Hasil untuk "Education"

F. Rudolph

S. Kilminster, B. Jolly

D. Berliner

Nurhayani Siregar, Rafidatun Sahirah, Arsikal Amsal Harahap

Lately, there has been a lot of discussion in the world of education, with the concept of freedom of learning being coined by the minister of education and culture, Nadiem Makarim. in terms of including the concept of a free campus of learning. the concept becomes an effort in dealing with the changing times. then how is the concept of an independent campus learning in the face of the industrial revolution era 4.0. and how the concept of an independent campus that had been sparked by the Minister of Education and Culture namely Mr. Nadiem Makarim as well as what is the problem of students at this time so that it requires a change in the concept of higher education for the better. considering that in this case, the era of the industrial revolution 4.0 is an era in which technology is increasingly high, so that in this case students from each tertiary institution are expected to be ready to face challenges in the industrial revolution era 4.0, with the concept of an independent campus they are directed to be more ready to work , working together, creative and can be useful for themselves and other communities.

Fabian Walke, Veronika Föller

This study investigates generative artificial intelligence (GenAI) usage of university students who study alongside their professional career. Previous literature has paid little attention to part-time students and the intersectional use of GenAI between education and business. This study examines with a grounded theory approach the characteristics of GenAI usage of part-time students. Eleven students from a distance learning university were interviewed. Three causal and four intervening conditions, as well as strategies were identified, to influence the use of GenAI. The study highlights both the potential and challenges of GenAI usage in education and business. While GenAI can significantly enhance productivity and learning outcomes, concerns about ethical implications, reliability, and the risk of academic misconduct persist. The developed grounded model offers a comprehensive understanding of GenAI usage among students, providing valuable insights for educators, policymakers, and developers of GenAI tools seeking to bridge the gap between education and business.

Thamer Adheem Abed, Shahla Choobchian, Enayat Abbasi

Abstract Agricultural sectors in fragile and post-conflict countries often face fragmented knowledge systems, weak institutional learning, and limited access to innovative practices, constraining productivity, employment, and market performance. This study investigates how knowledge management (KM) maturity influences agricultural economic development in Iraq, integrating qualitative and quantitative evidence. A sequential mixed-methods design was implemented. Phase 1 involved directed content analysis of 88 publications (2007–2022) to identify four core KM components: Knowledge Acquisition, Knowledge Storage, Knowledge Distribution, and Knowledge Application. Phase 2 employed semi-structured interviews with 24 agricultural and KM experts to contextualize the framework and define four outcome constructs: Infrastructure Investment, Employment, Trade and Market Performance, and Productivity and Profitability. Phase 3 validated a 70-item survey using CVR and CVI. Phase 4 applied the survey to 261 employees of the Najaf Agricultural Directorate, with analysis using PLS-SEM4 and CB-SEM (AMOS26). Results indicate that Knowledge Acquisition (Mean = 3.38) and Knowledge Application (Mean = 3.28) are the most developed components, while Knowledge Storage (Mean = 2.80) remains a bottleneck. SEM analysis confirms that KM maturity significantly drives economic development (β = 0.66, p < 0.001), explaining 44% of variance. Trade and Market exhibits the strongest structural effect, followed by Employment and Productivity and Profitability; Infrastructure Investment shows a weaker effect. Knowledge Acquisition and Application primarily enhance productivity and employment, whereas Storage and Transfer are critical for market efficiency and institutional learning. These findings underscore that strengthening KM, particularly in applying and transferring knowledge, is pivotal for sustainable agricultural development in fragile contexts. The study provides an empirically validated framework for designing targeted KM interventions to maximize productivity, market integration, and economic resilience.

Hirohisa Fujikawa, Hidetaka Tamune, Yuji Nishizaki et al.

Abstract Although considerable bodies of literature have elucidated various determinants of burnout and job satisfaction among medical residents, one aspect that remains under-examined is the impact of patient care ownership (PCO). Therefore, we aimed to examine the associations between PCO, burnout, and job satisfaction among residents. This was a nationwide cross-sectional study, using online anonymous surveys from January 17 to March 31, 2024. The participants were residents who participated in the General Medicine In-Training Examination, a nationwide examination in Japan. The primary outcome was burnout, assessed using the Single-item Measure of Burnout Scale. The secondary outcome was job satisfaction, measured by the item included in the Mini-Z 2.0. The explanatory variable was PCO, as assessed by the Japanese version of the PCO Scale. 1816 participants were in the analysis. Multivariable logistic regression analyses revealed that, after adjustment for possible confounders, PCO showed a negative association with burnout, and that there was a positive association between PCO and job satisfaction. The findings suggest the importance of emphasizing PCO in the context of exploring burnout and job satisfaction among medical residents. This knowledge will inform educational interventions to help residents work with less burnout and greater job satisfaction, ultimately leading to better patient outcomes.

