Pub Date : 2024-02-29DOI: 10.57125/fed.2024.03.25.11
Education is a strategic tool; therefore, the study of the potentials of higher education for ensuring national security is very important, particularly when threats are increasing. The research objective is to reveal the role of higher education for national security and to present the effective educational practices related to its securitization. The qualitative methodology was applied (contextual understanding method, systematic generation of theories, content analysis, interviews, focus groups, and observations) to gather in-depth information, to examine the contextual factors of securitization, and to verify the efficiency of educational practices. Over 70 recent scientific works were selected to evaluate the problem objectively from the point of view of emerging threats. The study was conducted among 134 participants involved in the field of higher education. It resulted in the analysis of various approaches to defining higher education in the context of national security; outlining functions of higher education in peace and war time; and verification of educational practices used to implement securitization of higher education during the war. The findings showed that securitization of higher education may be implemented due to the following educational practices: Science, Technology, Engineering, and Mathematics education, strategic talent development, Research and Development, international collaboration, crisis response training, national security scholarships, simulation-based learning, Virtual Reality and Augmented Reality, cybersecurity training, online learning, remote training, Big Data, e-learning, secure communication, drone technology training, machine learning and artificial intelligence. The outcomes can be applied within the educational institutions to improve the educational process and enhance national security.
{"title":"The Role of Higher Education for Ensuring National Security in Ukraine","authors":"","doi":"10.57125/fed.2024.03.25.11","DOIUrl":"https://doi.org/10.57125/fed.2024.03.25.11","url":null,"abstract":"Education is a strategic tool; therefore, the study of the potentials of higher education for ensuring national security is very important, particularly when threats are increasing. The research objective is to reveal the role of higher education for national security and to present the effective educational practices related to its securitization. The qualitative methodology was applied (contextual understanding method, systematic generation of theories, content analysis, interviews, focus groups, and observations) to gather in-depth information, to examine the contextual factors of securitization, and to verify the efficiency of educational practices. Over 70 recent scientific works were selected to evaluate the problem objectively from the point of view of emerging threats. The study was conducted among 134 participants involved in the field of higher education. It resulted in the analysis of various approaches to defining higher education in the context of national security; outlining functions of higher education in peace and war time; and verification of educational practices used to implement securitization of higher education during the war. The findings showed that securitization of higher education may be implemented due to the following educational practices: Science, Technology, Engineering, and Mathematics education, strategic talent development, Research and Development, international collaboration, crisis response training, national security scholarships, simulation-based learning, Virtual Reality and Augmented Reality, cybersecurity training, online learning, remote training, Big Data, e-learning, secure communication, drone technology training, machine learning and artificial intelligence. The outcomes can be applied within the educational institutions to improve the educational process and enhance national security.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"4 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140409029","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 : 2024-02-23DOI: 10.57125/fed.2024.03.25.10
Digital transformation has an important role as it revolutionizes teaching and learning, offering access, engagement, and personalized instruction. The aim of the research is to evaluate the role of digital transformation within the Ukrainian educational institutions and to reveal its potentials towards enhancement of teaching efficiency. To answer the research questions the mixed methodology approach was applied that offers in-depth examining the role of digital transformation in education. The methods included literature review, content analysis, interviews, and observations, t-test, statistical analysis, modeling, and thematic analysis. Over 40 recent scientific works were chosen to study the problem from the conceptual dimension and organize accurate empirical survey. The investigation involved 48 instructors and 93 bachelor students from four Ukrainian educational institutions. The results showed that integrating digital tools within the educational environment can enhance the teaching efficiency since digitalization enables accessibility to educational materials and personalized learning. The special attention was paid towards instructors and students’ perceptions of digital transformations in education. The results found that digital educational process was described as dynamic, interactive, flexible, innovative, technology-enhanced, and motivating. The Ukrainian context create special conditions for digital transformations at the educational institutions. Also, the recommendations to implement digital transformations in education to enhance the efficiency of teaching based on instructors and students’ responses were developed during the research. It was found that the implementation of digital transformations requires a comprehensive approach that addresses the conceptual, organizational, methodical, and content levels. The findings can be applied within the educational institutions to improve the efficiency of teaching through digital tools.
