Hasil untuk "History of education"

K. Lorig, H. Holman

A. B. Fafunwa

Homayoun Sadeghi-Bazargani, Ali Jafari-Khounigh, Hamid Sharifi et al.

Background — Travel restrictions and adhering to health protocols while traveling was among the key strategies to combat COVID-19 pandemic. Objective — The present study aims to measure and evaluate travel patterns and compliance with COVID-19 prevention protocols during traveling. Methods — In this cross-sectional study, 589 individuals from the capitals of six provinces of Iran were included in the study using the cluster sampling method. There were 40 clusters. For data analysis, the mean value of responses in each individual was calculated for each section of the questionnaire. Results — The response rate was 92% (589/640). Of all participants, 309 (52.5%) were women. The mean age of study participants was 42.84 years (SD=16.59). Among participants, 355 (60.3%) had a travel history during the COVID-19 pandemic. We revealed statistically significant relationships of the travel history with age (P<0.001), education level (P<0.001), and province (P<0.001). No statistically significant relationships of the travel history with socioeconomic status (SES), gender, and occupation subgroup were detected (P>0.05). The majority of study participants (38.5%) traveled for recreational purposes. Conclusion: According to our findings, unnecessary travel was not avoided in Iran during the COVID-19 pandemic. Most of the participants who traveled during the COVID-19 pandemic did not follow safety precautions. Thus, some of the most important issues such as cultural influences, different risk tolerance levels among people, law enforcement, and stricter oversight by decision makers need to be taken into account.

Fahimeh Pakravan, Ali Yousefian Najafabadi, Zohreh Meshkati et al.

Abstract Introduction Injuries sustained during physical activities are a common concern among athletes, with dental trauma representing a significant yet often under-addressed component. Timely and appropriate intervention is critical to successful outcomes, making the awareness and performance of first-line responders—particularly physical education graduates—an essential focus. This study evaluates their knowledge and practices regarding emergency management of dental trauma. Materials and methods This cross-sectional descriptive study assessed 206 physical education graduates in Isfahan between 2024 and 2025. Data were collected using a researcher-designed questionnaire comprising 12 targeted items, validated with a content validity ratio (CVR > 0.51) and confirmed reliability (ICC = 0.884). Statistical analysis was performed using SPSS (Version 26), including descriptive measures (mean, standard deviation, frequency) and inferential tests (independent t-tests, ANOVA). Results Participants demonstrated moderate proficiency in dental trauma awareness and self-reported practical knowledge, with an overall mean score of 9.74 ± 4.80 (scale: 0–20). Awareness and performance scores were closely aligned (9.08 ± 4.99 and 9.07 ± 5.39, respectively). Significant predictors of higher competency included academic achievement (P = 0.023), direct exposure to dental trauma (P = 0.001), engagement in high-contact sports such as martial arts (P = 0.016), and formal training in trauma management (P = 0.012). Conversely, gender, general athletic history, and school-level sports involvement were not statistically associated with performance outcomes. Conclusion Most PE graduates demonstrated limited preparedness for managing dental trauma. Academic progression, trauma exposure, and targeted training were associated with better awareness and applied knowledge. These findings support the integration of oral emergency response modules into sports education curricula and certification programs—promoting health literacy and alignment with WHO health promotion objectives.

Kathleen Kennedy, Anuj Gupta

This chapter introduces the AI & Data Acumen Learning Outcomes Framework, a comprehensive tool designed to guide the integration of AI literacy across higher education. Developed through a collaborative process, the framework defines key AI and data-related competencies across four proficiency levels and seven knowledge dimensions. It provides a structured approach for educators to scaffold student learning in AI, balancing technical skills with ethical considerations and sociocultural awareness. The chapter outlines the framework's development process, its structure, and practical strategies for implementation in curriculum design, learning activities, and assessment. We address challenges in implementation and future directions for AI education. By offering a roadmap for developing students' holistic AI literacy, this framework prepares learners to leverage generative AI capabilities in both academic and professional contexts.

Lumanatul Latifah

The history of Islamic education in Indonesia has undergone significant development along with the evolution of the national education system. The first Islamic education in Indonesia usually took place in Islamic boarding schools, which are traditional Islamic schools that focus on teaching the Quran and hadith. These pesantrens became the center for the development and spread of Islam in various parts of Indonesia. After Indonesia's independence in 1945, the Indonesian government committed to creating a national education system that covered all aspects of life. This included Islamic education, which is recognized as one of the majority religions in Indonesia. The government integrated Islamic education into the national education system by giving recognition and support to madrasahs (Islamic schools) as well as developing a curriculum that included aspects of Islam. Renewal in Islamic education thought and religious moderation have become an integral part of Islamic education in Indonesia. This effort aims to ensure that Islamic education not only fulfills religious needs, but also contributes to the formation of citizens who hold moderate views, are tolerant, and open to various religious views. This research uses the historical study method to examine the history of Islamic education in Indonesia. The researcher conducted a historical study of various sources, such as books, journals, educational reports, and documentation.

