Augmented Reality (AR) technology is one of the latest developments and is receiving ever-increasing attention. Many researches are conducted on an international scale in order to study the effectiveness of its use in education. The purpose of this work was to record the characteristics of AR applications, in order to determine the extent to which they can be used effectively for educational purposes and reveal valuable insights. A Systematic Bibliographic Review was carried out on 73 articles. The structure of the paper followed the PRISMA review protocol. Eight questions were formulated and examined in order to gather information about the characteristics of the applications. From 2016 to 2020 the publications studying AR applications were doubled. The majority of them targeted university students, while a very limited number included special education. Physics class and foreign language learning were the ones most often chosen as the field to develop an app. Most of the applications (68.49%) were designed using marker detection technology for the Android operating system (45.21%) and were created with Unity (47.95%) and Vuforia (42.47%) tools. The majority of researches evaluated the effectiveness of the application in a subjective way, using custom-made not valid and reliable tools making the results not comparable. The limited number of participants and the short duration of pilot testing inhibit the generalization of their results. Technical problems and limitations of the equipment used are mentioned as the most frequent obstacles. Not all key-actors were involved in the design and development process of the applications. This suggests that further research is needed to fully understand the potential of AR applications in education and to develop effective evaluation methods. Key aspects for future research studies are proposed.
E. Calandri, Sofia Mastrokoukou, Cecilia Marchisio
et al.
Although many studies have examined which teaching strategies are effective in achieving inclusive education, less attention has been paid to the role of teachers’ emotional competence. This study aimed to systematically review the literature on the relationship between teachers’ emotional competence and inclusive education through the following research questions: (1) What aspects of teachers’ emotional competence have been studied in relation to inclusive education? (2) How does teachers’ emotional competence influence different aspects of inclusive education? Five electronic databases were searched for all peer-reviewed empirical studies published from 2010 to February 2025. Studies were selected if they focused on K-12 teachers’ emotional competence in relation to inclusive education and were based on empirical designs. The CASP (Critical Appraisal Skills Programme) checklist was used to assess the quality of included studies. Eighteen studies were included. They drew on partially overlapping definitions of emotional competence (i.e., emotional intelligence, emotional awareness, empathy, and emotion regulation) and considered multiple indicators of inclusion that focused on student (engagement, motivation, emotional self-regulation, emotional development, and academic outcomes) and contextual variables (classroom management, teacher–student relationships, and classroom climate). Outcomes differed across various disabilities and special educational needs (SENs). The role of emotional competence should be considered both in improving teachers’ skills in professional practice and in providing adequate and comprehensive training for future teachers. These findings highlight the need to integrate emotional competence training into teacher education programs and inform education policy aimed at fostering more inclusive learning environments.
Sonnia Alexandra Heredia-Gálvez, William Tigse-Bravo, Federico Aníbal Martínez-Vélez
et al.
The pandemic compelled teleworking to become a priority modality, confronting workers with challenging situations. That tested their ability to perform their duties. This new reality, which has become a permanent feature of the labor landscape, has triggered emerging psychosocial impacts such as techno – stress. The main objective of this research was to examine the psychometric properties of the Technostress Network Scale in a sample of Ecuadorian teachers, confirming the factor structure proposed by. Llorens et al. (2011). Additionally, the relationships between the dimensions of technostress were explored according to the sociodemographic and professional characteristics of the population analyzed. The instrument was applied a sample of 327 Ecuadorian educators (including both university and secondary school teachers). The results underwent a psychometric analysis of the items and confirmatory factor analysis using structural equation modeling. These methods allowed for the identification of relationship between fatigue and anxiety and confirmed the regulatory role of anxiety within the broader framework of the categories studied.
Jennifer Ortiz Barrios, Ricardo Pachón Gutiérrez, Martha Lucia Gallego Betancourth
et al.
El artículo presenta la redefinición del Proyecto Educativo Institucional de la educación policial en Colombia, con el propósito de modernizar sus fundamentos, en correspondencia con las tendencias internacionales en Educación Superior y los principios doctrinarios de la institución policial. El objetivo estuvo dirigido a transformar el Proyecto Educativo Institucional a través de un proceso participativo que incorporara activamente a los diferentes actores de la comunidad educativa y a representantes de la sociedad, con miras a fortalecer la identidad institucional y proyectar un modelo educativo pertinente. Como métodos se utilizaron técnicas de investigación mixtas con enfoque interpretativo, empleando un diseño no experimental. Se aplicaron encuestas a miembros de la comunidad educativa y se organizaron grupos focales con líderes de interés, permitiendo recoger y analizar diversas percepciones y expectativas en torno a la formación policial. Los resultados permitieron identificar y definir elementos clave que configuran la identidad de la educación policial, tales como: los valores institucionales, el perfil del egresado, el enfoque pedagógico y el horizonte estratégico de la formación. Asimismo, se reconoció la necesidad de integrar prácticas educativas coherentes con los desafíos contemporáneos del servicio público, la seguridad ciudadana y el respeto a los derechos humanos. Las conclusiones estuvieron en la importancia de consolidar el Proyecto Educativo Institucional como instrumento articulador del proyecto educativo, resaltando el rol protagónico del docente, el valor del trabajo colaborativo y la necesidad de adecuar el currículo a contextos cambiantes, garantizando una formación policial pertinente, humanista y de alta calidad.
