Hasil untuk "Education"

David E. Kaun, A. Spence

P. Sandhu, Maisie de Wolf

ABSTRACT The coronavirus pandemic has impacted medical education globally. As universities seek to deliver medical education through new methods of modalities, this continuing of education ensures the learning of the future workforce of the NHS. Novel ways of online teaching should be considered in new medical curricula development, as well as methods of delivering practical skills for medical students online.

R. Malik

The converging impact of globalization, ICT and knowledge explosion has led to phenomenal changes in the modern society, which have challenged every aspect of our modern lifestyle. To cope with these run-away changes we need to prepare workforce with the skills to handle a range of electronic technologies that characterize this digital era. To prepare citizens with cosmopolitan outlook, cross-cultural understanding, capable of working in multicultural settings on group projects and capacity to think creatively and critically a different approach to the delivery of education is required. This paper argues that nothing less than a radical change, especially in the developing countries, is required in the ways education is delivered to the ‘digital natives’ of today and tomorrow. Arguing that education is the engine room and strength of a nation is based on its quality education, it is crucial for a country to deliver calibrated education to prepare globally competitive citizens. The paper examines various educational reforms undertaken in some successful education systems, but it also serves a caveat that the developing countries like Indonesia or a region like ASEAN should learn from the experience of such systems. At the same time time they should be aware of that an idea which works in one socio-economic setting may not be that effective in another setting as socio-political systems play their own part.

Lucile Favero, Juan Antonio Pérez-Ortiz, Tanja Käser et al.

Artificial intelligence (AI) is rapidly being integrated into educational contexts, promising personalized support and increased efficiency. However, growing evidence suggests that the uncritical adoption of AI may produce unintended harms that extend beyond individual learning outcomes to affect broader societal goals. This paper examines the societal implications of AI in education through an integrative framework with four interrelated dimensions: cognition, agency, emotional well-being, and ethics. Drawing on research from education, cognitive science, psychology, and ethics, we synthesize existing evidence to show how AI-driven cognitive offloading, diminished learner agency, emotional disengagement, and surveillance-oriented practices can mutually reinforce one another. We argue that these dynamics risk undermining critical thinking, intellectual autonomy, emotional resilience, and trust, capacities that are foundational both for effective learning and also for democratic participation and informed civic engagement. Moreover, AI's impact is contingent on design and governance: pedagogically aligned, ethically grounded, and human-centered AI systems can scaffold effortful reasoning, support learner agency, and preserve meaningful social interaction. By integrating fragmented strands of prior research into a unified framework, this paper advances the discourse on responsible AI in education and offers actionable implications for educators, designers, and institutions. Ultimately, the paper contends that the central challenge is not whether AI should be used in education, but how it can be designed and governed to support learning while safeguarding the social and civic purposes of education.

Craig Alexander, Jennifer Gaskell, Vinny Davies

Keeping pace with rapidly evolving technology is a key challenge in teaching statistics. To equip students with essential skills for the modern workplace, educators must integrate relevant technologies into the statistical curriculum where possible. University-level statistics education has experienced substantial technological change, particularly in the tools and practices that underpin teaching and learning. Statistical programming has become central to many courses, with R widely used and Python increasingly incorporated into statistics and data analytics programmes. Additionally, coding practices, database management, and machine learning now feature within some statistics curricula. Looking ahead, we anticipate a growing emphasis on artificial intelligence (AI), particularly the pedagogical implications of generative AI tools such as ChatGPT. In this article, we explore these technological developments and discuss strategies for their integration into contemporary statistics education.

Dariene Vasconcelos Soares, João Vitor Ladislau da Gama, Nívia Magalhães da Silva Freitas et al.

