The authors report there are no competing interests to declare.
利益冲突声明作者不存在需要声明的利益冲突。
{"title":"Special issue: Gender equality and education","authors":"Johny Daniel, Nadia Siddiqui","doi":"10.1002/rev3.3456","DOIUrl":"https://doi.org/10.1002/rev3.3456","url":null,"abstract":"<h2> CONFLICT OF INTEREST STATEMENT</h2>\u0000<p>The authors report there are no competing interests to declare.</p>","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"8 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138567276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Samantha-Kaye Johnston, Joshua A. McGrane, Mireia Vendrell-Morancho, Therese N. Hopfenbeck
Critical thinking is an essential skill for life-long learning, and, given its increasing importance as a graduate attribute, it is vital to evaluate how educational systems can best improve students' critical thinking through their curricula and classroom practices. This study evaluates the differences in the critical thinking skills of students in the International Baccalaureate (IB) Middle Years Programme (MYP), which explicitly emphasises critical thinking development in its curriculum and has been shown to facilitate classroom strategies to develop critical thinking, versus students enrolled in the national curricula in Australia, England and Norway. The study comprised 870 students across the MYP (n = 386) and non-MYP (n = 484) curricula in Grades 9 and 10 across 21 schools. Data were remotely collected on their critical thinking skills, and several other relevant cognitive, non-cognitive and background characteristics. A propensity score matching approach was used to match the MYP and non-MYP groups on these characteristics and their critical thinking skills were compared using weighted regression. Findings showed that, overall, MYP students possessed higher levels of critical thinking skills than their non-MYP peers with a moderate effect size (β = 0.38). This advantage also held at both grade levels and across Australian and English students, with no difference for Norwegian students. Thus, the MYP appears to be a promising exemplar for enhancing critical thinking among secondary-aged students, although context needs to be considered. Based on these findings, recommendations of specific instructional strategies are offered, as well as future research to inform criticalthinking pedagogy.
{"title":"A multi-country comparison of lower secondary students' critical thinking under the International Baccalaureate and national curricula","authors":"Samantha-Kaye Johnston, Joshua A. McGrane, Mireia Vendrell-Morancho, Therese N. Hopfenbeck","doi":"10.1002/rev3.3442","DOIUrl":"https://doi.org/10.1002/rev3.3442","url":null,"abstract":"Critical thinking is an essential skill for life-long learning, and, given its increasing importance as a graduate attribute, it is vital to evaluate how educational systems can best improve students' critical thinking through their curricula and classroom practices. This study evaluates the differences in the critical thinking skills of students in the International Baccalaureate (IB) Middle Years Programme (MYP), which explicitly emphasises critical thinking development in its curriculum and has been shown to facilitate classroom strategies to develop critical thinking, versus students enrolled in the national curricula in Australia, England and Norway. The study comprised 870 students across the MYP (<i>n</i> = 386) and non-MYP (<i>n</i> = 484) curricula in Grades 9 and 10 across 21 schools. Data were remotely collected on their critical thinking skills, and several other relevant cognitive, non-cognitive and background characteristics. A propensity score matching approach was used to match the MYP and non-MYP groups on these characteristics and their critical thinking skills were compared using weighted regression. Findings showed that, overall, MYP students possessed higher levels of critical thinking skills than their non-MYP peers with a moderate effect size (<i>β</i> = 0.38). This advantage also held at both grade levels and across Australian and English students, with no difference for Norwegian students. Thus, the MYP appears to be a promising exemplar for enhancing critical thinking among secondary-aged students, although context needs to be considered. Based on these findings, recommendations of specific instructional strategies are offered, as well as future research to inform criticalthinking pedagogy.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"51 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Thomas Nordström, André Kalmendal, Lucija Batinovic
In order to produce the most reliable syntheses of the effectiveness of educational interventions, systematic reviews need to adhere to rigorous methodological standards. This meta-review investigated risk of bias occurring while conducting a systematic review and the presence of open science practices like data sharing and reproducibility of the review procedure, in recently published reviews in education. We included all systematic reviews of educational interventions, instructions and methods for all K-12 student populations in any school form with experimental or quasi-experimental designs (an active manipulation of the intervention) with comparisons and where the outcome variables were academic performance of any kind. We searched the database Education Resources Information Center (ERIC) through the years 2019–2021. In parallel we hand-searched four major educational review journals for systematic reviews: Educational Research Review (Elsevier), Educational Review (Taylor & Francis), Review of