Hasil untuk "History of education"

Lucien Bollaert

Since the launching of ChatGPT (generative) AI has been developed so much and fast that it has entered higher education (HE) and higher education institutions (HEIs). The article is meant to help HE(Is) how to deal with AI strategically and in leadership. It investigates which influences AI and the use of AI tools is having on HE(Is). Therefore 4 research questions are formulated: how does AI and AI tools influence HE(Is) in its mission, organization and context; should AI and its applications then be regarded as an strategic objective or only as a tool to realize the strategy; how is AI and the use of AI tools, as developed and described in an AI strategy, best managed to be adopted and integrated in an effective and responsible way, and finally which influence does AI and its tools have on the leadership and culture? In order to answer those questions, the article describes first our contemporary times, and the leadership needed, then delves into the history of the development of AI and its tools and investigates the current and future attitudes towards, degrees of implementation, and uses of AI and its tools among the internal and external stakeholders of HE(Is). The findings result from a global literature study of international surveys and 2 case studies. The selection is based on topical usefulness, international scope, (statistical) relevance and quality of research in general. In this way the article aims to help to develop an AI strategy and thus can be read as a policy paper underpinned by a meta-analysis. The main results are that, although the use of AI in HEIs is divided, the effective and responsible adoption and integration of AI is a new strategic objective in order to help to realize HE’s three-fold mission in a well-planned and managed way asking for a visionary leadership and a clear policy framework and guidelines, in which the words transparency, responsibility and critical thinking link AI use with an enhancement of unique human competences such as critical thinking.

Samar Fares, Suhel F. Batarseh, Saeed Soliman

Background: Human immunodeficiency virus (HIV) remains one of the biggest health challenges facing the world, with approximately 39 million people reported to be living with the virus. Despite low prevalence rates in the Middle East and North Africa region, Jordan faces a growing trend of new infections driven by factors such as refugees, migration, and socioeconomic status. Premarital examination is a requirement for Jordanian couples to get married and would play a role in sexually transmitted disease (STD) awareness and prevention, including HIV. Objectives: The purpose of this research is to assess the impact of premarital examinations on HIV knowledge, attitudes, and stigma in ever-married women aged 15–49 in Jordan. Design: Cross-sectional design. Methods: Data were retrieved from the most recent Jordan Population and Family Health Survey, a nationally representative survey of health dynamics. Premarital examinations and comprehensive HIV knowledge were assessed by survey modules covering history of premarital examination and tests performed and respondents’ understanding of HIV transmission and prevention. Participants were categorized based on their responses to five key statements about HIV/AIDS. Results: In this study, there were 14,689 respondents. The mean age (±SD) of the participants was 34.5 (±8.5) years. Most of them (92%) were currently married. More than half of the respondents underwent premarital medical checkups. However, discriminatory attitudes toward people living with HIV were high among respondents. Only 8.7% of the respondents showed adequate comprehensive HIV knowledge; their level of understanding regarding modes of transmission and misconceptions about prevention also varied. The adjusted model showed that there was no significant difference in HIV knowledge between those who had a premarital exam and those who had not. However, higher education levels were associated with better HIV knowledge. Conclusion: The findings indicate that the level of HIV knowledge among Jordanian women is poor and was not associated with undergoing premarital examination and counseling. This suggests redesigning the mandatory premarital examination and counseling to have stronger STDs and HIV awareness and prevention components. This change may improve knowledge and encourage safer health behaviors, thus helping to combat stigma and misinformed views about HIV in Jordan.

Apekshya Ghimire, Chandralekha Singh

We focus on reflections and suggestions of five college quantum educators from four different institutions (two from same institution) regarding what can be done to diversify the second quantum revolution. They are leading QIST researchers, and very passionate about improving quantum education. The educators were asked about their thoughts on whether the interdisciplinary nature of the field, in which nobody can claim to be an expert in all aspects of QIST, may make it easier to create a better culture from the beginning, supportive of equitable participation of diverse groups unlike physics. This is because disciplines such as physics have an ingrained inequitable culture based on brilliance attribution that is a major impediment to diversity, equity and inclusion. Educators were interviewed on Zoom using a semi-structured think-aloud protocol about various issues related to QIST education including those pertaining to how to diversify the second quantum revolution. Their suggestions can be invaluable and can help other educators adapt and implement strategies to diversify QIST.

Iman Reihanian, Yunfei Hou, Yu Chen et al.