Vivenciamos uma autêntica crise socioambiental, com toda a sorte de eventos, cujo incremento se dá pela lógica moderna de desenvolvimento, com alto nível de desenvolvimento científico e tecnológico, potencializando a capacidade de intervenção humana sobre a Terra. Tal estado de coisa, determina os riscos socioambientais e nos inscreve numa sociedade de risco. Propusemo-nos a desenvolver, em um mestrado profissional, um exercício de pesquisa para apreender a percepção da comunidade do bairro Aeroporto, município de Breves, estado do Pará (Amazônia), sobre os riscos socioambientais existentes na localidade. Como resultado, os riscos socioambientais elencados pelos moradores, referiam-se àqueles que traziam algum comprometimento à saúde humana e à qualidade ambiental; outrossim, observamos notações ao que podemos referir como urbanização de risco. Muitas proposições foram feitas, no sentido de implementar/aprimorar políticas públicas para resolução das questões, além da indicação da necessidade de considerar a dimensão ambiental na adoção de políticas públicas, principalmente àquelas com repercussão no crescimento populacional da cidade. A experiência formativa possibilitou a problematização dos cenários reais do município, vinculados aos riscos socioambientais, desvelando-o. Decerto, ampliando as possibilidades de abordagem do tema na sala de aula.

L. M. van der Lubbe, S. P van Borkulo, J. T. Jeuring

Computer science (CS) is increasingly becoming part of the curricula of K-12 education in different countries. However, there are few K-12 CS teachers, and tools to offer K-12 CS education are often limited. Massive Open Online Courses (MOOCs) might help to temporarily address these challenges, and enable more schools to offer CS education. The goal of this systematic review is to give an overview of how CS MOOCs have been used in K-12 education. Nineteen papers from 2014 to May 2024 were included, describing thirteen different MOOCs. This review summarizes the research performed with these MOOCs and discusses directions for future research. Our findings show that most CS MOOCs target only part of the CS curriculum. When using a MOOC, a classroom teacher has an important role in supporting and managing students as they work in the MOOC. Research evaluating MOOCs is diverse, both in aims and in methods. In conclusion, MOOCs can play a valuable role in K-12 CS education, although additional teacher training to support students might be required. Moreover, additional learning material is needed to cover the full curriculum, as most MOOCs focus on programming and computational thinking.

Rebecca Eynon, Nabeel Gillani

As belief around the potential of computational social science grows, fuelled by recent advances in machine learning, data scientists are ostensibly becoming the new experts in education. Scholars engaged in critical studies of education and technology have sought to interrogate the growing datafication of education yet tend not to use computational methods as part of this response. In this paper, we discuss the feasibility and desirability of the use of computational approaches as part of a critical research agenda. Presenting and reflecting upon two examples of projects that use computational methods in education to explore questions of equity and justice, we suggest that such approaches might help expand the capacity of critical researchers to highlight existing inequalities, make visible possible approaches for beginning to address such inequalities, and engage marginalised communities in designing and ultimately deploying these possibilities. Drawing upon work within the fields of Critical Data Studies and Science and Technology Studies, we further reflect on the two cases to discuss the possibilities and challenges of reimagining computational methods for critical research in education and technology, focusing on six areas of consideration: criticality, philosophy, inclusivity, context, classification, and responsibility.

Shi Ding, Brian Magerko

As generative artificial intelligence (AI) continues to transform education, most existing AI evaluations rely primarily on technical performance metrics such as accuracy or task efficiency while overlooking human identity, learner agency, contextual learning processes, and ethical considerations. In this paper, we present TEACH-AI (Trustworthy and Effective AI Classroom Heuristics), a domain-independent, pedagogically grounded, and stakeholder-aligned framework with measurable indicators and a practical toolkit for guiding the design, development, and evaluation of generative AI systems in educational contexts. Built on an extensive literature review and synthesis, the ten-component assessment framework and toolkit checklist provide a foundation for scalable, value-aligned AI evaluation in education. TEACH-AI rethinks "evaluation" through sociotechnical, educational, theoretical, and applied lenses, engaging designers, developers, researchers, and policymakers across AI and education. Our work invites the community to reconsider what constructs "effective" AI in education and to design model evaluation approaches that promote co-creation, inclusivity, and long-term human, social, and educational impact.