Education (Wiley), and Review of Educational Research (AERA). Systematic reviews were assessed with the risk of bias tool ROBIS and whether the studies had pre-registered protocols, shared primary research data, and whether a third party could reproduce search strings and details of where exactly primary research data were extracted. A total of 88 studies that matched our PICOS were included in this review; of these, 10 educational systematic reviews were judged as low risk of bias (approximately 11%) . The rest were classified as high risk of bias during a shortened ROBIS assessment or assessed as high risk or unclear risk of bias following a full ROBIS assessment. Of the 10 low risk of bias reviews, 6 had detailed their search sufficiently enough for a third party to reproduce, 3 reviews shared the data from primary studies, however none had specified how and from where exactly data from primary studies were extracted. The study shows that at least a small part of systematic reviews in education has a low risk of bias, but most systematic reviews in our set of studies have high risk of bias in their methodological procedure. There are still improvements in this field to be expected as even the low risk of bias reviews are not consistent regarding pre-registered protocols, data sharing, reproducibility of primary research data and reproducible search strings.
{"title":"Risk of bias and open science practices in systematic reviews of educational effectiveness: A meta-review","authors":"Thomas Nordström, André Kalmendal, Lucija Batinovic","doi":"10.1002/rev3.3443","DOIUrl":"https://doi.org/10.1002/rev3.3443","url":null,"abstract":"In order to produce the most reliable syntheses of the effectiveness of educational interventions, systematic reviews need to adhere to rigorous methodological standards. This meta-review investigated risk of bias occurring while conducting a systematic review and the presence of open science practices like data sharing and reproducibility of the review procedure, in recently published reviews in education. We included all systematic reviews of educational interventions, instructions and methods for all K-12 student populations in any school form with experimental or quasi-experimental designs (an active manipulation of the intervention) with comparisons and where the outcome variables were academic performance of any kind. We searched the database Education Resources Information Center (ERIC) through the years 2019–2021. In parallel we hand-searched four major educational review journals for systematic reviews: <i>Educational Research Review</i> (Elsevier), <i>Educational Review</i> (Taylor & Francis), <i>Review of Education</i> (Wiley), and <i>Review of Educational Research</i> (AERA). Systematic reviews were assessed with the risk of bias tool ROBIS and whether the studies had pre-registered protocols, shared primary research data, and whether a third party could reproduce search strings and details of where exactly primary research data were extracted. A total of 88 studies that matched our PICOS were included in this review; of these, 10 educational systematic reviews were judged as low risk of bias (approximately 11%) . The rest were classified as high risk of bias during a shortened ROBIS assessment or assessed as high risk or unclear risk of bias following a full ROBIS assessment. Of the 10 low risk of bias reviews, 6 had detailed their search sufficiently enough for a third party to reproduce, 3 reviews shared the data from primary studies, however none had specified how and from where exactly data from primary studies were extracted. The study shows that at least a small part of systematic reviews in education has a low risk of bias, but most systematic reviews in our set of studies have high risk of bias in their methodological procedure. There are still improvements in this field to be expected as even the low risk of bias reviews are not consistent regarding pre-registered protocols, data sharing, reproducibility of primary research data and reproducible search strings.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"200 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lucy Hunt, Yousef Khalifa Aleghfeli, Joanna McIntyre, Chris Stone
This scoping review aims to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. Gender can act as a significant barrier to education, and gender stereotypes and bias can affect learning opportunities and outcomes. As a response, a scoping review was conducted to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. This review follows a systematic process of reviewing and synthesising texts compiled in the Hub for Education for Refugees in Europe (HERE) Knowledge Base to fill the gaps in knowledge about gender-related post-migration experiences of refugees and displaced individuals who have arrived in Europe. The review includes studies that focus on educational services for refugees in Europe and uses a meta-ethnographic synthesis approach to data analysis and synthesis. Using a socio-ecological framework, it was found that at the individual level, access and progression were shaped by previous educational attainment, health issues, survival tactics and future aspirations; at the micro-level, by relationships with family, educators and peers; at the meso-level, by public perceptions of refugee learners and home-school interactions; and at the macro-level, by administrative barriers, the asylum system, socio-economic factors and the tailored opportunities and community support available. The majority of the studies referred to the experiences of women and girls.