This paper surveys the use of Generative AI tools, such as ChatGPT and Claude, in computer science education, focusing on key aspects of accuracy, authenticity, and assessment. Through a literature review, we highlight both the challenges and opportunities these AI tools present. While Generative AI improves efficiency and supports creative student work, it raises concerns such as AI hallucinations, error propagation, bias, and blurred lines between AI-assisted and student-authored content. Human oversight is crucial for addressing these concerns. Existing literature recommends adopting hybrid assessment models that combine AI with human evaluation, developing bias detection frameworks, and promoting AI literacy for both students and educators. Our findings suggest that the successful integration of AI requires a balanced approach, considering ethical, pedagogical, and technical factors. Future research may explore enhancing AI accuracy, preserving academic integrity, and developing adaptive models that balance creativity with precision.

Veronika Hackl, Alexandra Mueller, Maximilian Sailer

The integrative literature review addresses the conceptualization and implementation of AI Literacy (AIL) in Higher Education (HE) by examining recent research literature. Through an analysis of publications (2021-2024), we explore (1) how AIL is defined and conceptualized in current research, particularly in HE, and how it can be delineated from related concepts such as Data Literacy, Media Literacy, and Computational Literacy; (2) how various definitions can be synthesized into a comprehensive working definition, and (3) how scientific insights can be effectively translated into educational practice. Our analysis identifies seven central dimensions of AIL: technical, applicational, critical thinking, ethical, social, integrational, and legal. These are synthesized in the AI Literacy Heptagon, deepening conceptual understanding and supporting the structured development of AIL in HE. The study aims to bridge the gap between theoretical AIL conceptualizations and the practical implementation in academic curricula.

Asghar Ghorbani, Hanieh Fattahi

Limited infrastructure, scarce educational resources, and unreliable internet access often hinder physics and photonics education in underdeveloped regions. These barriers create deep inequities in Science, Technology, Engineering, and Mathematics (STEM) education. This article explores how Small Language Models (SLMs)-compact, AI-powered tools that can run offline on low-power devices, offering a scalable solution. By acting as virtual tutors, enabling native-language instruction, and supporting interactive learning, SLMs can help address the shortage of trained educators and laboratory access. By narrowing the digital divide through targeted investment in AI technologies, SLMs present a scalable and inclusive solution to advance STEM education and foster scientific empowerment in marginalized communities.

Roberto Giorgi

FREESS is a free, interactive simulator that illustrates instruction-level parallelism in a RISC-V-inspired superscalar processor. Based on an extended version of Tomasulo's algorithm, FREESS is intended as a hands-on educational tool for Advanced Computer Architecture courses. It enables students to explore dynamic, out-of-order instruction execution, emphasizing how instructions are issued as soon as their operands become available. The simulator models key microarchitectural components, including the Instruction Window (IW), Reorder Buffer (ROB), Register Map (RM), Free Pool (FP), and Load/Store Queues. FREESS allows users to dynamically configure runtime parameters, such as the superscalar issue width, functional unit types and latencies, and the sizes of architectural buffers and queues. To simplify learning, the simulator uses a minimal instruction set inspired by RISC-V (ADD, ADDI, BEQ, BNE, LW, MUL, SW), which is sufficient to demonstrate key pipeline stages: fetch, register renaming, out-of-order dispatch, execution, completion, commit, speculative branching, and memory access. FREESS includes three step-by-step, illustrated examples that visually demonstrate how multiple instructions can be issued and executed in parallel within a single cycle. Being open source, FREESS encourages students and educators to experiment freely by writing and analyzing their own instruction-level programs and superscalar architectures.

Jane E. Sykes

Abstract In response to concerns regarding numerous complex issues facing the veterinary specialty profession, several organizations, including the American College of Veterinary Internal Medicine, have made a clarion call to the American Veterinary Medical Association to begin discussions surrounding the formation of an accrediting body for internships, residencies, and fellowships. A proposed name for such a body is the Accreditation Council on Graduate Veterinary Medical Education, in alignment with the Accreditation Council on Graduate Medical Education (ACGME); the term “graduate” refers to specialty education that occurs after the first 4 years of the MD or DVM degree. Although the structure and financing of graduate education differ between the human medical and veterinary professions, we can nevertheless learn much from the history of evolution of human medical specialization as we navigate the path ahead.