{"title":"Digital Transformation in Education: Using Technologies for Enhancement of Efficiency of Teaching","authors":"","doi":"10.57125/fed.2024.03.25.10","DOIUrl":"https://doi.org/10.57125/fed.2024.03.25.10","url":null,"abstract":"Digital transformation has an important role as it revolutionizes teaching and learning, offering access, engagement, and personalized instruction. The aim of the research is to evaluate the role of digital transformation within the Ukrainian educational institutions and to reveal its potentials towards enhancement of teaching efficiency. To answer the research questions the mixed methodology approach was applied that offers in-depth examining the role of digital transformation in education. The methods included literature review, content analysis, interviews, and observations, t-test, statistical analysis, modeling, and thematic analysis. Over 40 recent scientific works were chosen to study the problem from the conceptual dimension and organize accurate empirical survey. The investigation involved 48 instructors and 93 bachelor students from four Ukrainian educational institutions. The results showed that integrating digital tools within the educational environment can enhance the teaching efficiency since digitalization enables accessibility to educational materials and personalized learning. The special attention was paid towards instructors and students’ perceptions of digital transformations in education. The results found that digital educational process was described as dynamic, interactive, flexible, innovative, technology-enhanced, and motivating. The Ukrainian context create special conditions for digital transformations at the educational institutions. Also, the recommendations to implement digital transformations in education to enhance the efficiency of teaching based on instructors and students’ responses were developed during the research. It was found that the implementation of digital transformations requires a comprehensive approach that addresses the conceptual, organizational, methodical, and content levels. The findings can be applied within the educational institutions to improve the efficiency of teaching through digital tools.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"31 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140437335","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 : 2024-02-16DOI: 10.57125/fed.2024.03.25.09
Environmental education across countries is seen as the surest means of nurturing pro-environmental behaviours in children so that the conservation of biodiversity in the environment can be guaranteed. Unfortunately in Ghana, there is no indigenous-knowledge inspired pedagogical model that would aid elementary school teachers in carrying out such education. This convergent parallel mixed method study was aimed at developing, implementing and evaluating an indigenous knowledge inspired pedagogical model for native tree education among elementary school learners in Ghana. The indigenous-knowledge inspired pedagogical model was developed by the researchers under the expert guidance of some curriculum planners in Ghana with inputs from elementary school teachers and in tandem with the elementary school curriculum strand on environmental education. It was implemented in classroom and off-classroom contexts and finally evaluated for its potential in inciting elementary school learners in engaging in helpful native tree conservation activities. The quantitative results show high viability scores (100%) of the ESBIK pedagogical model’s capability of impacting significantly on the sustainability consciousness and competence of elementary school learners (Very Important-72.2%, Extremely Important-27.7%). On the other hand, the qualitative findings indicated the model’s capability of imparting knowledge on the essential roles that native tree species play in their lives and the broader benefits to ecosystem. Elementary school learners demonstrated care for native trees through tree planting, making of nurseries and gardens, and engaging in native tree conservation campaigns. The study recommends that the Ministry of Education should adopt, improve and widely disseminate the pedagogical model. Future studies should consider using a larger sample size comprising elementary schools from several regions out of the sixteen (16) regions and engage in scholarly regional comparison of the results after the implementation of the ESBIK pedagogical model.
{"title":"Development and Implementation of an Elementary School-Based Indigenous Knowledge Pedagogical Model on Native Tree Species for Environmental Sustainability Education in Ghana","authors":"","doi":"10.57125/fed.2024.03.25.09","DOIUrl":"https://doi.org/10.57125/fed.2024.03.25.09","url":null,"abstract":"Environmental education across countries is seen as the surest means of nurturing pro-environmental behaviours in children so that the conservation of biodiversity in the environment can be guaranteed. Unfortunately in Ghana, there is no indigenous-knowledge inspired pedagogical model that would aid elementary school teachers in carrying out such education. This convergent parallel mixed method study was aimed at developing, implementing and evaluating an indigenous knowledge inspired pedagogical model for native tree education among elementary school learners in Ghana. The indigenous-knowledge inspired pedagogical model was developed by the researchers under the expert guidance of some curriculum planners in Ghana with inputs from elementary school teachers and in tandem with the elementary school curriculum strand on environmental education. It was implemented in classroom and off-classroom contexts and finally evaluated for its potential in inciting elementary school learners in engaging in helpful native tree conservation activities. The quantitative results show high viability scores (100%) of the ESBIK pedagogical model’s capability of impacting significantly on the sustainability consciousness and competence of elementary school learners (Very Important-72.2%, Extremely Important-27.7%). On the other hand, the qualitative findings indicated the model’s capability of imparting knowledge on the essential roles that native tree species play in their lives and the broader benefits to ecosystem. Elementary school learners demonstrated care for native trees through tree planting, making of nurseries and gardens, and engaging in native tree conservation campaigns. The study recommends that the Ministry of Education should adopt, improve and widely disseminate the pedagogical model. Future studies should consider using a larger sample size comprising elementary schools from several regions out of the sixteen (16) regions and engage in scholarly regional comparison of the results after the implementation of the ESBIK pedagogical model.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"43 51","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139961618","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 : 2024-02-13DOI: 10.57125/fed.2024.03.25.08
Artificial intelligence has become a booming technology whereas it brings numerous positive changes within the educational process. The aim of the research is to describe the role of artificial intelligence in education through the analysis of its opportunities and challenges. The study involved the integration of qualitative (interviews, focus groups, and classroom observations) and quantitative methods (survey and statistical analysis). All the research procedures were organized according to the ethical standards for data collection and analysis. Over 50 recent scientific works were selected to analyze the research problem from different perspectives and present its comprehensive overview. The study involved 56 participants representing instructors from different institutions of higher education in Ukraine. The inclusion criteria were based on subject specialization, institution type, curriculum accreditation, and experience with artificial intelligence technologies. It was found that the positive impacts of artificial intelligence include personalized and adaptive learning, automated administrative tasks, enhanced support, e-learning facilitation, inclusivity, data-driven decision making, gamification, increased engagement, behaviour and predictive analytics, improved assessment. The challenges concerned the data privacy, security, bias, lack of understanding, transparency, necessity for additional training. The findings showed that the implementation of artificial intelligence through personalized learning, predictive analytics, intelligent tutoring systems, content creation systems, Virtual Reality, automated administrative tasks, and chatbots can shape the educational process effectively in future and modernize the future specialists’ training. The research results can be used within the educational institutions to increase the awareness of using artificial intelligence tools.