{"title":"Refugees' gendered experiences of education in Europe since 2015: A scoping review","authors":"Lucy Hunt, Yousef Khalifa Aleghfeli, Joanna McIntyre, Chris Stone","doi":"10.1002/rev3.3441","DOIUrl":"https://doi.org/10.1002/rev3.3441","url":null,"abstract":"This scoping review aims to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. Gender can act as a significant barrier to education, and gender stereotypes and bias can affect learning opportunities and outcomes. As a response, a scoping review was conducted to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. This review follows a systematic process of reviewing and synthesising texts compiled in the Hub for Education for Refugees in Europe (HERE) Knowledge Base to fill the gaps in knowledge about gender-related post-migration experiences of refugees and displaced individuals who have arrived in Europe. The review includes studies that focus on educational services for refugees in Europe and uses a meta-ethnographic synthesis approach to data analysis and synthesis. Using a socio-ecological framework, it was found that at the individual level, access and progression were shaped by previous educational attainment, health issues, survival tactics and future aspirations; at the micro-level, by relationships with family, educators and peers; at the meso-level, by public perceptions of refugee learners and home-school interactions; and at the macro-level, by administrative barriers, the asylum system, socio-economic factors and the tailored opportunities and community support available. The majority of the studies referred to the experiences of women and girls.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"66 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abel Charles Kadikilo, Reeti Kulshrestha, Arunaditya Sahay, Parameswar Nayak
Abstract There are low levels of research productivity among higher education institutions (HEIs) in Africa, which will likely compromise the continent's development agenda if not addressed. This study intends to develop a research framework to create a strategic roadmap that leverages leadership perspectives to foster a thriving research culture and contribute meaningfully to Tanzania's growth and development. We conducted a qualitative study involving higher education policy makers, senior university officials and academic staff from four sampled universities and two non‐university institutions that regulate Tanzania's higher education sector. The secondary data sources supported us in assessing the current state of research in Tanzanian HEI and the way forward. A thematic analysis revealed seven themes: research governance; capacity development strategy; reinforcement strategy; collaboration, networking and teamwork; establishment of research centres; dissemination strategy; and institutionalisation of research activities that can increase research productivity in the Tanzanian HEI context. This research adds to the literature on HEIs by identifying contextual strategy that can enhance research promotion in Tanzania and guide other African countries. In today's global information economy, research production is critical to the viability of HEIs and national development. This research aims to equip HEI leaders with a customised framework to help them direct their institutions towards research excellence and innovation. Context and implications Rationale for this study Tanzania recognises the pivotal role of research in achieving socioeconomic objectives. The research productivity of higher education institutions (HEIs) is crucial in addressing local issues and fulfilling national agenda. Why the new findings matter The findings reveal novel strategies for promoting research and how institutionalising them will enhance research engagement and productivity. Implications The research framework acts as a strategic guide for HEI policy makers that informs on how to encourage faculty and scholars and generate a better research output. The study shows how HEIs can institutionalise research, making it a part of its culture and mindset. The study has implications for the authorities and government bodies also, as the research productivity has a socio‐economic impact on national development.