Nina Herlina

The Military Academy in Indonesia has a rich history, established in different locations under various names until they were eventually merged. This study explores the dynamics of the Military Academies in Indonesia, from the Dutch East Indies era to the present day. It also investigates why Tidar Valley became the location for the Military Academy, considering both logical factors and local traditions? The research methodology employed in this study is the critical historical method, comprising four distinct stages heuristics, criticism, interpretation, and historiography. To explain why the Military Academy is located in the Tidar Valley, the author uses ideas from Robert von Heine Geldern and Gilbert J. Garraghan. This study reveals the dynamic development of the military academy in Indonesia. During the Dutch East Indies era, officer training took place at the Military Academy in Breda. Following World War II, a new Military Academy was established in Bandung in 1940. After Indonesia became independent in 1945, the Military Academy was established in Yogyakarta. Later on, more military education institutions appeared in various places like Tangerang, Mojoagung, Malang, Brastagi, Parapat, Bukittinggi, Palembang, Salatiga, and Bandung. In 1957, these institutions were combined to create the National Military Academy in Yogyakarta, which had branches for land, air, and sea. The land division became the Military Academy in 1965. In the same year, all division academies were merged into the Armed Forces Academy of the Republic of Indonesia (AKABRI), and the land division was renamed the Military Academy.

Edwin Barnes, Michael B. Bennett, Alexandra Boltasseva et al.

In response to numerous programs seeking to advance quantum education and workforce development in the United States, experts from academia, industry, government, and professional societies convened for a National Science Foundation-sponsored workshop in February 2024 to explore the benefits and challenges of establishing a national center for quantum education. Broadly, such a center would foster collaboration and build the infrastructure required to develop a diverse and quantum-ready workforce. The workshop discussions centered around how a center could uniquely address gaps in public, K-12, and undergraduate quantum information science and engineering (QISE) education. Specifically, the community identified activities that, through a center, could lead to an increase in student awareness of quantum careers, boost the number of educators trained in quantum-related subjects, strengthen pathways into quantum careers, enhance the understanding of the U.S. quantum workforce, and elevate public engagement with QISE. Core proposed activities for the center include professional development for educators, coordinated curriculum development and curation, expanded access to educational laboratory equipment, robust evaluation and assessment practices, network building, and enhanced public engagement with quantum science.

Aziz Amaaz, Abderrahman Mouradi, Moahamed Erradi et al.

The purpose of this study was to explore Moroccan pre-service elementary teachers' attitudes toward integrated science, technology, engineering, and mathematics (STEM) education and the use of mobile devices in integrated STEM education. The research sample was selected using convenience sampling. Data were collected from 226 pre-service teachers in the Bachelor of Education Elementary Specialty (BEES) using a 28-item questionnaire. The validity of the items was tested by factor analysis using the extraction method of principal component analysis with varimax rotation. Reliability tests for the different constructs were conducted by calculating Cronbach's alpha. Frequency, mean, standard deviation and Mann-Whitney tests were used to analyze the data. The results revealed that pre-service elementary teachers have generally neutral attitudes toward integrated STEM education, and they also showed that pre-service teachers' attitudes toward integrated STEM education do not depend on gender or grade level. However, these attitudes are dependent on pre-university studies. Pre-service teachers with a scientific background have significantly more positive attitudes toward integrated STEM education than their counterparts with a literary background. Furthermore, the results of this study also revealed that pre-service teachers have positive attitudes toward the use of mobile devices in integrated STEM education, and these attitudes are not dependent on gender, grade level, or pre-university studies.

N. Karjanto

This article reviews the current state of teaching and learning mathematical modeling in the context of sustainable development goals for education at the tertiary level. While ample research on mathematical modeling education and published textbooks on the topic are available, there is a lack of focus on mathematical modeling for sustainability. This review aims to address this gap by exploring the powerful intersection of mathematical modeling and sustainability. Mathematical modeling for sustainability connects two distinct realms: learning about the mathematics of sustainability and promoting sustainable learning in mathematics education. The former involves teaching and learning sustainability quantitatively, while the latter encompasses pedagogy that enables learners to apply quantitative knowledge and skills to everyday life and continue learning and improving mathematically beyond formal education. To demonstrate the practical application of mathematical modeling for sustainability, we discuss a specific textbook suitable for a pilot liberal arts course. We illustrate how learners can grasp mathematical concepts related to sustainability through simple yet mathematically diverse examples, which can be further developed for teaching such a course. Indeed, by filling the gap in the literature and providing practical resources, this review contributes to the advancement of mathematical modeling education in the context of sustainability.

