Pub Date : 2024-07-13DOI: 10.57125/fed.2024.09.25.13
N. Nasrullah, Taufik Al Wahyu
This comprehensive study of the literature investigated the use, advantages, and drawbacks of the Chat GPT in English language instruction. This article was constructed by using a limited search strategy for relevant databases like Google Scholar, Frontiersin, ResearchGate, Journal of Applied Learning and Teaching, and ScienceDirect using the keywords “Chat GPT” and “ELT Assessment.” The search is limited to articles published between 2019 and 2024, written in English, and containing “Chat GPT” and “English Language Assessment,” open-access, peer-reviewed, and relevant conference papers. This review examined 20 academic research papers on the use of the Chat GPT in English Language Teaching (ELT) assessment. The findings highlighted various benefits, including simplified assessment, customisation, near-real-time automation, removal of geographical restrictions, and cost-effectiveness. Nevertheless, ethical issues and restrictions were discussed, such as the responsible use of AI as a tool and the imbalance that AI can create in the integrity of an the assessment. The outcomes of this review could offer an understanding of the Chat GPT in terms of ELT assessment application and some new opportunities for future research and practice. The novelty of this study lies in the thorough literature review conducted by the author, encompassing a diverse array of research studies. The study elucidated various advantages and obstacles encountered by researchers during the assessment process. Furthermore, the researchers underscored the necessity of human validation for current generational artificial intelligence models in practical applications.
{"title":"The Application of Chat GPT in English Language Evaluation: A Systematic Literature Review","authors":"N. Nasrullah, Taufik Al Wahyu","doi":"10.57125/fed.2024.09.25.13","DOIUrl":"https://doi.org/10.57125/fed.2024.09.25.13","url":null,"abstract":"This comprehensive study of the literature investigated the use, advantages, and drawbacks of the Chat GPT in English language instruction. This article was constructed by using a limited search strategy for relevant databases like Google Scholar, Frontiersin, ResearchGate, Journal of Applied Learning and Teaching, and ScienceDirect using the keywords “Chat GPT” and “ELT Assessment.” The search is limited to articles published between 2019 and 2024, written in English, and containing “Chat GPT” and “English Language Assessment,” open-access, peer-reviewed, and relevant conference papers. This review examined 20 academic research papers on the use of the Chat GPT in English Language Teaching (ELT) assessment. The findings highlighted various benefits, including simplified assessment, customisation, near-real-time automation, removal of geographical restrictions, and cost-effectiveness. Nevertheless, ethical issues and restrictions were discussed, such as the responsible use of AI as a tool and the imbalance that AI can create in the integrity of an the assessment. The outcomes of this review could offer an understanding of the Chat GPT in terms of ELT assessment application and some new opportunities for future research and practice. The novelty of this study lies in the thorough literature review conducted by the author, encompassing a diverse array of research studies. The study elucidated various advantages and obstacles encountered by researchers during the assessment process. Furthermore, the researchers underscored the necessity of human validation for current generational artificial intelligence models in practical applications.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"30 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141650860","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}
Pub Date : 2024-07-08DOI: 10.57125/fed.2024.09.25.12
Lethiwe Mbongwa, Siphesihle Mpanza, Victor H. Mlambo
The objective of this paper was to examine the causes, implications, and possible solutions to the teenage pregnancy crisis in South African high schools. The paper employed a qualitative literature review using secondary data in order to answer the objective of this paper. The paper employed the Ecological Systems The theory proposed explanation for the high rate of teen pregnancy among south African high school students. The paper found that there may be a variety of ramifications from the rising incidence of teenage pregnancy among South African high school pupils. They are interrupted from progressing with their education; they may also experience health- and psychological-related risks and social distress. The paper suggested that making contraceptives more accessible should also involve providing thorough contraception counselling for young high school girls, allowing them to make informed choices. Finally, the Department of Education should consider revising subject policies to accommodate the necessary changes, such as comprehensive sex education in schools.