{"title":"Research promotion strategies to enhance research productivity in Tanzanian higher educational institutions","authors":"Abel Charles Kadikilo, Reeti Kulshrestha, Arunaditya Sahay, Parameswar Nayak","doi":"10.1002/rev3.3436","DOIUrl":"https://doi.org/10.1002/rev3.3436","url":null,"abstract":"Abstract There are low levels of research productivity among higher education institutions (HEIs) in Africa, which will likely compromise the continent's development agenda if not addressed. This study intends to develop a research framework to create a strategic roadmap that leverages leadership perspectives to foster a thriving research culture and contribute meaningfully to Tanzania's growth and development. We conducted a qualitative study involving higher education policy makers, senior university officials and academic staff from four sampled universities and two non‐university institutions that regulate Tanzania's higher education sector. The secondary data sources supported us in assessing the current state of research in Tanzanian HEI and the way forward. A thematic analysis revealed seven themes: research governance; capacity development strategy; reinforcement strategy; collaboration, networking and teamwork; establishment of research centres; dissemination strategy; and institutionalisation of research activities that can increase research productivity in the Tanzanian HEI context. This research adds to the literature on HEIs by identifying contextual strategy that can enhance research promotion in Tanzania and guide other African countries. In today's global information economy, research production is critical to the viability of HEIs and national development. This research aims to equip HEI leaders with a customised framework to help them direct their institutions towards research excellence and innovation. Context and implications Rationale for this study Tanzania recognises the pivotal role of research in achieving socioeconomic objectives. The research productivity of higher education institutions (HEIs) is crucial in addressing local issues and fulfilling national agenda. Why the new findings matter The findings reveal novel strategies for promoting research and how institutionalising them will enhance research engagement and productivity. Implications The research framework acts as a strategic guide for HEI policy makers that informs on how to encourage faculty and scholars and generate a better research output. The study shows how HEIs can institutionalise research, making it a part of its culture and mindset. The study has implications for the authorities and government bodies also, as the research productivity has a socio‐economic impact on national development.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"59 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136347030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study aims to investigate gender differences in the identification for special educational needs services within the context of England. Gender disparities in disability identification have long been of concern, impacting tailored support and opportunities for female students. By utilising population‐level data, we seek to ascertain the presence and extent of these gender differences, aligning our findings with existing literature and addressing gaps in knowledge about sex ratio differences in several disability categories. We conducted descriptive analyses of publicly accessible UK government datasets. In our study, we examine how gender differences have evolved over time, and vary across regions, disability types and educational phases (i.e., nursery, primary or secondary). Our observation of the data suggests persistent under‐identification of females compared to males across time, disability categories, across different regions and educational phases.
{"title":"Gender differences in special educational needs identification","authors":"Johny Daniel, Hsin Wang","doi":"10.1002/rev3.3437","DOIUrl":"https://doi.org/10.1002/rev3.3437","url":null,"abstract":"Abstract This study aims to investigate gender differences in the identification for special educational needs services within the context of England. Gender disparities in disability identification have long been of concern, impacting tailored support and opportunities for female students. By utilising population‐level data, we seek to ascertain the presence and extent of these gender differences, aligning our findings with existing literature and addressing gaps in knowledge about sex ratio differences in several disability categories. We conducted descriptive analyses of publicly accessible UK government datasets. In our study, we examine how gender differences have evolved over time, and vary across regions, disability types and educational phases (i.e., nursery, primary or secondary). Our observation of the data suggests persistent under‐identification of females compared to males across time, disability categories, across different regions and educational phases.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"7 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135037981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study examines and compares the motivational techniques employed in public and private secondary schools. The study was conducted in Faisalabad, Pakistan. A mixed‐method approach was used by utilising qualitative as well as quantitative data collected through questionnaires filled out by students and interviews conducted with teachers from 12 secondary schools in the public and private sectors. Findings indicate that private schools outperform public schools in the use of effective motivational strategies. Lack of resources, large class sizes, limited access to professional development and the scarcity of technological resources were identified as some of the important challenges that teachers face in implementing motivation strategies. The research offers valuable insights for educators, policy makers, and stakeholders regarding the significance of motivation in education. The study recommends that resource constraints should be abolished, class sizes should be reduced to the optimal level and access to modern technology must be ensured, particularly in public schools, to enrich the learning environment.