Wadim Strielkowski

This paper focuses on assessing the potential of micro-credentials in digitalized higher education in the era of artificial intelligence. Micro-credentials are commonly described as mini qualifications or digital badges that certify an individual competency in a specific skill or cluster of skills. Being different from traditional academic credentials in both their granularity and focus, micro-credentials represent a new and exciting topic that is rapidly gaining popularity all around the world both within higher educational institutions, such as public and private universities, as well as within other education providers, such as non-governmental organizations and SMEs. The popularity of micro-credentials has been further enhanced by the recent COVID-19 pandemic which caused digital surge in higher education leading to many rapid technological innovations and changes that were unthinkable before. The rising interest in micro-credentialing can be best demonstrated by the increase of the number of scientific publications on this topic from just 1 in 1992 to 165 in 2024. The paper employs a comprehensive bibliometric network analysis using the terms micro-credentials based on a sample of 608 selected publications indexed in the Scopus database. It carries out the network cluster analysis using both text data as well as bibliometric data with the help of VOSviewer software. The results and outcomes of this research might be helpful for researchers, stakeholders, and policymakers in devising effective strategies and policies for transforming the future digitalized AI-driven higher education.

Ruiwei Xiao, Qing Xiao, Xinying Hou et al.

Generative artificial intelligence (GenAI) is rapidly entering K-12 classrooms worldwide, initiating urgent debates about its potential to either reduce or exacerbate educational inequalities. Drawing on interviews with 30 K-12 teachers across the United States, South Africa, and Taiwan, this study examines how teachers navigate this GenAI tension around educational equalities. We found teachers actively framed GenAI education as an equality-oriented practice: they used it to alleviate pre-existing inequalities while simultaneously working to prevent new inequalities from emerging. Despite these efforts, teachers confronted persistent systemic barriers, i.e., unequal infrastructure, insufficient professional training, and restrictive social norms, that individual initiative alone could not overcome. Teachers thus articulated normative visions for more inclusive GenAI education. By centering teachers' practices, constraints, and future envisions, this study contributes a global account of how GenAI education is being integrated into K-12 contexts and highlights what is required to make its adoption genuinely equal.

Bastiaan Heeren, Fabiano Dalpiaz, Mazyar Seraj et al.

Software engineering educators strive to continuously improve their courses and programs. Understanding the current state of practice of software engineering higher education can empower educators to critically assess their courses, fine-tune them by benchmarking against observed practices, and ultimately enhance their curricula. In this study, we aim to provide an encompassing analysis of higher education on software engineering by considering the higher educational offering of an entire European country, namely the Netherlands. We leverage a crowd-sourced analysis process by considering 10 Dutch universities and 207 university courses. The courses are analysed via knowledge areas adopted from the SWEBOK. The mapping process is refined via homogenisation and internal consistency improvement phases, and is followed by a data analysis phase. Given its fundamental nature, Construction and Programming is the most covered knowledge area at Bachelor level. Other knowledge areas are equally covered at Bachelor and Master level (e.g., software engineering models), while more advanced ones are almost exclusively covered at Master level. We identify three clusters of tightly coupled knowledge areas: (i) requirements, architecture, and design, (ii) testing, verification, and security, and (iii) process-oriented and DevOps topics. Dutch universities generally cover all knowledge areas uniformly, with minor deviations reflecting institutional research strengths. Our results highlight correlations among key knowledge areas and their potential for enhancing integrated learning. We also identify underrepresented areas, such as software engineering economics, which educators may consider including in curricula. We invite researchers to use our research method in their own geographical region, in order to contrast software engineering education programs across the globe.

Dennis Müller

This article analyzes the emerging ethical turn in mathematics education, arguing that it is a nuanced extension of the sociopolitical turn. While sociopolitical studies of mathematics have highlighted systemic issues and group concerns (e.g., equity, diversity, exclusion), the newer scholarship on ethics in mathematics presents a sharpened focus on the individual responsibility of learners, teachers, and mathematicians by explicitly engaging with philosophical ethics. We analyze key themes of the discourse, including the tension between "doing good" and "preventing harm," and present various philosophical foundations from which scholars have engaged with ethics: Levinas, non-Western perspectives, and pragmatism. We show that the ethical turn holds significant implications for training teachers, including self-reflection, responsibility towards the Other, historical and philosophical awareness, the role of mathematics in society, individual flexibility, cultural sensitivity, and courage to navigate the complex reality of today's mathematics classrooms. The article is designed to also serve as an introduction to ethics in mathematics education.