{"title":"The Teenage Pregnancy Crisis in South Africa Among High School Students, Causes, Implications and Possible Solutions: A Literature Review","authors":"Lethiwe Mbongwa, Siphesihle Mpanza, Victor H. Mlambo","doi":"10.57125/fed.2024.09.25.12","DOIUrl":"https://doi.org/10.57125/fed.2024.09.25.12","url":null,"abstract":"The objective of this paper was to examine the causes, implications, and possible solutions to the teenage pregnancy crisis in South African high schools. The paper employed a qualitative literature review using secondary data in order to answer the objective of this paper. The paper employed the Ecological Systems The theory proposed explanation for the high rate of teen pregnancy among south African high school students. The paper found that there may be a variety of ramifications from the rising incidence of teenage pregnancy among South African high school pupils. They are interrupted from progressing with their education; they may also experience health- and psychological-related risks and social distress. The paper suggested that making contraceptives more accessible should also involve providing thorough contraception counselling for young high school girls, allowing them to make informed choices. Finally, the Department of Education should consider revising subject policies to accommodate the necessary changes, such as comprehensive sex education in schools.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"120 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141667782","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}
Pub Date : 2024-07-02DOI: 10.57125/fed.2024.09.25.11
Anna Krymska, Andrii Chalii, Victoria Petruk, Olena Kobzieva, O. Tytar
An important and necessary trend in the modern Ukrainian education system is the digitalisation of the educational process due to the forced transition of many educational institutions to distance learning due to the coronavirus pandemic and the Russian-Ukrainian war. The purpose of the article is to theoretically substantiate the challenges and opportunities for the introduction of digital learning technologies in Ukrainian educational institutions. The following methods were used to write the article and to reveal its purpose: conceptual and terminological analysis, comparative and contrastive analysis, analysis, synthesis, comparison, classification, systematisation and generalisation. The study found that, despite the many opportunities provided by the digital learning environment, including the development of software applications for the development of students' practical experience and access to high-quality and diverse sources of information, the education system in Ukraine needs to rethink the content, determine models of digitalisation of educational institutions, master the digital competencies of all participants in the educational process, and actively use the tools of Google Meet, Zoom, Microsoft Teams, and Cisco Webex, It is determined that the services are not without drawbacks in use, but their effective use contributes to digitalisation. The scientific novelty of the obtained results lies in the interpretation of the concept of “challenges of introducing digital technologies in education” and the identification of the main obstacles and ways to ensure the process of digitalisation of education. The conclusions recommend ways to overcome the difficulties of digitalisation of education, in particular, the need to create a model of digital transformation of an educational institution based on three models: a functionally independent model of information management; a concentric model of information technology for digital transformation of an educational institution; and a model of interlayer information interaction. Prospect for further research is to study the mechanisms for adapting teacher training systems to the use of digital technologies in the classroom.
由于冠状病毒大流行和俄乌战争，许多教育机构被迫过渡到远程学习，因此教育过程的数字化是现代乌克兰教育系统的一个重要而必要的趋势。本文旨在从理论上论证乌克兰教育机构引入数字化学习技术所面临的挑战和机遇。为撰写本文并揭示其目的，采用了以下方法：概念和术语分析、比较和对比分析、分析、综合、比较、分类、系统化和概括。研究发现，尽管数字化学习环境提供了许多机会，包括开发用于培养学生实践经验的应用软件和获取高质量、多样化的信息来源，但乌克兰教育系统仍需重新思考教学内容，确定教育机构的数字化模式，掌握教育过程中所有参与者的数字化能力，并积极使用 Google Meet、Zoom、Microsoft Teams 和 Cisco Webex 等工具。所获成果的科学新颖性在于对 "在教育中引入数字技术的挑战 "这一概念的诠释，以及对确保教育数字化进程的主要障碍和方法的识别。结论提出了克服教育数字化困难的方法，特别是需要在三个模型的基础上创建教育机构的数字化转型模型：功能独立的信息管理模型；教育机构数字化转型的信息技术同心模型；以及层间信息交互模型。进一步研究的前景是研究使教师培训系统适应在课堂上使用数字技术的机制。
{"title":"Challenges and opportunities of digital transformation in Ukrainian education","authors":"Anna Krymska, Andrii Chalii, Victoria Petruk, Olena Kobzieva, O. Tytar","doi":"10.57125/fed.2024.09.25.11","DOIUrl":"https://doi.org/10.57125/fed.2024.09.25.11","url":null,"abstract":"An important and necessary trend in the modern Ukrainian education system is the digitalisation of the educational process due to the forced transition of many educational institutions to distance learning due to the coronavirus pandemic and the Russian-Ukrainian war. The purpose of the article is to theoretically substantiate the challenges and opportunities for the introduction of digital learning technologies in Ukrainian educational institutions. The following methods were used to write the article and to reveal its purpose: conceptual and terminological analysis, comparative and contrastive analysis, analysis, synthesis, comparison, classification, systematisation and generalisation. The study found that, despite the many opportunities provided by the digital learning environment, including the development of software applications for the development of students' practical experience and access to high-quality and diverse sources of information, the education system in Ukraine needs to rethink the content, determine models of digitalisation of educational institutions, master the digital competencies of all participants in the educational process, and actively use the tools of Google Meet, Zoom, Microsoft Teams, and Cisco Webex, It is determined that the services are not without drawbacks in use, but their effective use contributes to digitalisation. The scientific novelty of the obtained results lies in the interpretation of the concept of “challenges of introducing digital technologies in education” and the identification of the main obstacles and ways to ensure the process of digitalisation of education. The conclusions recommend ways to overcome the difficulties of digitalisation of education, in particular, the need to create a model of digital transformation of an educational institution based on three models: a functionally independent model of information management; a concentric model of information technology for digital transformation of an educational institution; and a model of interlayer information interaction. Prospect for further research is to study the mechanisms for adapting teacher training systems to the use of digital technologies in the classroom.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"6 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141685879","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}