{"title":"A comparative analysis of motivational techniques in public and private schools: Implications for secondary education","authors":"Shahla Akram, Ume Ruman Hameed, Zahid Pervaiz","doi":"10.1002/rev3.3438","DOIUrl":"https://doi.org/10.1002/rev3.3438","url":null,"abstract":"Abstract This study examines and compares the motivational techniques employed in public and private secondary schools. The study was conducted in Faisalabad, Pakistan. A mixed‐method approach was used by utilising qualitative as well as quantitative data collected through questionnaires filled out by students and interviews conducted with teachers from 12 secondary schools in the public and private sectors. Findings indicate that private schools outperform public schools in the use of effective motivational strategies. Lack of resources, large class sizes, limited access to professional development and the scarcity of technological resources were identified as some of the important challenges that teachers face in implementing motivation strategies. The research offers valuable insights for educators, policy makers, and stakeholders regarding the significance of motivation in education. The study recommends that resource constraints should be abolished, class sizes should be reduced to the optimal level and access to modern technology must be ensured, particularly in public schools, to enrich the learning environment.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"60 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135726267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The journal's Lead Editors, the British Educational Research Association and John Wiley and Sons Ltd have retracted the articles below. Following publication, concerns were raised by a third party. Further investigation by the publisher revealed concerns about guest editorship, authorship and peer review. The retractions have been agreed due to evidence indicating that the peer review of these articles was compromised. The authors have been informed of this decision. The authors of https://doi.org/10.1002/rev3.3320 disagree with the retraction of this paper. Mashtaler, L., & Gorard, S. (2022). Special Issue: The development of education research in ex‐Soviet states. Review of Education , 10, e3329. https://doi.org/10.1002/rev3.3329 Zavaruieva, I., Bondarenko, L., & Fedko, O. (2022). The role of colour coding of educational materials when studying grammatical categories of the Ukrainian language by foreign students. Review of Education , 10, e3312. https://doi.org/10.1002/rev3.3312 Bulakh, V. P., & Shandruk, S. I. (2022). The future of Ukrainian EFL professional education: Certificates of excellence or certificates of attendance. Review of Education , 10, e3315. https://doi.org/10.1002/rev3.3315 Demchenko, I. V., & Demchenko, O. N. (2022). Dynamics of professional motivation of technical university students. Review of Education , 10, e3316. https://doi.org/10.1002/rev3.3316 Osodlo, V., Rakhmanov, V., Krykun, V., Tarasenko, N., & Aristarkhova, M. (2022). Officers' foreign language training in educational and information environment of the Higher Military Educational Institution. Review of Education , 10, e3317. https://doi.org/10.1002/rev3.3317 Grytsenko, I., Borysenko, N., Sydorenko, N., Vashchuk, V., & Valuieva, I. (2022). Higher education institution: Distance learning and modern communicative opportunities. Review of Education , 10, e3318. https://doi.org/10.1002/rev3.3318 Goncharova, O., Maslova, A., Kirsanova, S., Rutkovska, A., & Yehorova, Y. (2022). Virtual learning anxiety: A case study of Pedagogical University (Ukraine). Review of Education , 10, e3320. https://doi.org/10.1002/rev3.3320 Krymets, L. V., Saienko, O. H., Bilyakovska, O. O., Zakharov, O. Y., & Ivanova, D. H. (2022). Quality management in higher education: Developing the methodology on the basis of total quality management. Review of Education , 10, e3322. https://doi.org/10.1002/rev3.3322 Kuleshova, V., Aksakova, N., Malazoniia, S., & Kovalenko, S. (2022). Professional training of future engineers‐teachers: The societal needs of modern educational technologies introduction. Review of Education , 10, e3323. https://doi.org/10.1002/rev3.3323 Kalinina, T. S., Karnaukhova, A. V., Mashovets, M. A., Shvaliuk, T. M., & Telna, O. A. (2022). Practical implementation of inclusive preschool education in Ukraine. Review of Education , 10, e3311. https://doi.org/10.1002/rev3.3311
