ABSTRACT The paper focuses on the negative aspects of artificial intelligence in higher education such as biases in the datasets and algorithms, plagiarism, factual incorrectness, micromanagement of students and employees, manipulation of behaviour, überveillance, overreliance on AI, lack of or low explainability and transparency of AI’s decisions, loss of skills, and privacy concerns. The paper adopts an operations management perspective and discusses the negative aspects of AI in the various processes in higher education institutions such as enrolment of students, hiring of employees, teaching/learning/assessment, administrative activities, research, socialisation and well-being of students, remuneration, appraisal and wellbeing of employees. Special attention is paid to AI’s impacts on ethics, creativity and critical thinking. Potential solutions to avoid or mitigate the negative impacts of AI, theoretical, managerial and policy implications are discussed as well.
Objective: To explore the current and potential role of Artificial Intelligence (AI) in the educational sector, addressing its benefits and potential challenges. Method: A comprehensive review of the existing literature and applications of AI in various fields, with a specific focus on its implications for education. Results: AI has seamlessly integrated into various aspects of our daily lives, from automated systems in vehicles to personalized online advertisements. In the realm of education, AI promises to enhance the teaching and learning experience. It aims to supplement, not replace, educators by making the learning process more engaging and efficient. AI systems can provide feedback on student performance, highlighting areas of improvement, and ensuring inclusivity for students with special needs or language barriers. Additionally, AI can automate many administrative tasks, allowing educators more time for lesson planning and instructional improvement. Conclusions: While AI presents numerous advantages for the educational sector, its integration should be approached with caution. Both educators and students need preparation for this technological shift to maximize its benefits and mitigate potential challenges. Implications: The onus is on governments, educational institutions, and related organizations to facilitate the smooth integration of AI in education. Proper training and awareness are essential to ensure that AI is utilized responsibly and effectively in educational settings.
ABSTRACT The Diffusion of Innovations (DOI) model can be used to explore how faculty prioritize learning about and adopting new pedagogical approaches. Here, we use the DOI framework to contextualize biology faculty perceptions of a professional development (PD) program designed to help them create a full semester course-based undergraduate research experience (CURE) class at a large, public comprehensive university. PD sessions included exploring self-reflexive identity while fostering inclusive classroom spaces through understanding and interrupting implicit bias and microaggressions. This qualitative study sought to determine 11 biology faculty members’ beliefs about the influence of their year-long PD on their CURE development and teaching practices. Findings suggest that faculty were motivated to teach CUREs for a variety of reasons. A common incentive was integrating research into a CURE to bring their passion into their classroom and to engage more students in research. This may be particularly important at institutions where faculty have a heavy teaching load. Faculty also reported modifying their teaching in their CUREs and other courses to be more inclusive and equitable. The importance of peer interactions in the PD was emphasized repeatedly as faculty learned from experts, the literature, and faculty who had already developed a CURE. Our results illustrate that a community of practice structure can enhance the learning aspect of the community, helping faculty consider their implementation of inclusive, equitable, and high-impact practices as an ongoing educational process for themselves and emphasizing the importance of reflection and iteration in a DOI framework.
Traditionally, in many countries there exist different teacher education programs for special education and for regular or inclusive education, not at all with similar underlying paradigms for teaching and learning or similar definitions and understanding of the term inclusion. In this context, one central question is how to define inclusive mathematics education, how to address the manifold aspects, and how to reduce discrimination and marginalization. On the one hand, teacher education programs might focus on diverse groups and specific students, like students with special needs and integrate important questions of special education. On the other hand, teacher education programs might take explicitly a broader perspective, considering the mathematical learning of all students and not taking a specific focus. In this contribution we present research results of the project ProViel (‘professionalisation for diversity’) to discuss how a teacher education program can be designed to address both with the underlying paradigm of making mathematics accessible for all students, and what role pre-service teachers’ beliefs as well as their self-efficacy might play. The project aimed at subject-specific concept development and research concerning teacher education for inclusive mathematics on the primary level, considering different points in time within the whole education program. Quantitative data of pre-service teachers’ beliefs and self-efficacy have been analysed, while they participated in different university courses and a practical phase at school. Key findings of this study are, that pre-service teachers’ beliefs about student achievement and their self-efficacy for inclusive mathematics teaching changed during the teacher education program.