Guoping Li

Han Yu 韓愈 was a prominent literatus in the Tang dynasty and an influential figure in the history of Chaozhou culture. From the Song dynasty, the Neo-Confucian teachings became popular, and Han Yu was revered as a significant pioneer; hence, his position was raised to a new height. In Chaozhou, local officials and the literati continuously emphasized Han Yu’s significance to Chaozhou culture and education and built many temples and academies devoted to him. As a deity, Han Yu was viewed as a representative of Confucianism and was typical of orthodoxy sacrifices. The present article clarifies the origination and transmission of the Han Yu belief in the Chaozhou region and explores the process of deification and the spread of Chinese popular religion. Although local officials and the literati spared no efforts in promoting the Han Yu belief, the belief never became popular among Chaozhou people. Local officials and the literati focused on different aspects of the Han Yu belief. They stressed the orthodoxy of the belief and were never concerned with miracles. What they were concerned with and endeavored for somewhat hampered the spread of the belief among the masses.

Abdulla Mohamed, Samma Eraqe, Mai Mattar et al.

Introduction: Retronychia is a unique type of nail ingrowth that has been described by De Berker and Renall in 1999. We present a case that was diagnosed and treated involving a multidisciplinary team consisting of dermatologist, radiologist, and a general surgeon. Furthermore, recurrence of such condition was prevented by patient education and empowerment. Case presentation: This is a young female who presented with two months history of right great toe pain and discharge. Antibiotic alone was prescribed but did not show improvement. She previously underwent left side nail avulsion for a similar complaint. In examination, she had tender hallux valgus of the right big toe, associated with turbid discharge from the nail bed. We confirmed the diagnosis of retronychia using ultrasound and treated the condition with nail avulsion. However, she had signs of recurrence during follow up, and we advised her to raise the distal end of the nail manually using a local anesthetic which was successful. Discussion: This unique condition needs timely diagnosis to choose the proper treatment. Treatment depends on the stage, and starts with topical steroids and eventually might end with nail avulsion. Recurrence is uncommon, unlike our case. We hypothesized that early lifting of the distal end of the nail can prevent full recurrence. This maneuver proved to be effective in our case and there was no recurrence. Conclusion: Retronychia is a new term that shares treatment with other nail disorders. Patient education and empowerment is crucial in the treatment. Further studies in that matter are needed.

Aldo Gordillo, Daniel López-Fernández

Contribution: This article analyzes the learning effectiveness of a virtual educational escape room for teaching software engineering and compares this activity with traditional teaching through a randomized controlled trial. Background: Educational escape rooms have been used across a wide variety of disciplines at all levels of education and they are becoming increasingly popular among teachers. Nevertheless, there is a clear general need for more robust empirical evidence on the learning effectiveness of these novel activities and, particularly, on their application in software engineering education. Research Questions: Is game-based learning using educational escape rooms more effective than traditional lectures for teaching software engineering? What are the perceptions of software engineering students toward game-based learning using educational escape rooms? Methodology: The study presented in this article is a randomized controlled trial with a pre-and post-test design that was completed by a total of 326 software engineering students. The 164 students belonging to the experimental group learned software modeling by playing an educational escape room whereas the 162 students belonging to the control group learned the same subject matter through a traditional lecture. Findings: The results of the randomized controlled trial show that the students who learned software modeling through the educational escape room had very positive perceptions toward this activity, significantly increased their knowledge, and outperformed those students who learned through a traditional lecture in terms of knowledge acquisition.