{"title":"Retraction: Evidence on the development of education in ex‐Soviet states special issue retraction statement","authors":"","doi":"10.1002/rev3.3435","DOIUrl":"https://doi.org/10.1002/rev3.3435","url":null,"abstract":"The journal's Lead Editors, the British Educational Research Association and John Wiley and Sons Ltd have retracted the articles below. Following publication, concerns were raised by a third party. Further investigation by the publisher revealed concerns about guest editorship, authorship and peer review. The retractions have been agreed due to evidence indicating that the peer review of these articles was compromised. The authors have been informed of this decision. The authors of https://doi.org/10.1002/rev3.3320 disagree with the retraction of this paper. Mashtaler, L., & Gorard, S. (2022). Special Issue: The development of education research in ex‐Soviet states. Review of Education , 10, e3329. https://doi.org/10.1002/rev3.3329 Zavaruieva, I., Bondarenko, L., & Fedko, O. (2022). The role of colour coding of educational materials when studying grammatical categories of the Ukrainian language by foreign students. Review of Education , 10, e3312. https://doi.org/10.1002/rev3.3312 Bulakh, V. P., & Shandruk, S. I. (2022). The future of Ukrainian EFL professional education: Certificates of excellence or certificates of attendance. Review of Education , 10, e3315. https://doi.org/10.1002/rev3.3315 Demchenko, I. V., & Demchenko, O. N. (2022). Dynamics of professional motivation of technical university students. Review of Education , 10, e3316. https://doi.org/10.1002/rev3.3316 Osodlo, V., Rakhmanov, V., Krykun, V., Tarasenko, N., & Aristarkhova, M. (2022). Officers' foreign language training in educational and information environment of the Higher Military Educational Institution. Review of Education , 10, e3317. https://doi.org/10.1002/rev3.3317 Grytsenko, I., Borysenko, N., Sydorenko, N., Vashchuk, V., & Valuieva, I. (2022). Higher education institution: Distance learning and modern communicative opportunities. Review of Education , 10, e3318. https://doi.org/10.1002/rev3.3318 Goncharova, O., Maslova, A., Kirsanova, S., Rutkovska, A., & Yehorova, Y. (2022). Virtual learning anxiety: A case study of Pedagogical University (Ukraine). Review of Education , 10, e3320. https://doi.org/10.1002/rev3.3320 Krymets, L. V., Saienko, O. H., Bilyakovska, O. O., Zakharov, O. Y., & Ivanova, D. H. (2022). Quality management in higher education: Developing the methodology on the basis of total quality management. Review of Education , 10, e3322. https://doi.org/10.1002/rev3.3322 Kuleshova, V., Aksakova, N., Malazoniia, S., & Kovalenko, S. (2022). Professional training of future engineers‐teachers: The societal needs of modern educational technologies introduction. Review of Education , 10, e3323. https://doi.org/10.1002/rev3.3323 Kalinina, T. S., Karnaukhova, A. V., Mashovets, M. A., Shvaliuk, T. M., & Telna, O. A. (2022). Practical implementation of inclusive preschool education in Ukraine. Review of Education , 10, e3311. https://doi.org/10.1002/rev3.3311","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"70 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Diego Vergara, Álvaro Antón‐Sancho, Pablo Fernández‐Arias
Abstract The COVID‐19 pandemic has led to a process of digitalisation of higher education that has forced a change in the habits of use of information and communication technologies (ICT) among professors. The literature analyses this impact from different perspectives, but the gender gaps that may have occurred in this regard have not been studied so far. The main purpose is to analyse the gender gap in the self‐concept of digital competence of Latin American professors and the impact that the pandemic has had on the habits of use of ICT among them. For this purpose, this paper conducts quantitative research. A questionnaire designed by the authors has been answered by a sample of 1062 professors, and the responses have been statistically analysed. The results prove that the self‐concept of digital competence influences males more than females in terms of their assessment of the didactic use of ICT. The pandemic has caused the frequencies of ICT use in different teaching activities to homogenise. Females have increased their use of ICT more than males—a certain correction of the digital gender gap occurs in the region after the pandemic, within faculty. The use of ICT among faculty has increased after the pandemic more among females than males, but insufficient digital competence hinders full digitalisation in both cases. It is recommended that universities develop digital training plans aimed at facilitating an egalitarian process of ICT integration.