Karen Smith, John Hill

ABSTRACT Blended learning has been a feature of higher education practice and research for almost two decades. This article takes stock of current blended learning research, contributing to the growing number of meta-analyses of higher education and blended learning research more generally, through a review of ninety-seven articles relating to blended learning in higher education published in fifteen journals between 2012 and mid-2017. The review focused on where and when the articles were published; their provenance, scale, scope; methodological approach; the broad research themes; and definition of blended learning used. The review shows that despite its ubiquity, blended learning’s definition is all-encompassing; its spread is global but research is dominated by key players; it is of technical interest; and its research is small-scale, individually focused, seeking to evidence the benefits of blended learning. The article concludes with recommendations of how higher education research could provide institutions with evidence to ensure their ‘best of blends’.

S. Sheridan, C. Edwards, Christine A. Marvin et al.

Zhendong Chu, Jian Xie, Shen Wang et al.

Education materials for K-12 students often consist of multiple modalities, such as text and images, posing challenges for models to fully understand nuanced information in these materials. In this paper, we propose a unified language and vision assistant UniEDU designed for various educational applications, including knowledge recommendation, knowledge tracing, time cost prediction, and user answer prediction, all within a single model. Unlike conventional task-specific models, UniEDU offers a unified solution that excels across multiple educational tasks while maintaining strong generalization capabilities. Its adaptability makes it well-suited for real-world deployment in diverse learning environments. Furthermore, UniEDU is optimized for industry-scale deployment by significantly reducing computational overhead-achieving approximately a 300\% increase in efficiency-while maintaining competitive performance with minimal degradation compared to fully fine-tuned models. This work represents a significant step toward creating versatile AI systems tailored to the evolving demands of education.

Rose Bohrer

The goal of TFPIE is to gather researchers, teachers and professionals that use, or are interested in the use of, functional programming in education. TFPIE aims to be a venue where novel ideas, classroom-tested ideas and work-in-progress on the use of functional programming in education are discussed. The one-day workshop will foster a spirit of open discussion by having a review process for publication after the workshop.

Dylan Huitema, Albert Wong

Advances in technology, a growing pool of sensitive data, and heightened global tensions has increased the demand for skilled cybersecurity professionals. Despite the recent increase in attention given to cybersecurity education, traditional approaches have continue in failing to keep pace with the rapidly evolving cyber threat landscape. Challenges such as a shortage of qualified educators and resource-intensive practical training exacerbate these issues. Gamification offers an innovative approach to provide practical hands-on experiences, and equip educators with up-to-date and accessible teaching tools that are targeted to industry-specific concepts. The paper begins with a review of the literature on existing challenges in cybersecurity education and gamification methods already employed in the field, before presenting a real-world case study of a gamified cryptography teaching tool. The paper discusses the design, development process, and intended use cases for this tool. This research highlights and provides an example of how integrating gamification into curricula can address key educational gaps, ensuring a more robust and effective pipeline of cybersecurity talent for the future.

Silingene Joyce Ngcobo, Tracy Zhandire, Zamasomi Meyiwa Luvuno et al.