Pub Date : 2024-05-15DOI: 10.57125/fed.2024.06.25.12
The objective-based curriculum previously in use was replaced by a standards-based curriculum for the 2019–2020 school year, bringing a fresh approach to the fundamental study of visual arts. However, the current curriculum places greater emphasis on art history and cultural practices, presenting challenges for generalist teachers in the Ga East Municipality who lack significant training or experience in creative arts. This study aimed to explore the impact of different levels of educational leadership on enhancing the teaching skills of generalist teachers in creative arts education. Employing a convergent parallel mixed methods approach, both qualitative and quantitative data were analysed. The study collected a total of 210 questionnaire responses and conducted interviews with 3 participants. The respondents included 185 generalist teachers, 25 headteachers, and 3 municipal education officers, selected through purposive sampling. The study held importance for the practical ability of generalist teachers to navigate complex artistic concepts through adaptability and flexibility in their teaching methods. The findings demonstrated that implementing innovative intervention strategies, such as collaborative projects, professional development training, integration of online resources, and pre-service education into the curriculum, while equipping generalist teachers with enhanced skills, can effectively inspire and engage students. Additionally, it highlighted the necessity for generalist teachers to exhibit passion, enthusiasm, instructional prowess, and imaginative skills to foster creativity, critical thinking, and self-expression in students through creative arts, ultimately influencing the quality of future art education.
{"title":"Enhancing the Creative Arts Skill of Generalist Teachers in the Ga East Municipality, Ghana","authors":"","doi":"10.57125/fed.2024.06.25.12","DOIUrl":"https://doi.org/10.57125/fed.2024.06.25.12","url":null,"abstract":"The objective-based curriculum previously in use was replaced by a standards-based curriculum for the 2019–2020 school year, bringing a fresh approach to the fundamental study of visual arts. However, the current curriculum places greater emphasis on art history and cultural practices, presenting challenges for generalist teachers in the Ga East Municipality who lack significant training or experience in creative arts. This study aimed to explore the impact of different levels of educational leadership on enhancing the teaching skills of generalist teachers in creative arts education. Employing a convergent parallel mixed methods approach, both qualitative and quantitative data were analysed. The study collected a total of 210 questionnaire responses and conducted interviews with 3 participants. The respondents included 185 generalist teachers, 25 headteachers, and 3 municipal education officers, selected through purposive sampling. The study held importance for the practical ability of generalist teachers to navigate complex artistic concepts through adaptability and flexibility in their teaching methods. The findings demonstrated that implementing innovative intervention strategies, such as collaborative projects, professional development training, integration of online resources, and pre-service education into the curriculum, while equipping generalist teachers with enhanced skills, can effectively inspire and engage students. Additionally, it highlighted the necessity for generalist teachers to exhibit passion, enthusiasm, instructional prowess, and imaginative skills to foster creativity, critical thinking, and self-expression in students through creative arts, ultimately influencing the quality of future art education.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"19 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140971675","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}
Pub Date : 2024-03-26DOI: 10.57125/fed.2024.06.25.02
The aim of this study was to explore the influence of Total Quality Management practices on new secondary school curriculum framework (2015-2022)’s teaching and learning activities in a selected district in Zimbabwe. The study had two main objectives: to explain the relevance of Total Quality Management practices in teaching and learning activities and to establish approaches that are used when integrating Total Quality Management practices in teaching and learning activities. The research was based on a combination of qualitative and quantitative methods, to allow for integrated analysis procedures by the researchers. For this study, the sample comprised 110 respondents from 10 purposively selected secondary schools. Data was collected through the use of literature method, semi-structured questionnaire, and interviews. Numerical data was analysed through the use of frequencies and percentages, with the non-numerical data being analysed according to emerging themes. The analysed data revealed that Total Quality Management practices were relevant in the implementation of the new high school curriculum implementation. The results revealed that Total Quality Management practices can be used in the implementation of the new high school curriculum. In addition, the analysed data revealed some of the approaches that can be used in the implementation of the new high school curriculum. In conclusion, Total Quality Management practices have an influence on the quality of interactions in the new high school curriculum’s teaching and learning activities. Therefore, the findings of this study will guide the revision of education policies to improve teaching and learning practices that prioritize the needs of students.