Resumo: escolas com marcas étnicas pelo idioma, saberes e modo como operavam se proliferaram no Brasil em fins do século XIX e início do XX, período que coincide com numerosas e sucessivas migrações internacionais que se estabeleceram, no caso gaúcho, especialmente em pequenas propriedades nas colônias criadas para tal fim. Na Argentina, em especial em Buenos Aires, as escolas italianas também marcaram presença. Escolas italianas foram inspecionadas por cônsules ligados ao Ministério das Relações Exteriores desde 1870. Nesse artigo, o objetivo é compreender políticas, produção, circulação e distribuição de livros escolares fabricados durante o fascismo para as escolas italianas no exterior, atentando para aqueles que circularam no Brasil e na Argentina, com um recorte analítico para o Rio Grande do Sul e Buenos Aires. Analisamos o período entre 1922 e 1938 com especial atenção aos livros produzidos por Giuseppe Fanciulli. O referido autor e jornalista foi uma referência para a literatura infanto-juvenil do período na Itália. A partir da História da Educação e História Cultural foi realizada a análise documental histórica de leis, correspondências, relatórios de cônsules, fotografias, livros escolares escritos por Fanciulli e jornais. A rede consular responsabilizava-se pela recepção e distribuição de materiais escolares (predominantemente livros) e subsídios financeiros aos professores, da Itália para países como Brasil e Argentina. Com o fascismo, intensificou-se a organização e a atenção às escolas por parte da Itália, bem como o envio de livros, sendo as obras de Fanciulli um destaque. No Brasil e na Argentina os livros de Franciulli produziram poucos efeitos.
Tujuan penelitian ini adalah melakukan pengembangan buku permainan tradisional guna meningkatkan karakter tanggung jawab sosial anak usia 7-9 tahun. Model penelitian dan pengembangan (R&D) tipe ADDIE digunakan pada penelitian ini. Pada analisis kebutuhan, dilibatkan sepuluh guru dari berbagai daerah. Expert judgement juga dilakukan dengan melibatkan sebelas validator. Sepuluh anak turut dilibatkan dalam uji coba. Hasil penelitian ini antara lain, 1) Pengembangan buku permainan tradisional disesuaikan dengan tahapan pada ADDIE (Analyze, Design, Develop, Implement, dan Evaluate); 2) Buku permainan tradisional mendapatkan kualitas “Sangat Baik” atau ekuivalen skor 3,78 (Skala 1-4) dan rekomendasi “Tidak perlu revisi”; dan 3) Uji coba buku permainan tradisional memberikan pengaruh bagi karakter tanggung jawab sosial anak. Uji signifikansi ditunjukkan dengan t(9) = 17,601; p < 0,05. Nilai besar pengaruh yang dikategorikan “Efek besar” dengan nilai r = 0,985 dan setara 98%. Uji efektivitas menunjukkan skor N-gain score 76,19% setara dengan kategori “Tinggi”.
This research has analyzed the content of elementary school social studies books from the perspective of the three virtues of Islamic ethics. For this purpose, the method of content analysis has been used. The statistical population of the research included the content of all the social studies textbooks of the elementary school in the academic year of 2002-03, including the third to sixth grades, which was omitted from sampling and the entire population was investigated. The research tool includes a content analysis list of the three virtues of Islamic ethics, including courage, honesty, and benevolence, which is based on Islamic teachings and the definitions and opinions of Muslim thinkers about moral virtues, and its validity is through content validity and its reliability is through Scott's method. It was calculated with 91.42%. Descriptive statistics and Shannon's entropy method were used for data analysis. In this research, the component of moral courage among the sub-components of courage with an information load of 0.99 and an importance coefficient of 0.46 received the most attention, and the component of verbal honesty among the sub-components of honesty with an information load of 0.03 and an importance coefficient of 0.2 received the least amount of attention. have dedicated themselves. Also, the results showed that the charity component among the sub-components of benevolence has zero frequency in all social studies books in all elementary grades. Therefore, it can be concluded that the three virtues of Islamic ethics have not been paid attention to in a balanced way. It is recommended to review the design and organization of elementary school social studies textbooks as a strategic goal and implement supplementary educational programs as a short-term goal to fill existing gaps.