<h4>Background</h4>South Africa's higher education institutions (HEIs) continue to face challenges in implementing inclusive language policies that integrate indigenous African languages into academic settings, even three decades after apartheid. Higher Education Institutions (HEIs) face significant challenges in integrating indigenous African languages into academic settings. Despite progressive reforms, higher education institutions face significant challenges in integrating indigenous African languages into academic settings.<h4>Objectives</h4>This scoping review aims to evaluate the current state of language policy implementation in South African public HEis. Specifically, it seeks to: (1) map the integration of multilingual policies into teaching, research, and administrative practices; (2) identify persistent barriers to effective policy implementation; (3) explore successful strategies for promoting multilingualism (4) assess the extent of African language usage in academic contexts; and (5) identify research gaps to guide future investigations.<h4>Methods</h4>The review will adhere to the PRISMA-ScR guidelines and follow the framework outlined by Arksey and O'Malley, ensuring a systematic and transparent approach. A comprehensive search will be conducted in databases including Google Scholar, Scopus, Web of Science, ERIC, and African Journals Online (AJOL), covering studies published from 1994 to the present. This will be supplemented by grey literature from government and institutional sources. Three independent reviewers will screen studies using predefined eligibility criteria, managing and screening articles through Rayyan. Data will be extracted using a standardized form, and thematic analysis will synthesize the findings, with stakeholder consultation to validate results.<h4>Expected outcomes</h4>This review will provide a comprehensive assessment of language policy implementation, highlighting successful strategies and persistent challenges across institutions. The findings will inform policy refinement, identify effective practices, and guide future research directions for achieving linguistically inclusive higher education in South Africa, while contributing to a broader understanding of implementing multilingual policies in post-colonial educational contexts. This protocol is preregistered on OSF, available at https://doi.org/10.17605/OSF.IO/AU2SD.

Yang Zhu, Wen-Ming Liang, Kai Jiang et al.

Abstract Background Questionnaires that assess psychological functioning are 21 limited by their subjective nature, while HRV can serve as a more objective 22 (but also complex) index of such functioning. This study aims to validate sex 23 differences in college students' mental well-being using psychological scales 24 and HRV, and to investigate the correlation between psychological scales 25 and HRV for each sex. Method 240 college students (120 males and 120 females, aged 18-22 27 years) were recruited via cluster sampling from 1st Sept. to 1st Nov. 2023 at 28 Zhejiang University in China. Mental well-being was assessed using the 29 Warwick-Edinburgh Mental Well-being Scale (WEMWBS) and the 21-item 30 version of the Depression, Anxiety, and Stress Scale (DASS-21), while HRV 31 was measured at rest using a Polar H7 heart rate monitor. Results Comparative analyses showed that female students had higher 33 anxiety scores (DASS-21) (p = 0.033, Partial η² = 0.019) and lower mental 34 well-being scores (WEMWBS) (p = 0.047, Partial η² = 0.016) compared to 35 male students. Additionally, female students exhibited lower HRV across 36 multiple indices, including SDNN (p < 0.001, Partial η² = 0.158), RMSSD (p 37 < 0.001, Partial η² = 0.064), pNN50 (p < 0.001, Partial η² = 0.045), and 38 absolute high-frequency (HF) power (p = 0.003, Partial η² = 0.038). 39 Correlational analyses further revealed that only female students' anxiety 40 scores were negatively associated with RMSSD (r = -0.245, p = 0.008), 41 absolute HF power (r = -0.261, p = 0.005), and normalized HF power (r = - 42 0.262, p = 0.005). Conclusions Female university students exhibited poorer mental well-being 44 than male students, as indicated by both subjective and objective measures, with anxiety being particularly prominent. Combining psychological scales 46 with measures of HRV (RMSSD and HF power) may improve anxiety 47 assessment in female university students.

Ana Lj. Petrović Dakić

The status of educators, people who carry out education in a society, is reflected in big linguistic corpora as well. The material comprised of millions of linguistic forms can be used to examine the image created about certain phenomena in a specific linguistic community. For the purposes of this paper, the subcorpora related to preschool teachers, primary school teachers, subject teachers, and professors were selected from a wider corpus Public Discourse in the Republic of Serbia and examined. Concordances for 10 lemmas – neutral/masculine, and feminine, as well as different dialectal and orthographic forms – were excerpted and a smaller, randomly selected subsample was created for each of them. Based on this, critical discourse analysis showed how preschool teachers, primary school teachers, subject teachers, and professors are conceptualised in public discourse in Serbia. They are generally presented as people who try to give their best at workplace, despite many (un)expected obstacles. Notably, more concrete examples, which almost always include female counterparts, have more negative ratings. In addition, the analysis showed that there exists a hierarchy among different professions, wwith professors receiving the most attention and they are portrayed in public discourse as individuals who are, above all, reflective thinkers and convey “neutral” data.