{"title":"Total Quality Management Practices and their Influence on Curriculum Implementation: Experiences from Selected High Schools in Zimbabwe","authors":"","doi":"10.57125/fed.2024.06.25.02","DOIUrl":"https://doi.org/10.57125/fed.2024.06.25.02","url":null,"abstract":"The aim of this study was to explore the influence of Total Quality Management practices on new secondary school curriculum framework (2015-2022)’s teaching and learning activities in a selected district in Zimbabwe. The study had two main objectives: to explain the relevance of Total Quality Management practices in teaching and learning activities and to establish approaches that are used when integrating Total Quality Management practices in teaching and learning activities. The research was based on a combination of qualitative and quantitative methods, to allow for integrated analysis procedures by the researchers. For this study, the sample comprised 110 respondents from 10 purposively selected secondary schools. Data was collected through the use of literature method, semi-structured questionnaire, and interviews. Numerical data was analysed through the use of frequencies and percentages, with the non-numerical data being analysed according to emerging themes. The analysed data revealed that Total Quality Management practices were relevant in the implementation of the new high school curriculum implementation. The results revealed that Total Quality Management practices can be used in the implementation of the new high school curriculum. In addition, the analysed data revealed some of the approaches that can be used in the implementation of the new high school curriculum. In conclusion, Total Quality Management practices have an influence on the quality of interactions in the new high school curriculum’s teaching and learning activities. Therefore, the findings of this study will guide the revision of education policies to improve teaching and learning practices that prioritize the needs of students.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"122 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140380053","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}
Pub Date : 2024-03-25DOI: 10.57125/fed.2024.06.25.01
The contemporary system of higher education necessitates the application of digital resources and technologies. The aim of the research is to manifest the impact of digitalization on the educational process and to outline their incorporation into teaching practices. The descriptive study was applied that is based on the participants’ behaviors, or perceptions of digital resources and technologies used. The following methods were implemented: surveys; observations; content analysis; semi-structured interviews; and questionnaires. Over 60 recent scientific works were selected to evaluate the problem of using digital resources and technologies for improvement of educational process. The research was conducted among 43 instructors of educational institutions. The findings showed that instructors use digital resources and technologies extensively. On the basis of average calculated index, it was concluded that Google Docs, communication tools, smartphone apps, Learning Management systems, games, presentation software, online assessment, AI tools are most effective. Digital resources and technologies are characterized by a number of advantages oriented towards improvement of the educational process. It was found that digital tools are incorporated through a number of techniques and strategies: demonstration, collaborative learning, problem-based learning, project-based learning, and digital games. Instructors stated that they use interactive lecture, peer learning, and simulation-based learning less frequently. The choice of techniques and strategies depends on the course or lesson, educational objectives, students’ needs, and possible challenges which instructors may face. The study outcomes can be used to elaborate funding decisions, curriculum development or teachers’ professional development for formation of digital skills among academic and pedagogical staff.