Shams El-Adawy, Scott V. Franklin, Eleanor C. Sayre

Improving the physics enterprise to broaden participation in physics is one of the main goals of the physics education research community. Many classically trained physics faculty transition during their faculty career into engaging in research investigating the teaching and learning of their discipline. There is scarce research on the support and needs of these faculty as they engage in their first projects in this new research field for them. We investigate agency growth of two emerging physics education researchers and one emerging mathematics education researcher as they participate in a professional development program. We ground our case study analysis of interview data in a theoretical framework on agency. We identify the elements of the professional development program that were transformative in our case study participants' trajectory in education research. Receiving get-started information, building mechanisms to sustain research projects and engaging with a supportive community help participants transform general interests to specific questions, articulate concrete next-steps and increase their sense of self-efficacy. During this professional development program all three case study participants gain agency in this new area of research for them. These identified program elements that affect agency growth can inform professional development opportunities for faculty transitioning into discipline-based education research, which expands our understanding of how to build capacity in the field.

R. Michael Barnett, K. Erik Johansson

When the education and outreach project of ATLAS, a leading experiment at the Large Hadron Collider, was initiated in 1995, we wanted to share the drama and excitement in the exploration and discovery of new science. The goal was to make these fascinating stories understandable and available to everybody and inspire the next generation of scientists and engineers. The education and outreach material included classroom activities, an extensive website, videos, a YouTube channel, social media, a planetarium show, and materials related to search for and discovery of the Higgs Boson.

Margaret Lowenstein, Hareena K. Sangha, Anthony Spadaro et al.

Abstract Background Emergency departments (EDs) are important venues for the distribution of naloxone to patients at high risk of opioid overdose, but less is known about patient perceptions on naloxone or best practices for patient education and communication. Our aim was to conduct an in-depth exploration of knowledge and attitudes toward ED naloxone distribution among patients who received a naloxone prescription. Methods We conducted semi-structured telephone interviews with 25 adult participants seen and discharged from three urban, academic EDs in Philadelphia, PA, with a naloxone prescription between November 2020 and February 2021. Interviews focused on awareness of naloxone as well as attitudes and experiences receiving naloxone in the ED. We used thematic content analysis to identify key themes reflecting patient attitudes and experiences. Results Of the 25 participants, 72% had previously witnessed an overdose and 48% had personally experienced a non-fatal overdose. Nineteen participants (76%) self-disclosed a history of substance use or overdose, and one reported receiving an opioid prescription during their ED visit and no history of substance use. In interviews, we identified wide variability in participant levels of knowledge about overdose risk, the role of naloxone in reducing risk, and naloxone access. A subset of participants was highly engaged with community harm reduction resources and well versed in naloxone access and use. A second subset was familiar with naloxone, but largely obtained it through healthcare settings such as the ED, while a final group was largely unfamiliar with naloxone. While most participants expressed positive attitudes about receiving naloxone from the ED, the quality of discussions with ED providers was variable, with some participants not even aware they were receiving a naloxone prescription until discharge. Conclusions Naloxone prescribing in the ED was acceptable and valued by most participants, but there are missed opportunities for communication and education. These findings underscore the critical role that EDs play in mitigating risks for patients who are not engaged with other healthcare or community health providers and can inform future work about the effective implementation of harm reduction strategies in ED settings.

Jamaan Alzahrani, Sameer Al-Ghamdi, Khaled Aldossari et al.

<i>Background and Objectives</i>: Postpartum depression (PPD) is a psychological disorder in women who recently gave birth. It can present as mild to severe depression. Multiple studies across the globe have used the Edinburgh Postnatal Depression Scale to reveal the factors that affect the prevalence of PPD. Results from various published studies showed a high prevalence of PPD in Saudi Arabia. The objective of this study is to investigate the major factors that increase PPD and other associated factors. <i>Materials and Methods</i>: An observational cross-sectional study was carried out at primary healthcare centres and military hospitals in Al Kharj. The study measured the rate of PPD among Saudi women during the postpartum period. We studied 279 women aged 19–45 (mean age 31.91, SD ± 6.45) in their postpartum period and followed up to 2 months after delivery. <i>Results</i>: The prevalence of PPD in our cohort was 32.8%. Multivariate logistic regression analysis showed that previous depression diagnosis (<i>p</i> = 0.001), lower education status (<i>p</i> = 0.029), unemployment (<i>p</i> = 0.014), and delivery disposition of C-section (<i>p</i> = 0.002) remained associated with an increased risk of developing PPD. <i>Conclusions</i>: The increasing number of Saudi women with PPD demonstrates that it is a highly prevalent condition. PPD affects not only the health of the mother but also that of her baby and other family members. Our results showed that the history of diagnosed depression, lower education status, unemployment, and delivery disposition of C-sections were independent predictors of PPD development. Raising awareness and controlling the vulnerable factors could decrease the high risk of its effects.