Musthamin Balumbi, Stang Stang, Suriah Suriah
et al.
Reproductive health education at the primary school level is a controversial topic. Although some recognize its importance in providing accurate information about the body and development, others raise concerns about cultural sensitivities and age-appropriateness. This review intends to explore various aspects related to the importance of reproductive health education among primary school children, as well as the challenges and benefits associated. This article presents a literature review of previous studies on the implementation of health and reproductive education in elementary school children. An extensive search was conducted to identify relevant papers using relevant databases like ScienceDirect, PubMed, and Google Scholar. The articles included were selected if published between 2013 and 2023, in the English language, and have undergone a rigorous peer-review process. Our review identified substantial benefits of reproductive health education in primary schools. Studies showed a positive impact on reducing misconceptions about reproduction, promoting healthy attitudes towards the body, and potentially lowering risks of teenage pregnancy and sexually transmitted diseases. However, the review also revealed significant challenges. Cultural and religious sensitivities often lead to resistance from some communities. Additionally, ensuring age-appropriate language, content, and delivery methods remains a concern. The findings highlight the need for a balanced approach to reproductive health education in primary schools. While acknowledging cultural sensitivities, strategies like involving communities and using inclusive language can promote inclusivity. Open communication within families and well-trained teachers are crucial for effective reproductive health implementation. By addressing these challenges through inclusive and age-appropriate methods, reproductive health education programs can equip children with the knowledge and skills necessary for a healthy future.
Special aspects of education, Public aspects of medicine
Samantha R. Goldman, Adam C. Carreon, Sean J. Smith
With the introduction of artificial intelligence (AI), specifically generative AI and large language models (e.g., ChatGPT, Google Gemini), into education, there is a conversation regarding what knowledge teachers still need and will need moving forward. In this article, we describe how AI can, and should, be aligned to the Technological Knowledge, Pedagogical Knowledge, and Content Knowledge (TPACK) framework, as a part of special education teacher preparation. Additionally, we explore the implications of AI on the TPACK framework, specifically how AI can be integrated within each of the three components, specific tools that support each aspect, and guiding questions that teacher-educators and pre-service teachers should be using when considering AI. We will provide teacher-educators with example activities they can use with their pre-service teachers to introduce AI and integrate its use within their curriculum, framed within the TPACK.
ABSTRACT This study examines subject teachers’ views on support for learning in mainstream lower secondary schools in Finland. Because Finnish legislation on support for learning changed in 2010, we wanted to explore subject teachers’ views on how support is being delivered in practice. Our data consist of 115 subject teachers’ answers to an electronic questionnaire and were examined using content analysis, complemented with frequencies. The results indicate a need for better resources and for structures that support teacher collaboration in lower secondary schools. Open communication and clearer definitions of subject teachers’ and special education teachers’ (SETs’) roles are also required. According to subject teachers, the most important aspect of SET work is part-time special education, meaning that SETs provide individual support for students. The support system needs to be defined in greater detail to work effectively. However, subject teachers’ attitudes seem inclusive.
La inteligencia artificial (IA) está generando tanto oportunidades como desafíos en el ámbito educativo superior. Este artículo aborda las percepciones, inquietudes, barreras y facilitadores de integración de la IA en las actividades académicas. Se enfoca en el caso de una universidad pública del norte del Perú, y examina, a través de entrevistas y grupos focales, las opiniones del profesorado. Los hallazgos muestran que, para los docentes, generar textos y organizar actividades con IA es ventajoso; aunque algunos presentan inquietudes sobre su uso, al dudar de su precisión y veracidad. Los docentes coinciden en debatir estos cambios e integrarlos en el plan curricular, y buscan superar las barreras mediante la capacitación para mejorar la percepción y uso de la IA. Pese a las potencialidades y gran apoyo de las IA en la universidad, es necesario implementar medidas institucionales.