Zewei Wu, Yi Liu, Sai Chen et al.

Abstract CO2-assisted oxidative dehydrogenation of light alkane is a promising and innovative technology for light olefin production; however, the interference of side reactions and sluggish reactivity of CO2 limit olefin yields. This paper describes an economically viable tandem catalytic system by coupling alkane dehydrogenation and the reverse water gas shift (RWGS) reaction, employing PtSn/SiO2 as ethane dehydrogenation (EDH) sites and nano-CaCO3 as the hydrogen acceptor for sequent RWGS. This tandem catalytic system significantly surpasses commercial CrOx- and Pt-based catalytic systems, and breaks the EDH thermodynamic equilibrium limitation, reaching 142% of the nominal equilibrium ethylene yield of non-oxidative EDH process with 96.7% selectivity under industrially relevant conditions. Experimental characterization and theoretical analysis confirm that CaCO3 mediates the pathway of hydrogen spillover that originates from adjacent PtSn/SiO2, which effectively facilitates the RWGS reaction and thus shifts the EDH toward ethylene. This tandem catalytic strategy assisted by carbonates potentially expands the palette of catalytic systems pertaining to hydrogen transfer mechanisms in CO2-involved hydrogenation or dehydrogenation reactions.

Fadi Al-Khasawneh

This study investigates the role of deictic expressions in the IELTS speaking test, addressing a gap in research on how test-takers across proficiency levels use deixis in spoken language assessment. While previous studies have examined general discourse features in language testing, little attention has been given to the frequency, functions, and distribution of deixis in assessing spoken proficiency. The study analysed a corpus of 30 IELTS speaking test transcripts, covering proficiency levels from low-intermediate to advanced. Using Levinson’s classification of deixis, the study employed quantitative frequency analysis and qualitative discourse analysis to examine variations in the use of personal, temporal, and spatial deixis. The findings revealed that personal deixis was the most frequently used, followed by temporal and spatial deixis. However, the results of One-Way ANOVA test showed no significant differences in deixis usage across proficiency levels. These findings contribute to English language teaching and assessment by highlighting how deixis functions in test-taker discourse, offering insights for IELTS preparation and speaking proficiency evaluation. The study indicates the need for further exploration of discourse features in language assessment.

Alina Dushkevych

The article is devoted to a comprehensive analysis of the resources of forming the English terminological system of inclusive education in the modern educational environment. The role of terminology as a tool for standardizing knowledge, communication and scientific understanding of inclusion problems is considered. It is shown that the development of inclusive education requires a clear delineation of the terminological apparatus, since it is the terms that ensure accuracy in defining concepts, unambiguousness in use and unity in the interpretation of international and national educational documents. The formation of the English-language terminological system is based on international regulatory acts, such as the "Convention on the Rights of Persons with Disabilities", "Salamanca Statement and Framework for Action on Special Needs Education", as well as numerous legislative acts of the USA (in particular the "Individuals with Disabilities Education Act" - IDEA). An important role in this process is played by glossaries, encyclopedias and textbooks on pedagogy, psychology and special education, which systematize, unify and disseminate professional vocabulary. Particular attention is paid to the analysis of key concepts of English-language inclusive education: "inclusive education", "special educational needs", "learning disabilities", "barrier-free environment", "universal design for learning", "accessibility" and their Ukrainian counterparts. It is emphasized that when translating and adapting terms, it is necessary to take into account not only the lexical-semantic aspect, but also the cultural-pedagogical context in order to avoid shifting meanings. The terminological base of inclusive education performs a number of functions: cognitive (ensuring the scientific validity of concepts), communicative (unification of interdisciplinary and intercultural communication), normative (consolidating standards in legislation and educational policy) and practical (ensuring the effective work of teachers, psychologists, social workers). It is noted that the terms must meet the criteria of accuracy, conciseness, unambiguousness and international comprehensibility.