Fernando Ricardo González-Díaz, Vicent Martinez Badenes, Ricardo García-Salcedo

Quaternions, discovered by Sir William Rowan Hamilton in the 19th century, are a significant extension of complex numbers and a profound tool for understanding three-dimensional rotations. This work explores the quaternion's history, algebraic structure, and educational implications. We begin with the historical context of quaternions, highlighting Hamilton's contributions and the development of quaternion theory. This sets the stage for a detailed examination of quaternion algebra, including their representations as complex numbers, matrices, and non-commutative nature. Our research presents some advancements compared to previous educational studies by thoroughly examining quaternion applications in rotations. We differentiate between left and right rotations through detailed numerical examples and propose a general approach to rotations via a theorem, clearly defining the associated morphism. This framework enhances the understanding of the algebraic structure of quaternions. A key innovation is presenting a three-dimensional example illustrating the rotation of a frame with strings, connecting quaternions to the quaternion group, half-integer spin phenomena, and Pauli matrices. This approach bridges theoretical concepts with practical applications, enriching the understanding of quaternions in scientific contexts. We emphasize the importance of incorporating the history and applications of quaternions into educational curricula to enhance student comprehension and interest. By integrating historical context and practical examples, we aim to make complex mathematical concepts more accessible and engaging for students at the undergraduate and graduate levels. Our study underscores the enduring relevance of quaternions in various scientific and technological fields and highlights the potential for future research and educational innovations.

Supriya Manna, Niladri Sett

Modern Education is not \textit{Modern} without AI. However, AI's complex nature makes understanding and fixing problems challenging. Research worldwide shows that a parent's income greatly influences a child's education. This led us to explore how AI, especially complex models, makes important decisions using Explainable AI tools. Our research uncovered many complexities linked to parental income and offered reasonable explanations for these decisions. However, we also found biases in AI that go against what we want from AI in education: clear transparency and equal access for everyone. These biases can impact families and children's schooling, highlighting the need for better AI solutions that offer fair opportunities to all. This chapter tries to shed light on the complex ways AI operates, especially concerning biases. These are the foundational steps towards better educational policies, which include using AI in ways that are more reliable, accountable, and beneficial for everyone involved.

April Mackey, S. Bassendowski

G. Conti-Ramsden, K. Durkin, Umar Toseeb et al.

Abstract Background Developmental language disorder (DLD) presents a considerable barrier for young adults to engage in further education and training. Early studies with young adults with DLD revealed poor educational achievement and lack of opportunities to progress in education. More recent studies have provided more positive findings. Relatively sparse data exist, however, on current cohorts and the factors that predict outcomes. Aims To examine educational and employment outcomes in young adulthood in a sample of people with histories of DLD compared with an age‐matched peer group without DLD. We ask: How do educational pathways and early jobs compare between those with and without DLD? Are young adults with DLD receiving similar levels of income as their peers? To what extent are language and literacy abilities associated with outcomes? Methods & Procedures Participants included 84 individuals with DLD (67% males) and 88 age‐matched peers without DLD (56% males). Participants were on average 24 years of age. They completed a battery of psycholinguistic, literacy and nonverbal skills assessments. Data were also collected on educational qualifications, current educational status, extent of educational support received, employment status, history and support, as well as current income. Outcomes & Results Those with DLD obtained lower academic and vocational qualifications. Higher educational/vocational qualifications were associated with better language, better reading and higher performance IQ (PIQ). There were few differences between the two groups in terms of engagement with education, but the mean age at leaving education was significantly earlier in the participants with DLD. Substantially more participants with DLD reported receiving support or dispensation from their educational institution. There was no significant difference between groups in the proportion of young people currently employed, though a higher proportion of the age‐matched peers was in work full time. Participants with DLD were much more likely to be in non‐professional occupations. However, when examining pay in relation to types of occupation, the groups’ incomes were broadly comparable. Conclusions & Implications At the group level, young people with a history of DLD more commonly have less skilled employment and more rarely achieve professional roles. At the individual level there is considerable variation with smaller but not trivial proportions of young adults with a history of DLD showing good educational and employment outcomes. There are positive aspects to early adult outcomes for some young people with a history of DLD.

Annika Bergviken Rensfeldt, Lina Rahm

The debate on automation in education is also a debate on teachers’ work. Throughout history, promises of labor-saving and efficient automation technologies have been repeatedly promoted, while research at the same time has rather argued that automations will always depend on extensive human labor. In this study, we historicize how automation in education has been related to teachers’ work and with what implications. Based on Sweden’s long history of educational technology, we have drawn on digital and archival materials published from 1957 to the present. By contrasting the policy elements on automation and artificial intelligence (AI) across the past several decades, we show how debates and technologies are dynamically established and naturalized over time, which also risk silencing the critical debates on what the politics of automation and AI means for teachers’ work and for public education. We conclude not only that the automation debate aligns with familiar ‘techno-solutionist’ educational technology histories, including forms of resistance on the technological uptake in education and society, but also that the scale and impact of automation are shifting with the technologies for automation and global platform infrastructures integrated into education. Consequently, one of the main questions is how the critical debate on automating teacher work and education is made possible even under such circumstances.

Liliana Camison, J. Brooker, S. Naran et al.