Marianna M. Korenkova

The article discusses an introductory lecture from the series «Lectures on the Present Position of Catholics in England» by J. H. Newman. John Henry Newman is a versatile figure in 19th century English society, with his interests spanning philosophy, theology, church history and education; he opened Catholic oratorio schools and the new Catholic University in Dublin. He wrote tracts on vision for the Church of England and the search for a middle way between the high and low church of England during his activity as one of the leaders of the Oxford movement, which he joined a Protestant and left it a Catholic, becoming a cardinal in 1879. After some controversy, Newman was beatified by Pope Benedict XVI on September 19, 2010. Since becoming a Catholic, Newman had devoted himself to the apologetics of the Catholic Church in England and the development of education for Catholics. It was for this purpose that he wrote Lectures on the Present Position of Catholics in England. The article concerns the first lecture of the entire series, since its rhetoric sets the perspective of a dispute with English Protestants with the aim of further revealing the complex issue of the social practice of anti-Catholicism and, at the same time, apologetics of the Catholic Church in the next eight lectures of the cycle. The practice of accusing and attacking Catholics by Protestants gave rise to Newman’s public protest against it. However, the lecturer remained within the framework of a respectful attitude towards the Protestant part of the audience, illustrating its incorrectness and one-sidedness of judgments with fables and examples from literature.

G. Nandakumar, N. Ryde, M. Montelius et al.

Phosphorus (P) is considered to be one of the key elements for life, making it an important element to look for in the abundance analysis of spectra of stellar systems. Yet, there exists only a handful of spectroscopic studies to estimate the P abundances and investigate its trend across a range of metallicities. We have observed full HK band spectra at a spectral resolving power of R=45,000 with IGRINS instrument. Abundances are determined using SME in combination with 1D MARCS stellar atmosphere models. The investigated sample of stars have reliable stellar parameters estimated using optical FIES spectra (GILD; Jönsson et al. in prep.). In order to determine the P abundances from the 16482.92 Angstrom P line, we take special care of the CO($ν=7-4$) blend. We determine the C, N, O abundances from atomic carbon and a range of non-blended molecular lines (CO, CN, OH) which are aplenty in the H band region of K giant stars, assuring an appropriate modelling of the blending CO($ν=7-4$) line. We present [P/Fe] vs [Fe/H] trend for 38 K giant stars in the metallicity range of -1.2 dex $<$ [Fe/H] $<$ 0.4 dex. We find that our trend matches well with the compiled literature sample of prominently dwarf stars and limited number of giant stars. Our trend is found to be higher by $\sim$ 0.05 - 0.1 dex compared to the theoretical chemical evolution trend in Cescutti et al. 2012 resulting from core collapse supernova (type II) of massive stars with the P yields from Kobayashi et al. (2006) arbitrarily increased by a factor of 2.75. Thus the enhancement factor might need to be $\sim$ 0.05 - 0.1 dex higher to match our trend. We also find an empirically determined primary behaviour for phosphorus. Furthermore, the phosphorus abundance is found to be elevated by $\sim$ 0.6 - 0.9 dex in two metal poor s-enriched stars compared to the theoretical chemical evolution trend.

Yousef Bisabr

We argue that most advances in science and technology during the past and the present centuries rely on modern physics concepts developed in the early $20$th century. The reliance is so profound that any improvement of literacy of science and technology falters in the absence of those concepts in physics education. Despite this important role, there are some remarks in literature concerning that modern topics have gone unnoticed in physics textbooks \cite{cht}. We discuss confirmation of this claim and also argue that physics education without reference to the difficulties of classical concepts and the need for paradigm change can lead to serious misconceptions and gives an incorrect image of science.

Courtney Macdonald, James A. Chamberlain, Danielle Mazza et al.

Increased implementation of proven prevention strategies is required to combat rising breast cancer incidence. We assessed use of risk reducing medication (RRMed) by Australian women at elevated breast cancer risk. Only 2.4% had ever used RRMed. Higher breast cancer risk was statistically significantly associated with use of RRMed (OR 1.82, 95%CI: 1.08–3.07, p = 0.02 for ≥30% lifetime risk compared with 16%–29% lifetime risk), but parity, education level and family history of breast cancer were not. Breast cancer prevention medications are underutilised. Efforts are needed to incorporate breast cancer risk assessment and risk management discussions into routine health assessments for women.