{"title":"Gender gaps in the impact of the pandemic on the use of <scp>ICT</scp> in higher education","authors":"Diego Vergara, Álvaro Antón‐Sancho, Pablo Fernández‐Arias","doi":"10.1002/rev3.3439","DOIUrl":"https://doi.org/10.1002/rev3.3439","url":null,"abstract":"Abstract The COVID‐19 pandemic has led to a process of digitalisation of higher education that has forced a change in the habits of use of information and communication technologies (ICT) among professors. The literature analyses this impact from different perspectives, but the gender gaps that may have occurred in this regard have not been studied so far. The main purpose is to analyse the gender gap in the self‐concept of digital competence of Latin American professors and the impact that the pandemic has had on the habits of use of ICT among them. For this purpose, this paper conducts quantitative research. A questionnaire designed by the authors has been answered by a sample of 1062 professors, and the responses have been statistically analysed. The results prove that the self‐concept of digital competence influences males more than females in terms of their assessment of the didactic use of ICT. The pandemic has caused the frequencies of ICT use in different teaching activities to homogenise. Females have increased their use of ICT more than males—a certain correction of the digital gender gap occurs in the region after the pandemic, within faculty. The use of ICT among faculty has increased after the pandemic more among females than males, but insufficient digital competence hinders full digitalisation in both cases. It is recommended that universities develop digital training plans aimed at facilitating an egalitarian process of ICT integration.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"1 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135821327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Recent developments in language models, such as ChatGPT, have sparked debate. These tools can help, for example, dyslexic people, to write formal emails from a prompt and can be used by students to generate assessed work. Proponents argue that language models enhance the student experience and academic achievement. Those concerned argue that language models impede student learning and call for a cautious approach to their adoption. This paper aims to provide insights into the role of language models in reshaping student learning and assessment in higher education. For that purpose, it probes the impact of language models, specifically ChatGPT, on student learning and assessment. It also explores the implications of language models in higher education settings, focusing on their effects on pedagogy and evaluation. Using the Scopus database, a search protocol was employed to identify 25 articles based on relevant keywords and selection criteria. The developed themes suggest that language models may alter how students learn and are assessed. While language models can provide information for problem‐solving and critical thinking, reliance on them without critical evaluation adversely impacts student learning. Language models can also generate teaching and assessment material and evaluate student responses, but their role should be limited to ‘play a specific and defined role’. Integration of language models in student learning and assessment is only helpful if students and educators play an active and effective role in checking the generated material's validity, reliability and accuracy. Propositions and potential research questions are included to encourage future research.
{"title":"Exploring the impact of language models, such as <scp>ChatGPT</scp>, on student learning and assessment","authors":"Araz Zirar","doi":"10.1002/rev3.3433","DOIUrl":"https://doi.org/10.1002/rev3.3433","url":null,"abstract":"Abstract Recent developments in language models, such as ChatGPT, have sparked debate. These tools can help, for example, dyslexic people, to write formal emails from a prompt and can be used by students to generate assessed work. Proponents argue that language models enhance the student experience and academic achievement. Those concerned argue that language models impede student learning and call for a cautious approach to their adoption. This paper aims to provide insights into the role of language models in reshaping student learning and assessment in higher education. For that purpose, it probes the impact of language models, specifically ChatGPT, on student learning and assessment. It also explores the implications of language models in higher education settings, focusing on their effects on pedagogy and evaluation. Using the Scopus database, a search protocol was employed to identify 25 articles based on relevant keywords and selection criteria. The developed themes suggest that language models may alter how students learn and are assessed. While language models can provide information for problem‐solving and critical thinking, reliance on them without critical evaluation adversely impacts student learning. Language models can also generate teaching and assessment material and evaluate student responses, but their role should be limited to ‘play a specific and defined role’. Integration of language models in student learning and assessment is only helpful if students and educators play an active and effective role in checking the generated material's validity, reliability and accuracy. Propositions and potential research questions are included to encourage future research.","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"24 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136070219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：