Industry 5.0 and the associated transformation into Society 5.0 require a complete realignment of the skills required of the engineers of tomorrow. Thereby, the pre-dominant and policy-driven drivers of digitalization, and sustainability in particular, demand a complex variety of enhanced special competencies (e.g., lean thinking, data science skills) and transversal competencies from engineers working in manufacturing companies which must be systematically developed and continuously expanded. Since methodical approaches to systematic competence development in the environment of Industry 5.0-related engineering education are scarce, this article develops a competence profile for industrial logistics engineering education as an example of Industry 5.0-related vocational education and training initiatives. After elaborating on the relevant theoretical aspects of systematic competence development in adult education, an exemplary competence profile for industrial logistics engineering education is developed. Moreover, this paper presents a preliminary investigation of the impact of competencies on job performance and job satisfaction. The research results serve as a basis for the development of new teaching and learning concepts as well as for the investigation of causal relationships between competence-orientation and individual performance for industrial engineers in manufacturing enterprises.
O presente trabalho apresenta um estudo realizado com os professores de Matemática dos 6º aos 9º anos do Ensino Fundamental e com a responsável pela área da Matemática na Secretaria Municipal de Educação que estão atuando na implantação da Base Nacional Comum Curricular, nas escolas municipais de Xinguara, Pará. A pesquisa é um recorte da tese de doutorado no Programa de Ensino de Ciências e Matemática, da Universidade Luterana do Brasil, com o objetivo de identificar como vem sendo implantada, a BNCC nas escolas públicas do município. Foi aplicado um questionário, aos 17 professores de Matemática do 6º aos 9º anos, e uma entrevista com a responsável na Secretaria Municipal de Educação. Os resultados apontam que os professores participantes da pesquisa apresentam dificuldades na implantação dos objetos de aprendizagem prescritos na BNCC e de construir um currículo para o desenvolvimento de competências de acordo com o indicado na BNCC.
Special aspects of education, Theory and practice of education
The rapid development of generative AI (artificial intelligence) tools such as ChatGPT and Google Bard has opened new possibilities for enhancing lesson planning in initial teacher education (ITE). These tools have the capability to generate tailored educational content, alleviating time constraints while concurrently enhancing the quality of teaching. By simply providing specific requirements and objectives, teachers can obtain comprehensive and well-structured lesson plans and subject plans. This paper explores the potential of generative AI tools to revolutionise lesson planning in initial teacher education. It begins by reviewing lesson planning using a generative AI tool, highlighting the challenges and opportunities that exist. A sample lesson plan and a sample scheme of work are further created. While these tools are revolutionising the way teachers work, these tools will not replace real human teachers. Teachers will always need to supplement generative AI content with their own insights and experience, allowing them to make informed pedagogical decisions.
In this article on the conceptualization of the digital space in the teaching-learning of languages, our contribution to the "Architecture of the processes of production and reception" of language (François & Nespoulous, 2014), consists in the identification of the interlinguistic didactic constants of the teaching-learning of foreign languages and their integration into a three-dimensional pedagogical model integrating the stratified structural components of their deep learning. This is an experimental model, but immediately applicable in the teaching-learning-evaluation of languages, which therefore exposes one of the results of our current research-actions in distance learning (FAD).In the introduction, we begin our remarks by presenting the abundant parameters of the place of digital technology in the teaching-learning-assessment of languages. Our methodology is that of analytical and conceptual research on the teaching-learning-evaluation of languages. Our analyses are based on the founding documents of the European Community (EC), in particular the Common European Framework of Reference for Languages, CEFR (Conseil de l'Europe, 2001, 2018, 2021). Our objective is to cover as many of the language components and skills required to update them within the framework of the action-oriented approach advocated by the EC.Our discussion focuses on the technological conditions for applying this model and our conclusion on the prospects, already at our doorstep, of the organic integration of the artificial intelligence of languages into humans.
Special aspects of education, Philology. Linguistics
Muhammad Ashabul Kahfi, Subekti Masri, Bahtiar Bahtiar
et al.
