and entrepreneurship education, this paper designs a software system which is convenient for college students’ project application, project implementation, data verification and progress report. At the same time, it can help people review and select team members, thus greatly improving management efficiency.

M. A. Aziz

Philosophy of education especially higher education is central to making a discipline or subject rational regarding its study as well as its implication in human society. In this regard, the research is an attempt to examine the philosophical foundation of higher education as stated in the major western-liberal philosophies e.g. Idealism, Realism, Thomism, and Pragmatism. It also figured out the strengths and weaknesses of the philosophical basis of the western education system. The study argues that every philosophical endeavor represents the rational ground, which is universal in nature. Besides, the philosophy by and large espouses a value-laden system, which is based on ethics and morality. Although western liberal philosophies on higher education are Universalist, they are value-free or value-neutral as opposed to rationality. In fact, value-free educational philosophy devalues life as a whole and fails to accomplish the desired goals of a graduate.

Yang Liu, F. Fang

This article explores the recent development of translanguaging from the perspective of multilingualism. This is in light of the multilingual turn in the field of foreign language teaching, particularly English language teaching (ELT), which challenges the fixed and traditional monolingual framework for foreign language education. In particular, this article reviews stakeholders’ attitudes towards the implementation of translanguaging in foreign language classroom settings. It is found that stakeholders generally hold positive attitudes towards translanguaging practices in various ELT contexts. This review highlights the importance of re-examining the significance of translanguaging in ELT practices, for example, by challenging the monolingual English-only language policy and recognizing students’ first language as a linguistic resource to facilitate language learning in both English language and content learning. The article concludes by offering some practical pedagogical implications for both policy makers and language practitioners.

Selani Julia Habeahan, Patri Janson Silaban, Nova Florentina Ambarawati et al.

Students who have learning difficulty in mathematics learning subjects indicate unsatisfactory learning results and incomplete scores with KKM. The quantitative research method is a research method that is based on positive philosophy used to study the research instruments, and the data analysis is quantitative or statistical in order to test the hypotheses that have been set. The research method used is an experimental research method. The students' mathematics learning outcomes before being given treatment obtained an average value of 50.80. The result of the normality test was 0.128. Hence, it can be concluded that the pretest learning outcomes are normally distributed. The students’ mathematics learning outcomes after being given treatment obtained an average score of 72.69. The normality test result was 0.117. Hence, it can be concluded that the post-test learning outcomes are normally distributed. It can be proven that a correlation coefficient value of 0.846 is in the powerful interference category. The results of the T-test to find out whether the hypothesis is accepted or rejected are seen from the tcount 9,118 ≥ ttable 1,692, which means that there is an effect of Joyful Learning on students’ learning outcomes. Thus, Ha was accepted and Ho was rejected.

Qin Z, Ye X, Liu H et al.

Zhuzhu Qin,1,* Xinxin Ye,2,* Huanju Liu,3 Yining Tao,4 Xutong Zheng,1 Yanxia Zhong,5 Danfeng Chen,1 Wan Ye,6 Chenju Zhan7 1School of Nursing, Fujian University of Traditional Chinese Medicine, Fuzhou, Fujian, China; 2Department of Sports and Exercise Science, College of Education, Zhejiang University, Hangzhou, Zhejiang, China; 3Women’s Hospital and Institute of Genetics, Zhejiang University School of Medicine, Hangzhou, China; 4Department of Global Public Health, Karolinska Institute, Stockholm, Sweden; 5Department of Nursing, Shijiazhuang Medical College, Shijiazhuang, China; 6Department of Nursing, Xiamen Medical College, Xiamen, Fujian, China; 7Department of Nursing, Mindong Hospital Affiliated to Fujian Medical University, Ningde, China*These authors contributed equally to this workCorrespondence: Wan Ye, Department of Nursing, Xiamen Medical College, Xiamen, Fujian, China, Tel +86 13806086169, Email 200600010142@xmmc.edu.cn Chenju Zhan, Department of Nursing, Mindong Hospital Affiliated to Fujian Medical University, No. 89 HeShan Road, Fuan City, Fujian Province, 355000, China, Tel +86 13809562183, Email zhanchenju@yeah.netObjective: This study investigated factors influencing the knowledge, attitudes, practice profiles, and vaccination intentions among Chinese nursing students and nursing interns toward the coronavirus disease (COVID-19) vaccination.Materials and Methods: The multicenter cross-sectional study was based on a self-reported questionnaire collecting information among nursing students and nursing interns from three major geographic regions of China, and the sample was selected by consecutive sampling. The questionnaire was developed by knowledge, attitudes, and practice (KAP) theory. Univariate and multivariate logistic regression were used for statistical analysis.Results: A total of 3180 nursing students and interns (effective rate: 99.8%) from six Chinese provinces were polled. The vaccine hesitation rate was 9.65% (307/3180), 2230 participants (70.1%) had gotten at least one dose of the vaccine, and 643 participants (67.7%) had indicated a readiness to be vaccinated. The results showed that older age, higher academic background, perfect vaccine management, others’ recommendations, influenza vaccination history, epidemic under control, knowledge of vaccines or intervals, and vaccine knowledge training were associated with higher vaccination rates. Conversely, vaccine hesitancy was caused by a perceived lack of physical need, uncertainty about vaccination requirements, and fear of vaccination.Conclusion: This study provided population-based estimates of COVID-19 vaccine uptake intention among mainland Chinese nursing students and interns. Factors such as age, education, vaccine knowledge, and attitudes influence COVID-19 vaccine behaviour. Relevant authorities should understand the barriers to COVID-19 vaccination from knowledge, attitude and practice, which is significant for formulating effective response strategies in future global public health crises.Graphical Abstract: Keywords: COVID-19, vaccine, knowledge, attitudes, practice, nursing students and interns