Andrea Muñoz-Barriga, Yamith José Fandiño-Parra, Rodolfo Alberto López-Díaz
El presente artículo de investigación tiene como propósito divulgar los resultados del proyecto titulado El desarrollo del pensamiento crítico en la formación docente: experiencias educativas innovadoras de los docentes de la Facultad de Ciencias de la Educación en la Universidad de La Salle. Este estudio buscó analizar la configuración de las experiencias educativas de los docentes para la formación del pensamiento crítico mediante una metodología de carácter exploratorio y descriptivo. Sobre esa base, en un primer momento pretendió caracterizar las percepciones de los docentes y estudiantes de la Facultad respecto al pensamiento crítico y su formación. Posteriormente, se propuso comprender cómo se configuran las experiencias educativas de los profesores en ese campo para finalmente establecer implicaciones pedagógicas y didácticas como aporte a los contextos educativos universitarios. La recolección de datos se hizo a través de cuestionarios en línea y un grupo focal. Entre los resultados más relevantes, se encontró la influencia de la perspectiva cognitiva en la conceptualización del pensamiento crítico, derivada de la multiplicidad de propuestas teóricas que clasifican una serie de habilidades complejas y básicas involucradas en la formación de dicho proceso. En cuanto a las experiencias educativas, predominó la relación entre saber pedagógico y práctica educativa, a partir de la articulación del pensamiento crítico con la acción.
Shifts in special education over the last 25 years have increased the pressure on special education teacher preparation programs to improve the quality of opportunities to learn provided to teacher candidates. One aspect of quality that has not been extensively explored in the literature is the interaction between the individual candidate—the learner—and preparation experiences. Using survey and interview data from special education teacher candidates across six teacher preparation programs, we explore how candidates with differing levels of teacher self-efficacy (TSE) experience preparation. Findings suggest that TSE shaped how candidates made sense of preparation and what they took up from their opportunities to learn. Across phases, candidates with low- and high-TSE differed in how they reported on their learning opportunities and then how they interpreted these opportunities as shaping their future practice. We end with implications for research, policy, and practice in special education teacher preparation.
In Indonesia, the use of the education curriculum continues to grow along with the developments and demands of the times. The Curriculum of 2013 (K-13) is an update from the Curriculum of 2006 (KTSP), especially in the learning process that uses a scientific approach. In special education, the curriculum implementation is still adjusted to the students' barriers, abilities, and needs. This study aims to analyze the Curriculum of 2013 (K-13) in science education for students with special needs in terms of objectives, content, strategies, and evaluation of learning at each level. The method used is descriptive qualitative with data collection techniques in the form of observation and literature review of existing research and relevant theories. The results of the study show that the science education curriculum in special schools is differentiated based on the type of barriers, namely for children with visual impairments (blind), hearing impairments (deaf), intelligence barriers, ADHD, autism, and motor impairments. Content, learning objectives, and learning strategies are also adjusted to the types of student barriers. However, several aspects of K-13 are not by the learning rules for students with special needs, such as the strategies used in science learning for students with cognitive disabilities. Thus, teachers’ creativity is needed in implementing classroom learning. Moreover, the K-13 is not flexible enough in developing special education.
The present qualitative interview study explored disability identity development, a unique aspect of identity, and its relationship to school and special education. Adults with disabilities (n = 9) reflected on their schooling experiences in special education through a life history interview and semi-structured interview about their schooling experiences. The participants identified a lack of disability representation in curriculum, lack of connections to disability community, and lack of teachers and school community members as important factors to their sense of disconnection from disability identity and distancing themselves from their disability label during school. This study suggests the power and potential of special education to develop disability community and identity in students with disabilities. Implications for future research and practice are discussed.
Problem and goal . Highly-qualified employees of IT section play an important role in the development of a state. Namely they make basic contribution to the innovative development of IT area, communication and telecommunication industries. By the experts’ projections, by the year 2027, the deficit of IT specialists in Russia will make two million people. In accordance with the Federal Program “Digital Economics of the Russian Federation” the educational system is supposed to provide the country by competent manpower. For these reasons some professions related to the IT field were specified and some changes in the admission quotas for universities were introduced. The research is aimed at the search of peculiarities, revealing of factors explaining small number of enrollees and great difference in the level of educational background for admission to studies on educational programs of higher education in the sphere of IT technologies. Methodology. Issues of the development of the information-oriented society and evaluation of the commitment of different regions of the country as well as theoretical aspects of availability of IT specialists have been scrutinized. The study is based on the detailed analysis of the statistical data on admittance of students into IT departments of universities and the number of university graduates trained as IT specialists in Russia. The data analysis has been run and some conclusions have been drawn. Results. The study revealed that the number of enrollees to the IT specialties hardly surpasses the number of state-funded openings. Some basic facts have been highlighted which testify that the list of enrollment tests whilst entering the same specialties in universities are different. Enrollees with different educational background are admitted onto IT-specialties. The research results let find reasons for scatter and varied total score. Conclusion. The obtained results testify that the problem of IT-specialists’ training is the issue of the day. Suggested range of factors can be considered as one of the reasons preventing from choosing the IT-specialties by school leavers.