{"title":"Digital Resources and Technologies for Improvement of Educational Process in Ukraine","authors":"","doi":"10.57125/fed.2024.06.25.01","DOIUrl":"https://doi.org/10.57125/fed.2024.06.25.01","url":null,"abstract":"The contemporary system of higher education necessitates the application of digital resources and technologies. The aim of the research is to manifest the impact of digitalization on the educational process and to outline their incorporation into teaching practices. The descriptive study was applied that is based on the participants’ behaviors, or perceptions of digital resources and technologies used. The following methods were implemented: surveys; observations; content analysis; semi-structured interviews; and questionnaires. Over 60 recent scientific works were selected to evaluate the problem of using digital resources and technologies for improvement of educational process. The research was conducted among 43 instructors of educational institutions. The findings showed that instructors use digital resources and technologies extensively. On the basis of average calculated index, it was concluded that Google Docs, communication tools, smartphone apps, Learning Management systems, games, presentation software, online assessment, AI tools are most effective. Digital resources and technologies are characterized by a number of advantages oriented towards improvement of the educational process. It was found that digital tools are incorporated through a number of techniques and strategies: demonstration, collaborative learning, problem-based learning, project-based learning, and digital games. Instructors stated that they use interactive lecture, peer learning, and simulation-based learning less frequently. The choice of techniques and strategies depends on the course or lesson, educational objectives, students’ needs, and possible challenges which instructors may face. The study outcomes can be used to elaborate funding decisions, curriculum development or teachers’ professional development for formation of digital skills among academic and pedagogical staff.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140382624","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}
Pub Date : 2024-03-15DOI: 10.57125/fed.2024.03.25.15
The paper investigated how Reading Groups in Academic Libraries can contribute to increasing library users' interaction with literature and improving language skills. A case study was conducted with the inclusion of creative writing exercises in a reading group. This initiative took place during the winter semester of the 2022-2023 academic year and involved Library Science students at a Greek University. The focus of the reading community was Franz Kafka's The Metamorphosis, targeting 12 students who had completed the Literature course of the 5th semester and volunteered to participate. The meetings were conducted within the Academic Library environment, aiming to familiarise participants with significant works of World Literature. Educational methodologies were employed based on reader-response theories, particularly Rosenblatt's Transactional Model, to underscore the creative engagement inherent in contemporary readers' interpretation of literary texts. After the conclusion of the program, students were asked to share their thoughts and experiences through open-ended questionnaires. The purpose was to evaluate how participation in reading groups at the library helped improve their language and reading skills, as well as sparked a deeper interest in exploring classic literature further. It was found that the reading group in Academic Libraries played a significant role in cultivating reading and language skills to students, as well as changing their attitudes towards literature. This paper filled a notable gap in the literature, particularly within the Greek context, regarding the role of reading groups in Academic Libraries as a means of bolstering students' reading capabilities.
{"title":"Enhancing Reading Skills in an Academic Library: A Case Study of a Reading Groups","authors":"","doi":"10.57125/fed.2024.03.25.15","DOIUrl":"https://doi.org/10.57125/fed.2024.03.25.15","url":null,"abstract":"The paper investigated how Reading Groups in Academic Libraries can contribute to increasing library users' interaction with literature and improving language skills. A case study was conducted with the inclusion of creative writing exercises in a reading group. This initiative took place during the winter semester of the 2022-2023 academic year and involved Library Science students at a Greek University. The focus of the reading community was Franz Kafka's The Metamorphosis, targeting 12 students who had completed the Literature course of the 5th semester and volunteered to participate. The meetings were conducted within the Academic Library environment, aiming to familiarise participants with significant works of World Literature. Educational methodologies were employed based on reader-response theories, particularly Rosenblatt's Transactional Model, to underscore the creative engagement inherent in contemporary readers' interpretation of literary texts. After the conclusion of the program, students were asked to share their thoughts and experiences through open-ended questionnaires. The purpose was to evaluate how participation in reading groups at the library helped improve their language and reading skills, as well as sparked a deeper interest in exploring classic literature further. It was found that the reading group in Academic Libraries played a significant role in cultivating reading and language skills to students, as well as changing their attitudes towards literature. This paper filled a notable gap in the literature, particularly within the Greek context, regarding the role of reading groups in Academic Libraries as a means of bolstering students' reading capabilities.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"4 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140239261","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}
Pub Date : 2024-03-13DOI: 10.57125/fed.2024.03.25.14
Over the past years, technology has been on the rise and this rise has necessitated the need for technology developers to be on their toes in ensuring that new technologies are developed to keep up with the fast-paced technology rise. Consequently, the rise in artificial intelligence brought ChatGPT which has been seen as the most advanced chatbot that has ever been created. However, scholars have mixed views about ChatGPT in the context of higher education which has compelled the need to investigate ChatGPT to gauge whether it is a threat or a benefit to higher education. This study aimed to investigate lecturers' views about ChatGPT, ascertain whether ChatGPT is a threat or benefit to higher education, and get lecturers' views if whether or not ChatGPT can be used as an official academic tool to support both lecturers and students in doing their academic work. To carry out the objectives of this study, a qualitative research approach was employed, and data was collected through semi-structured interviews. Data collected was analysed using a thematic analysis. Furthermore, convenience sampling was used to select eight (8) lecturers to gather their in-depth understanding of ChatGPT. Findings of this study indicate that lecturers view ChatGPT as a source of information. Findings further revealed that there are mixed views among lecturers on whether ChatGPT is a threat or benefit to higher education. This study recommends that there should be guidelines and policies to guide the usage of ChatGPT so that students and lecturers will not misuse it.