Kehidupan masyarakat pesisir yang identik dengan lingkaran kemiskinan mendorong para perempuan pesisir di Palopo untuk terlibat menjadi penjemur rumput laut. Pendapatan mereka sebagai penjemur rumput laut tergolong masih rendah dikarenakan tidak adanya pengetahuan mengenai olahan rumput laut. Kegiatan pengabdian ini bertujuan untuk memberikan pengetahuan untuk mengolah rumput laut menjadi produk makanan, sehingga nilai jual dari rumput laut bisa meningkat dan berkontribusi positif bagi kehidupan mereka. Kegiatan ini dilakukan melalui kerjasama dengan penyuluh dari Dinas Kelautan dan Perikanan Kota Palopo, Dinas Koperasi dan UKM Kota Palopo, BAZNAS Kota Palopo, dan KUA Wara Selatan. Perempuan penjemur rumput laut yang tergabung dalam Kelompok Cahaya Katonik diajarkan tentang budidaya rumput laut yang baik dan benar, mulai dari cara memilih bibit, cara mengikat rumput laut yang efektif, cara menebar rumput laut yang telah diikat, hingga cara menjemur rumput laut yang bersih sehingga mampu menghasilkan rumput laut yang berkualitas tinggi. Selanjutnya, perempuan penjemur rumput laut juga diajarkan cara mengolah rumput laut yang sudah kering menjadi produk olahan makanan menjadi cendol rumput laut. Melalui pengolahan produk cendol rumput laut, perempuan penjemur rumput laut dapat mengurangi anggaran rumah tangga untuk cemilan anak, dan membuka usaha baru bagi mereka untuk meningkatkan pendapatan rumah tangganya.
This article describes children at risk in the context of a pedagogical problem, analyzes various interpretations of the “rehabilitation” concept in scientific literature and explains the need for rehabilitation work with children in teachers’ practice. On the basis of an empirical review (a questionnaire survey) a spectrum of ideas and opinions of teachers and psychologists from different educational institutions on the goals and objectives of rehabilitation work with children at risk and the main directions for this work in their practical activities have been revealed. In order to analyze the interpretations of specialists’ opinions regarding the nature and assessment of the effectiveness of rehabilitation, a method of collecting qualitative data (questionnaire survey, conversation) with open-ended questions was used. The author summarized the answers of the specialists on the problem under study by the method of content analysis using an open-coding procedure.
 According to the results of the research, six rehabilitation contexts have been identified, most specialists consider rehabilitation as comprehensive assistance to children with the aim of successfully returning them to a full social life; involving them into the system of social relations in the course of specially organized education; vocational training; developing healthy lifestyle and law-abiding behavior.
São muitos e variados os desafios que hoje se colocam à formação de professores de Matemática. Quando se pensa em professores dos primeiros anos, os desafios são ainda maiores. Por um lado, estes professores são generalistas, não sendo exclusivamente professores de Matemática. Por outro lado, o conhecimento matemático destes professores é frequentemente desvalorizado porquanto se acredita que a Matemática que se ensina nos anos iniciais é simples e consequentemente fácil de ensinar. É uma crença errada pois, apesar de ser elementar, esta Matemática constitui o alicerce de futuras construções matemáticas e contém os rudimentos de muitos conceitos importantes de ramos avançados da disciplina. Assumindo que o conhecimento do professor é fulcral no processo de ensino e aprendizagem, importa determinar que conhecimento(s) matemático é necessário para ensinar. Neste artigo iremos centrar a nossa atenção no conhecimento matemático para ensinar e apresentar alguns resultados de pesquisa que ilustram pontos críticos e dificuldades no conhecimento de (futuros) professores e que apontam pistas para conceptualizar a formação dos professores.
Qualitative research methods were used to conduct case studies in three public schools in Finland to explore the changing role of the special education profession in Finland after the legislative reform in 2011 regarding educational support. With the implementation of the three tiered-support system, the special educator has become a profession with versatile tasks. This paper investigates mainly the participants' points of view regarding the work structure and pedagogical settings within their schools, as well as challenges and positive aspects related to their work. Semi-structured interviews and participant observation were used as data collection tools. Four special educators in mainstream schools located in Southern Finland participated in the research undertaking. Given this small sample group, the results of the study make no claims for generalisability but the findings revealed that the work of special educators mainly consists of teaching and background work, depending on their operational area. Although the consultative role exists, the findings showed that it has not yet become a regular part of the work for most special educators. The focus of their work lies on the support for students with different learning needs in the classroom.