Ismaila Temitayo Sanusi, Fitsum Gizachew Deriba

Noticeably, Africa is underrepresented in the computing education research (CER) community. However, there has been some effort from the researchers in the region to contribute to the growing need for computing for all. To understand the body of works that emerged from the global south region and their area of focus in computing education, we conducted a systematic review of the literature. This research investigates the prominent CER journals and conferences to discern the kind of research that has been published and how much contribution they have made to the growing field. Of the 68 selected studies, 45 papers were from South Africa. The prominent aspect of computing in the literature is programming, which accounts for 43%. We identified open areas for research in the context and discussed the implication of our findings for the development of CER in Africa.

Aashish Ghimire, John Edwards

Emerging technologies like generative AI tools, including ChatGPT, are increasingly utilized in educational settings, offering innovative approaches to learning while simultaneously posing new challenges. This study employs a survey methodology to examine the policy landscape concerning these technologies, drawing insights from 102 high school principals and higher education provosts. Our results reveal a prominent policy gap: the majority of institutions lack specialized guide-lines for the ethical deployment of AI tools such as ChatGPT. Moreover,we observed that high schools are less inclined to work on policies than higher educational institutions. Where such policies do exist, they often overlook crucial issues, including student privacy and algorithmic transparency. Administrators overwhelmingly recognize the necessity of these policies, primarily to safeguard student safety and mitigate plagiarism risks. Our findings underscore the urgent need for flexible and iterative policy frameworks in educational contexts.

Peng Shu, Huaqin Zhao, Hanqi Jiang et al.

Large language models and multimodal large language models have revolutionized artificial intelligence recently. An increasing number of regions are now embracing these advanced technologies. Within this context, robot coding education is garnering increasing attention. To teach young children how to code and compete in robot challenges, large language models are being utilized for robot code explanation, generation, and modification. In this paper, we highlight an important trend in robot coding education. We test several mainstream large language models on both traditional coding tasks and the more challenging task of robot code generation, which includes block diagrams. Our results show that GPT-4V outperforms other models in all of our tests but struggles with generating block diagram images.

Pegah Ahadian, Yunhe Feng, Karl Kosko et al.

Mathematics education, a crucial and basic field, significantly influences students' learning in related subjects and their future careers. Utilizing artificial intelligence to interpret and comprehend math problems in education is not yet fully explored. This is due to the scarcity of quality datasets and the intricacies of processing handwritten information. In this paper, we present a novel contribution to the field of mathematics education through the development of MNIST-Fraction, a dataset inspired by the renowned MNIST, specifically tailored for the recognition and understanding of handwritten math fractions. Our approach is the utilization of deep learning, specifically Convolutional Neural Networks (CNNs), for the recognition and understanding of handwritten math fractions to effectively detect and analyze fractions, along with their numerators and denominators. This capability is pivotal in calculating the value of fractions, a fundamental aspect of math learning. The MNIST-Fraction dataset is designed to closely mimic real-world scenarios, providing a reliable and relevant resource for AI-driven educational tools. Furthermore, we conduct a comprehensive comparison of our dataset with the original MNIST dataset using various classifiers, demonstrating the effectiveness and versatility of MNIST-Fraction in both detection and classification tasks. This comparative analysis not only validates the practical utility of our dataset but also offers insights into its potential applications in math education. To foster collaboration and further research within the computational and educational communities. Our work aims to bridge the gap in high-quality educational resources for math learning, offering a valuable tool for both educators and researchers in the field.

Lars Berger, Uwe M. Borghoff, Gerhard Conrad et al.

Global conflicts and trouble spots have thrown the world into turmoil. Intelligence services have never been as necessary as they are today when it comes to providing political decision-makers with concrete, accurate, and up-to-date decision-making knowledge. This requires a common co-operation, a common working language and a common understanding of each other. The best way to create this "intelligence community" is through a harmonized intelligence education. In this paper, we show how joint intelligence education can succeed. We draw on the experience of Germany, where all intelligence services and the Bundeswehr are academically educated together in a single degree program that lays the foundations for a common working language. We also show how these experiences have been successfully transferred to a European level, namely to ICE, the Intelligence College in Europe. Our experience has shown that three aspects are particularly important: firstly, interdisciplinarity or better, transdisciplinarity, secondly, the integration of IT knowhow and thirdly, the development and learning of methodological skills. Using the example of the cyber intelligence module with a special focus on data-driven decision support, additionally with its many points of reference to numerous other academic modules, we show how the specific analytic methodology presented is embedded in our specific European teaching context.