{"title":"Investigating ChatGPT: A Threat or Benefit to Higher Education?","authors":"","doi":"10.57125/fed.2024.03.25.14","DOIUrl":"https://doi.org/10.57125/fed.2024.03.25.14","url":null,"abstract":"Over the past years, technology has been on the rise and this rise has necessitated the need for technology developers to be on their toes in ensuring that new technologies are developed to keep up with the fast-paced technology rise. Consequently, the rise in artificial intelligence brought ChatGPT which has been seen as the most advanced chatbot that has ever been created. However, scholars have mixed views about ChatGPT in the context of higher education which has compelled the need to investigate ChatGPT to gauge whether it is a threat or a benefit to higher education. This study aimed to investigate lecturers' views about ChatGPT, ascertain whether ChatGPT is a threat or benefit to higher education, and get lecturers' views if whether or not ChatGPT can be used as an official academic tool to support both lecturers and students in doing their academic work. To carry out the objectives of this study, a qualitative research approach was employed, and data was collected through semi-structured interviews. Data collected was analysed using a thematic analysis. Furthermore, convenience sampling was used to select eight (8) lecturers to gather their in-depth understanding of ChatGPT. Findings of this study indicate that lecturers view ChatGPT as a source of information. Findings further revealed that there are mixed views among lecturers on whether ChatGPT is a threat or benefit to higher education. This study recommends that there should be guidelines and policies to guide the usage of ChatGPT so that students and lecturers will not misuse it.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"2019 2-3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140246020","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}
Pub Date : 2024-03-09DOI: 10.57125/fed.2024.03.25.13
Varsamidou Athina
The evaluation of student performance, which is closely tied to all school functions and is a fundamental responsibility of teachers in their role as educators, has been a challenging and contentious issue in educational policy and practice in recent years. It plays a crucial role in the educational process, as it is essential for fostering creativity and human development within the school environment. Between traditional assessment based mainly on written and oral measurable tests and authentic assessment that highlights the role of the pupil through the self-evaluation or other techniques such as the materials folder, teachers are called upon to undertake a difficult task. In this article the results of a qualitative research in relation to the role of authentic assessment in foreign language teaching that took place in the Attica Region in Greece from March 10 to April 10, 2022 were presented. A total of 20 foreign language teachers (English, French, German) participated in semi-structured interviews and expressed their views on the relevant questions. The research problem posed in this study was to investigate the views and attitudes of foreign language teachers (English, French, German) regarding the framework of authentic assessment in foreign language teaching. The survey asked teachers to share their opinions on the role of authentic assessment in foreign language teaching, their preferred assessment criteria, the use of alternative forms of assessment, and their satisfaction with their training in authentic assessment. In general, it emerged that permanent secondary school teachers with many years of service prefer traditional forms of assessment and choose techniques that result in measurable criteria. In contrast, younger contractual teachers are more receptive to alternative forms of evaluation. However, no significant difference was observed on the issue of training. This survey aimed to gather language teachers' perspectives on authentic assessment in order to enhance textbooks and training programs.