Introduction. The present article considers the problem of readiness of young teachers to teach children with special educational needs in countries where the introduction of inclusive education began only in the last decade. The authors describe the key concepts of the theory of formation of professional skills and competences of teachers for working in inclusive education, based on which the results of research conducted in theCzechRepublic,Poland andRussia.The aim of this article is to compare the experience of young teachers in teaching children with special educational needs in relation to their skills and competences needed to perform this task.Methodology and research methods. Questionnaires and interviews were used to collect quantitative and qualitative data, which were eventually processed using basic statistics (quantitative survey) and the open-coding method (qualitative content).Results. The results of the study indicate both strong and weak aspects of the skills of young teachers in teaching students with special educational needs. In particular, a qualitative analysis of teachers’ responses revealed some interesting ideas that can be used in the search for improvements in teacher training, as well as in the support provided to teachers working with children with special educational needs directly in the school environment at the beginning of their professional careers. In general, it can be stated that young teachers in all three countries do not feel sufficiently qualified in terms of training to work with these children and are in need of expert support.Scientific novelty. The results of the current research allow for the determination of some priorities in teacher training for the modern development of inclusive education in the countries examined.Practical significance. The presented materials of the research can become the basis for developing a system of expert support for young teachers in the implementation of inclusive education, as well as new programs for preparing future teachers to work with pupils with special educational needs.
This paper argues that the significance of the Warnock Report after 40 years goes beyond the impact of its deliberations and recommendations on UK policy and practice and its wider international influence. The Report’s significance also highlights the nature of provision for pupils with SEN and disabilities and the changing context of policy making in contemporary liberal democratic society. This paper shows the strong inter-connection between SEN and inclusion with other aspects of educational provision as the basis for proposing that future policy directions depend on general policy processes. It then argues that policy for pupils with SEN illustrates the democratic deficits in educational and policy-making processes in general. It uses this analysis to conclude that without grappling with these bigger policy issues we cannot expect some crucial questions in the field to be addressed more coherently and convincingly either conceptually or practically. Drawing on a post-democracy political analysis (Crouch, 2000). and contemporary ideas about deliberative democracy (Fishkin, 2018), with a recognition of the plural values that underlie policy tensions (Dahl, 1982). it proposes an Education Framework Commission (EFC). The Commission would set policy priorities as a settlement that has the potential to reconcile plural and sometimes contrary value positions. It would aim to design a ten-year consensual educational policy framework, within which political parties and governments will work; a framework that could be renewed after this period. An EFC would cover all key aspects of education including designs for including the diversity of learners. Finding common ground between different social and political value perspectives involves deliberative democratic principles and approaches that could influence representative democratic policy making. Though this proposal arises in an English context it has international relevance to the project of renewing ideas and values about the nature of schooling in a way that takes genuine account of SEN and disabilities.
Inclusive education as a primary education policy for students with special needs to create inclusive society and equal opportunities in education. The purpose of this study was to identify the attitude of Primary School teachers towards inclusive education in Aceh province. Attitude assessment consists of three aspects: cognitive, affective, and behavioral, and how special education training influence teachers' attitudes toward inclusive education. This study involved 399 primary school teachers. The results of the MANOVA test revealed there was a significant difference effect of teachers who have received in special education training on all aspects of attitude with the Wilks' Lambda λ value [F dk (3,395) = 0.909, sig = 0.000 p 0.05]. The study concludes that special education training in inclusive education practices enhances teachers' confidence in their ability to work with special needs children as well as enhances their effectiveness in implementing classroom practices, which is a contributing factor to success in inclusive education. The implications of the study indicate that there is a need for improved training programs for teachers teaching in inclusive education schools in Aceh province so that inclusive education practices can work as determined by the Indonesian government.
Abstract Ensuring that young children with severe and multiple disabilities are active participants in all aspects of their lives and that they make meaningful progress toward valued life outcomes can be a daunting endeavor for families and early educators. In this chapter, we describe evidence-based strategies that can be harnessed to ensure that each child is provided with high-quality inclusive education. Initially, we lay the foundation for the chapter by asserting shared assumptions fundamental to early childhood/early childhood special education practices with topics including strengths-based approach, self-determination, all does mean all, and play as a right for all children. Next, components of a high-quality inclusive program for young children designed to support access, participation, and meaningful progress are described. These components include the following: (1) collaborative teaming; (2) family–professional partnerships; (3) authentic assessment linked to meaningful outcomes; (4) discipline-free, functional outcomes or goals; (5) responsive, developmentally appropriate environments; and (6) levels of instructional support (e.g. universal design for learning (UDL), differentiation, and individualization). A vignette is used to further illustrate how to apply the practices discussed.