In just over 100 years, surgical education in the United States has evolved from a disorganized practice to a refined system esteemed worldwide as one of the premier models for the training of physicians and surgeons. But in the changing environment of health care, new challenges have arisen that could warrant a reform. To design our future, we must understand our past. The present work is not intended to be a comprehensive account of the history of American surgery. Instead, it tells the abridged history of surgical education in our country: the evolution from apprenticeships to residencies; the birth of hospital-based teaching; the impact of key historical events on training; the marks left by some preeminent characters; the conception of regulatory entities that steer our education; and, finally, how our process of training surgeons might need to be refined for the continued progress of our profession. Told in chronological order in a manner that will be memorable to readers, this story weaves together the key events that explain how our current surgical training models came to be. We conclude with a timely invitation to draw from these past lessons to redesign the future of graduate medical education, making a case for the transition to time-variable, competency-based medical education for surgical residency programs in America.

Antonia Liguori, Philippa Rappoport, Antonella Poce et al.

Joseph Muyangata, Sibiziwe Shumba

The COVID-19 pandemic which started in China in 2019, was originally described as a public health emergency of intercontinental concern by the World Health Organization (WHO) in January 2020. Due to its speedy rate of spread, the WHO then declared it a pandemic after 6 weeks. The global spread of COVID-19 has been attributed to the high mobility between and within countries. Having noted the wide spread of the COVID-19 pandemic, almost every country affected, developed strict and restrictive public health measures to control the spread of the virus. Such measures included restrictions on country borders and social gatherings. Hence, the main purpose of the paper was to explore the impact of the COVID-19 crisis in relation to religion, health and poverty in Harare urban communities as well as determining solutions to the impact of the COVID-19 pandemic on those sectors. The research methodology was qualitative in nature. Primary data were collected through in-depth telephone interviews and online open-ended questionnaires. Purposive sampling was used to select the study participants. The findings showed that the COVID-19 pandemic triggered and exposed the inequalities in health. The pandemic also had a strong impact on religious activities and it exacerbated poverty levels as well. Those who had all the access to medication, food and vaccinations during the height of COVID-19 may not fully appreciate the impact that poverty coupled with pandemics left on their communities both religiously and socially. Malnutrition, hunger and sickness were the order of the day among the poor. Contribution: The conclusion was that COVID-19 negatively impacted on the health, religious and social sectors. Therefore, it is critical to maintain preventive and curative services, especially for the most vulnerable populations such as children, older persons, and people with disabilities.

Qin Z, Ye X, Liu H et al.

Zhuzhu Qin,1,&ast; Xinxin Ye,2,&ast; Huanju Liu,3 Yining Tao,4 Xutong Zheng,1 Yanxia Zhong,5 Danfeng Chen,1 Wan Ye,6 Chenju Zhan7 1School of Nursing, Fujian University of Traditional Chinese Medicine, Fuzhou, Fujian, China; 2Department of Sports and Exercise Science, College of Education, Zhejiang University, Hangzhou, Zhejiang, China; 3Women’s Hospital and Institute of Genetics, Zhejiang University School of Medicine, Hangzhou, China; 4Department of Global Public Health, Karolinska Institute, Stockholm, Sweden; 5Department of Nursing, Shijiazhuang Medical College, Shijiazhuang, China; 6Department of Nursing, Xiamen Medical College, Xiamen, Fujian, China; 7Department of Nursing, Mindong Hospital Affiliated to Fujian Medical University, Ningde, China&ast;These authors contributed equally to this workCorrespondence: Wan Ye, Department of Nursing, Xiamen Medical College, Xiamen, Fujian, China, Tel +86 13806086169, Email 200600010142@xmmc.edu.cn Chenju Zhan, Department of Nursing, Mindong Hospital Affiliated to Fujian Medical University, No. 89 HeShan Road, Fuan City, Fujian Province, 355000, China, Tel +86 13809562183, Email zhanchenju@yeah.netObjective: This study investigated factors influencing the knowledge, attitudes, practice profiles, and vaccination intentions among Chinese nursing students and nursing interns toward the coronavirus disease (COVID-19) vaccination.Materials and Methods: The multicenter cross-sectional study was based on a self-reported questionnaire collecting information among nursing students and nursing interns from three major geographic regions of China, and the sample was selected by consecutive sampling. The questionnaire was developed by knowledge, attitudes, and practice (KAP) theory. Univariate and multivariate logistic regression were used for statistical analysis.Results: A total of 3180 nursing students and interns (effective rate: 99.8%) from six Chinese provinces were polled. The vaccine hesitation rate was 9.65% (307/3180), 2230 participants (70.1%) had gotten at least one dose of the vaccine, and 643 participants (67.7%) had indicated a readiness to be vaccinated. The results showed that older age, higher academic background, perfect vaccine management, others’ recommendations, influenza vaccination history, epidemic under control, knowledge of vaccines or intervals, and vaccine knowledge training were associated with higher vaccination rates. Conversely, vaccine hesitancy was caused by a perceived lack of physical need, uncertainty about vaccination requirements, and fear of vaccination.Conclusion: This study provided population-based estimates of COVID-19 vaccine uptake intention among mainland Chinese nursing students and interns. Factors such as age, education, vaccine knowledge, and attitudes influence COVID-19 vaccine behaviour. Relevant authorities should understand the barriers to COVID-19 vaccination from knowledge, attitude and practice, which is significant for formulating effective response strategies in future global public health crises.Graphical Abstract: Keywords: COVID-19, vaccine, knowledge, attitudes, practice, nursing students and interns