Michael Guerzhoy

Good (Frequentist) statistical practice requires that statistical tests be performed in order to determine if the phenomenon being observed could plausibly occur by chance if the null hypothesis is false. Good practice also requires that a test is not performed if the study is underpowered: if the number of observations is not sufficiently large to be able to reliably detect the effect one hypothesizes, even if the effect exists. Running underpowered studies runs the risk of false negative results. This creates tension in the guidelines and expectations for computer science education conferences: while things are clear for studies with a large number of observations, researchers should in fact not compute p-values and perform statistical tests if the number of observations is too small. The issue is particularly live in CSed venues, since class sizes where those issues are salient are common. We outline the considerations for when to compute and when not to compute p-values in different settings encountered by computer science education researchers. We survey the author and reviewer guidelines in different computer science education conferences (ICER, SIGCSE TS, ITiCSE, EAAI, CompEd, Koli Calling). We present summary data and make several preliminary observations about reviewer guidelines: guidelines vary from conference to conference; guidelines allow for qualitative studies, and, in some cases, experience reports, but guidelines do not generally explicitly indicate that a paper should have at least one of (1) an appropriately-powered statistical analysis or (2) rich qualitative descriptions. We present preliminary ideas for addressing the tension in the guidelines between small-n and large-n studies

Erica Eckert

Although student affairs professionals may feel like they are in the business of crisis management, according to Shaw (2018), they likely have little formal preparation on the topic. NASPA and ACPA recognized the need for specific knowledge and skills in crisis management in 2009 as they developed their professional competency areas. Unfortunately, student affairs professionals receive relatively little training in crisis management during their graduate preparation programs because there simply is not room in the curriculum.

John J. Schmidt

In their self-concept approach to counseling, Purkey andSchmidt (1996) introduced the tenets and assumptions ofinvitational education (Purkey & Novak, 1996) and appliedthem to professional helping relationships. Although theirmodel is a general approach to helping and not specific tocounseling culturally diverse clients, many of its componentsare similar to other counseling approaches presented in themulticultural literature (Schmidt, in press). At the same time,principles put forth by Purkey and Schmidt (1996) are relevantto the broader application of invitational educationpractices with diverse populations. This article revisits someof the basic concepts and constructs presented by invitationaltheory and practice, and relates them to issues of diversity.Specifically, it examines constructs and processesespoused by invitational theory in the context of establishinghelpful relationships with people from diverse cultural backgrounds.

Mara Bordignon

This book review is applicable and useful to those who engage with academic research, particularly researchers, librarians, students, administrators, and policy makers in the fields of library and information science (LIS), information systems, publishing studies, business, economics, and more broadly applicable to education and the social sciences and humanities. This book investigates the use of theory in open access research, and the relationship between open access theory and practice.

Fatih YAZICI, Şeyda GÜL , Mustafa SÖZBİLİR