Boxaun Ma, Li Chen, Shin'ichi Konomi

The integration of ChatGPT as a supportive tool in education, notably in programming courses, addresses the unique challenges of programming education by providing assistance with debugging, code generation, and explanations. Despite existing research validating ChatGPT's effectiveness, its application in university-level programming education and a detailed understanding of student interactions and perspectives remain limited. This paper explores ChatGPT's impact on learning in a Python programming course tailored for first-year students over eight weeks. By analyzing responses from surveys, open-ended questions, and student-ChatGPT dialog data, we aim to provide a comprehensive view of ChatGPT's utility and identify both its advantages and limitations as perceived by students. Our study uncovers a generally positive reception toward ChatGPT and offers insights into its role in enhancing the programming education experience. These findings contribute to the broader discourse on AI's potential in education, suggesting paths for future research and application.

Harris Bin Munawar, Nikolaos Misirlis

In the era of exponential technology growth, one unexpected guest has claimed a seat in classrooms worldwide, Artificial Intelligence. Generative AI, such as ChatGPT, promises a revolution in education, yet it arrives with a double-edged sword. Its potential for personalized learning is offset by issues of cheating, inaccuracies, and educators struggling to incorporate it effectively into their lesson design. We are standing on the brink of this educational frontier, and it is clear that we need to navigate this terrain with a lot of care. This is a major challenge that could undermine the integrity and value of our educational process. So, how can we turn these challenges into opportunities? When used inappropriately, AI tools can become the perfect tool for the cut copy paste mentality, and quickly begin to corrode critical thinking, creativity, and deep understanding, the most important skills in our rapidly changing world. Teachers feel that they are not equipped to leverage this technology, widening the digital divide among educators and institutions. Addressing these concerns calls for an in depth research approach. We will employ empirical research, drawing on the Technology Acceptance Model, to assess the attitudes toward generative AI among educators and students. Understanding their perceptions, usage patterns, and hurdles is the first crucial step in creating an effective solution. The present study will be used as a process manual for future researchers to apply, running their own data, based on the steps explained here

Giulio Barbero, Marcello M. Bonsangue, Felienne F. J. Hermans

Adding game elements to higher education is an increasingly common practice. As a result, many recent empirical studies focus on studying the effectiveness of gamified or game-based educational experiences. The findings of these studies are very diverse, showing both positive and negative effects, and thus calling for comparative meta-studies. In this paper we review and analyze different studies, aiming to summarise and evaluate controlled experiments conducted within different scientific disciplines. We focus on the clarity of non-experimental conditions' descriptions and show that in most cases a. educational methods used in control groups' activities are poorly described, b. educational materials used in control groups' activities are often unclear, and c. the starting conditions are unclear. We also noticed that studies in the fields of computer science and engineering, in general, report results more clearly than in other fields. Based on the above finding, we conclude with a few recommendations for the execution of future empirical studies of games in education for the sake of allowing a more structured comparison.

Roya Azadi, Alireza Valipour

Iranian students of Russian often experience problems with phonetics and pronunciation that hinder their listening comprehension. Pronunciation mistakes and native-language interference are the main problems Iranian students have to face while studying Russian. No textbooks in Iran introduce a comparative analysis of Russian and Persian phonetic systems. This research was an attempt to compare the intonation systems of both languages in order to help Iranian students to master Intonation Pattern No.7 and develop their communication skills in the Russian language. Oral speech of 17 Iranian students was processed phonetically and acoustically using PRAAT 6.2.10. This program used pitch and intensity filters to analyze Russian Intonation Pattern No. 7 and visualize speech sounds as graphs. Intonation is a set of prosodic means that segments and structures speech flow in accordance with the message intended. In both languages, intonation patterns convey meaning and express emotions. In this study, native intonation pool prevented the Iranian students from imitating Russian Intonation Pattern No. 7. This comparative acoustic analysis of Russian and Persian intonation systems will help Iranian students to prevent phonetic, rhythmic, and intonation errors in Russian. The results can be used by students, second-language teachers, speech therapists, and communication specialists.