An important role in the professional education of students is played by the process of becoming-assimilating a student-pupil to a teacher-educator. The problems of pedagogical interaction between the teacher-educator and the student-pupil include various aspects of the educational process, on the one hand, the current level of compliance of the content of the educational program with modern achievements in science and technology, on the other hand, the level of pedagogical skill of the teacher-educator. Despite the numerous publications on this issue, there are practically no studies on the professional education of students in the context of the future professional activities of graduates of the educational program for the bachelor’s degree in “Theology”, the problem in this formulation is considered for the first time. The purpose of this research is to analyze the content and interconnection of the components of the professional education of students, the features of the professional education of students in the context of the practical familiarization of students in the direction of preparation of bachelor’s degrees “Theology”, to the activities of the clergy. The research was conducted in the course of professional and practical training of students enrolled in the educational program “Theology”. The study involved 51 teachers and 69 students. As a result of the study, the components of professional education were identified, the behavior and actions of the student-pupil as a result of his upbringing; forms of student motivation for success in educational and future professional activities; a portfolio complex of a student-pupil and a teacher-educator. The results of the study open up a new theoretical direction in the professional education of students, in which practical training occupies a special place in the theoretical education of students. The results of the analysis of the components of the professional education of students are presented and a conclusion is made about the importance of motivation and disciplineobedience in the system of higher spiritual education as effective means of organizing the professional education of students.
Este artigo trata de um processo específico da atividade de estudo, a abstração. O objetivo é analisar a necessidade e a importância desse processo para o pensamento teórico e para o desenvolvimento dos sujeitos envolvidos no processo educativo. Se fundamenta na teoria Histórico Cultural de base materialista histórica e dialética marxiana, portanto, tem como base a produção de pesquisadores como L. S. Vigotski, V. V. Davidov, D. B. Elkonin, entre outros. O método é caracterizado pela pesquisa bibliográfica e análise teórica conceitual. Os resultados demonstram que a função psicológica de abstração passa por diversos processos de transformação em função das finalidades das ações onde existe. Por isso, precisa ser dominada pelos indivíduos como meio essencial para o desenvolvimento das funções psicológicas superiores e na produção do pensamento teórico. Ainda que, como está direcionada, também para a análise nos processos reflexivos tem implicações para o desenvolvimento da personalidade.
Fátima Poza-Vilches, E. García-González, Carmen Solís-Espallargas
et al.
Purpose The purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain). Design/methodology/approach This paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research. Findings The results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability. Originality/value This research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal.
The COVID-19 pandemic has disrupted teaching in medical schools across the world. Online learning has become the core method of teaching during this pandemic. The aim of this study was to investigate the impact of this mode of education among medical students in India. A survey was conducted by distributing online questionnaires to medical students across India. Data gathered from the survey was analyzed using SPSS® version 16. The overall response rate of survey was 58.4%. Practical training was most severely affected by online classes (93.32%) as compared to theory classes (60.93%). A total of 71.98% students agreed that canceling of physical medical conferences adversely affected the building up of their resumes while only 28.79% agreed that virtual conferences and meetings enhanced their learning. A total of 56.81% agreed that online exams adversely affected their performance. A total of 46.79% feels that online classes using simulated patients and simulation technology is not useful but 41.90% think that simulated teaching should be a part of the medical curriculum. A majority of the students (87.66%) had technical issues with online classes and 89.72% complained of poor concentration during online teaching due to distractions. A total of ~75% felt that the pandemic has adversely affected the availability of research opportunities and development of skills, ethics, communication, and behavior. Online education has adversely affected all aspects of learning, performance in exams, research, and the overall future plans of students. Moving forward from this pandemic, in order to maximize the benefits of both face-to-face and online teaching, we suggest medical schools resort to a hybrid pattern.
The ongoing outbreak of the Coronavirus Disease 2019 (COVID-19) and the ensuing preventative lock-down and shelter-in-place policies enacted around the world have caused unanticipated disruptions in the delivery of educational content and accessibility services to children, youth and adults with disabilities. The rapid move to online and remote learning, socialization, and therapeutic activities have surfaced some of the inadequacies of existing systems and infrastructures as well as opportunities for creating novel and accessible solutions. We conducted semi-structured remote interviews with nine special education teachers, therapists, community advocates, and individuals with disabilities to capture their perspectives on delivering services and supporting children and adults with disabilities and their families during the pandemic. Participants shared reflections on their experience and those who they serve during the initial phases of the COVID-19 crisis and the challenges and insights that this experience surfaced. Findings include a need to better support families in facilitating remote learning experiences for their children, developing tactile modes of engagement to complement online interactions, and the impact of a lack of contingency plans specifically to support people with disabilities and their families during crizes. The participants also described the lack of clarity about the future as one of the most difficult aspects of the pandemic. We conclude with a discussion of these findings and directions for future research.