Hamad Nnimbo, Doreen Kamori, Nsiande Lema et al.

Abstract Background HIV and malaria are serious public health concerns, particularly in Tanzania. HIV-infected individuals are more likely to get malaria and its complications. However, data on the interaction of the two diseases in Tanzania are limited. This cross-sectional study aimed to determine the prevalence of malaria infection and associated factors among HIV-infected adults attending HIV care and treatment clinic at Kitete regional referral hospital in Tabora region, Tanzania. Methodology The cross-sectional study was carried out between March and May 2022 at Kitete regional referral hospital in Tanzania. A total of 246 HIV-infected adults were selected by systematic random sampling. Malaria was diagnosed using both malaria rapid diagnostic test (mRDT) and malaria microscopy. Social demographic data were collected using a structured questionnaire, while clinical history and laboratory parameters were extracted from patients’ files. Data were analyzed using STATA version 15.1, and a p value < 0.05 was considered statistically significant. The study included consenting HIV+ adults and excluded pregnant women and recent antimalarial users. Results Twenty-six out of 242 participants 10.7% (95% CI 6.9–15.6%) tested positive for malaria using mRDT, while 20 out of 242 participants 8.3% (95% CI 4.9–13.1%) tested positive for malaria using blood smear for malaria microscopy. Independent factors associated with malaria infection were living in rural areas (aOR = 2.81, 95% CI = 1.06–7.45, p = 0.038), poor adherence to anti-retroviral therapy (aOR = 3.66, 95% CI = 1.04–12.7, p = 0.043), HIV viral load of ≥ 1000 copies/mL (aOR = 3.2, 95% CI = 1.00–10.5, p = 0.02, CD4 count ≤ 350 cells/µL (aOR = 2.8, 95% CI = 1.10–7.30, p = 0.03), while using mosquito nets (aOR = 0.27, 95% CI = 0.08–0.90, p = 0.033) and receiving health education (aOR = 0.26, 95% CI = 0.09–0.71, p = 0.009) were protective factors. Conclusions The study reveals a concerning prevalence of malaria infection among adult HIV patients at Kitete regional referral hospital. Risk factors identified include a high HIV viral load, low CD4 count, lack of health education, rural residence, and non-use of mosquito nets. The results emphasize the necessity for focused health education, enhanced access to preventive measures, and consistent adherence to ART to reduce the risk of malaria in this vulnerable population.

Michael Guerzhoy

Good (Frequentist) statistical practice requires that statistical tests be performed in order to determine if the phenomenon being observed could plausibly occur by chance if the null hypothesis is false. Good practice also requires that a test is not performed if the study is underpowered: if the number of observations is not sufficiently large to be able to reliably detect the effect one hypothesizes, even if the effect exists. Running underpowered studies runs the risk of false negative results. This creates tension in the guidelines and expectations for computer science education conferences: while things are clear for studies with a large number of observations, researchers should in fact not compute p-values and perform statistical tests if the number of observations is too small. The issue is particularly live in CSed venues, since class sizes where those issues are salient are common. We outline the considerations for when to compute and when not to compute p-values in different settings encountered by computer science education researchers. We survey the author and reviewer guidelines in different computer science education conferences (ICER, SIGCSE TS, ITiCSE, EAAI, CompEd, Koli Calling). We present summary data and make several preliminary observations about reviewer guidelines: guidelines vary from conference to conference; guidelines allow for qualitative studies, and, in some cases, experience reports, but guidelines do not generally explicitly indicate that a paper should have at least one of (1) an appropriately-powered statistical analysis or (2) rich qualitative descriptions. We present preliminary ideas for addressing the tension in the guidelines between small-n and large-n studies