{"title":"Attitudes of Greek Foreign Language Teachers Regarding the Role of Authentic Assessment in Foreign Language Teaching","authors":"Varsamidou Athina","doi":"10.57125/fed.2024.03.25.13","DOIUrl":"https://doi.org/10.57125/fed.2024.03.25.13","url":null,"abstract":"The evaluation of student performance, which is closely tied to all school functions and is a fundamental responsibility of teachers in their role as educators, has been a challenging and contentious issue in educational policy and practice in recent years. It plays a crucial role in the educational process, as it is essential for fostering creativity and human development within the school environment. Between traditional assessment based mainly on written and oral measurable tests and authentic assessment that highlights the role of the pupil through the self-evaluation or other techniques such as the materials folder, teachers are called upon to undertake a difficult task. In this article the results of a qualitative research in relation to the role of authentic assessment in foreign language teaching that took place in the Attica Region in Greece from March 10 to April 10, 2022 were presented. A total of 20 foreign language teachers (English, French, German) participated in semi-structured interviews and expressed their views on the relevant questions. The research problem posed in this study was to investigate the views and attitudes of foreign language teachers (English, French, German) regarding the framework of authentic assessment in foreign language teaching. The survey asked teachers to share their opinions on the role of authentic assessment in foreign language teaching, their preferred assessment criteria, the use of alternative forms of assessment, and their satisfaction with their training in authentic assessment. In general, it emerged that permanent secondary school teachers with many years of service prefer traditional forms of assessment and choose techniques that result in measurable criteria. In contrast, younger contractual teachers are more receptive to alternative forms of evaluation. However, no significant difference was observed on the issue of training. This survey aimed to gather language teachers' perspectives on authentic assessment in order to enhance textbooks and training programs.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"237 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140256352","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}
Pub Date : 2024-03-06DOI: 10.57125/fed.2024.03.25.12
The alarming rise of suicide cases among rural primary school students in Zimbabwe has become a major concern, as there is a significant lack of research on the root causes of suicide and effective prevention methods. This article aimed to address that gap by exploring Zimbabwe rural primary learners' perspectives on the factors driving them to engage in suicide and possible interventions by the Government of Zimbabwe and other stakeholders in order to curb this troubling trend. This qualitative study, drawing upon socio-cultural theory, held focus groups with 12 learners from the Mahoto rural area in Masvingo North Constituency. The aim was to understand the lived experiences and factors that contributed to suicidal thoughts among primary school learners. Through thematic analysis, key patterns were identified. This research on suicide among rural primary school students in Zimbabwe filled a crucial gap in the literature and held both theoretical and practical implications. The unique context of suicide within this demographic in a rural setting warrants further investigation. By shedding light on the factors contributing to this epidemic, the study can inform targeted interventions and mitigation strategies, ultimately leading to the protection and well-being of vulnerable young learners in Zimbabwe's rural areas. Early research indicates that many rural primary school students who lack access to counseling may be at risk of academic difficulties and even premature death by suicide. This highlights the need for Zimbabwe's Government through Ministry of Primary and Secondary Education to urgently deploy professional counsellors to provide professional counselling to learners. By amplifying the voices of marginalised rural learners who have been directly impacted by the suicide epidemic, this study aimed to develop practical solutions to prevent further tragedies and improve the mental health of Zimbabwean rural learners.
{"title":"Suicide Among Rural Primary School Learners in Zimbabwe: An Epidemic in Need of Mitigation","authors":"","doi":"10.57125/fed.2024.03.25.12","DOIUrl":"https://doi.org/10.57125/fed.2024.03.25.12","url":null,"abstract":"The alarming rise of suicide cases among rural primary school students in Zimbabwe has become a major concern, as there is a significant lack of research on the root causes of suicide and effective prevention methods. This article aimed to address that gap by exploring Zimbabwe rural primary learners' perspectives on the factors driving them to engage in suicide and possible interventions by the Government of Zimbabwe and other stakeholders in order to curb this troubling trend. This qualitative study, drawing upon socio-cultural theory, held focus groups with 12 learners from the Mahoto rural area in Masvingo North Constituency. The aim was to understand the lived experiences and factors that contributed to suicidal thoughts among primary school learners. Through thematic analysis, key patterns were identified. This research on suicide among rural primary school students in Zimbabwe filled a crucial gap in the literature and held both theoretical and practical implications. The unique context of suicide within this demographic in a rural setting warrants further investigation. By shedding light on the factors contributing to this epidemic, the study can inform targeted interventions and mitigation strategies, ultimately leading to the protection and well-being of vulnerable young learners in Zimbabwe's rural areas. Early research indicates that many rural primary school students who lack access to counseling may be at risk of academic difficulties and even premature death by suicide. This highlights the need for Zimbabwe's Government through Ministry of Primary and Secondary Education to urgently deploy professional counsellors to provide professional counselling to learners. By amplifying the voices of marginalised rural learners who have been directly impacted by the suicide epidemic, this study aimed to develop practical solutions to prevent further tragedies and improve the mental health of Zimbabwean rural learners.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"39 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140261819","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}
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