{"title":"The Role of Artificial Intelligence in Shaping the Future of Education: Opportunities and Challenges","authors":"","doi":"10.57125/fed.2024.03.25.08","DOIUrl":"https://doi.org/10.57125/fed.2024.03.25.08","url":null,"abstract":"Artificial intelligence has become a booming technology whereas it brings numerous positive changes within the educational process. The aim of the research is to describe the role of artificial intelligence in education through the analysis of its opportunities and challenges. The study involved the integration of qualitative (interviews, focus groups, and classroom observations) and quantitative methods (survey and statistical analysis). All the research procedures were organized according to the ethical standards for data collection and analysis. Over 50 recent scientific works were selected to analyze the research problem from different perspectives and present its comprehensive overview. The study involved 56 participants representing instructors from different institutions of higher education in Ukraine. The inclusion criteria were based on subject specialization, institution type, curriculum accreditation, and experience with artificial intelligence technologies. It was found that the positive impacts of artificial intelligence include personalized and adaptive learning, automated administrative tasks, enhanced support, e-learning facilitation, inclusivity, data-driven decision making, gamification, increased engagement, behaviour and predictive analytics, improved assessment. The challenges concerned the data privacy, security, bias, lack of understanding, transparency, necessity for additional training. The findings showed that the implementation of artificial intelligence through personalized learning, predictive analytics, intelligent tutoring systems, content creation systems, Virtual Reality, automated administrative tasks, and chatbots can shape the educational process effectively in future and modernize the future specialists’ training. The research results can be used within the educational institutions to increase the awareness of using artificial intelligence tools.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"750 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139841374","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 : 2024-02-13DOI: 10.57125/fed.2024.03.25.08
Artificial intelligence has become a booming technology whereas it brings numerous positive changes within the educational process. The aim of the research is to describe the role of artificial intelligence in education through the analysis of its opportunities and challenges. The study involved the integration of qualitative (interviews, focus groups, and classroom observations) and quantitative methods (survey and statistical analysis). All the research procedures were organized according to the ethical standards for data collection and analysis. Over 50 recent scientific works were selected to analyze the research problem from different perspectives and present its comprehensive overview. The study involved 56 participants representing instructors from different institutions of higher education in Ukraine. The inclusion criteria were based on subject specialization, institution type, curriculum accreditation, and experience with artificial intelligence technologies. It was found that the positive impacts of artificial intelligence include personalized and adaptive learning, automated administrative tasks, enhanced support, e-learning facilitation, inclusivity, data-driven decision making, gamification, increased engagement, behaviour and predictive analytics, improved assessment. The challenges concerned the data privacy, security, bias, lack of understanding, transparency, necessity for additional training. The findings showed that the implementation of artificial intelligence through personalized learning, predictive analytics, intelligent tutoring systems, content creation systems, Virtual Reality, automated administrative tasks, and chatbots can shape the educational process effectively in future and modernize the future specialists’ training. The research results can be used within the educational institutions to increase the awareness of using artificial intelligence tools.
{"title":"The Role of Artificial Intelligence in Shaping the Future of Education: Opportunities and Challenges","authors":"","doi":"10.57125/fed.2024.03.25.08","DOIUrl":"https://doi.org/10.57125/fed.2024.03.25.08","url":null,"abstract":"Artificial intelligence has become a booming technology whereas it brings numerous positive changes within the educational process. The aim of the research is to describe the role of artificial intelligence in education through the analysis of its opportunities and challenges. The study involved the integration of qualitative (interviews, focus groups, and classroom observations) and quantitative methods (survey and statistical analysis). All the research procedures were organized according to the ethical standards for data collection and analysis. Over 50 recent scientific works were selected to analyze the research problem from different perspectives and present its comprehensive overview. The study involved 56 participants representing instructors from different institutions of higher education in Ukraine. The inclusion criteria were based on subject specialization, institution type, curriculum accreditation, and experience with artificial intelligence technologies. It was found that the positive impacts of artificial intelligence include personalized and adaptive learning, automated administrative tasks, enhanced support, e-learning facilitation, inclusivity, data-driven decision making, gamification, increased engagement, behaviour and predictive analytics, improved assessment. The challenges concerned the data privacy, security, bias, lack of understanding, transparency, necessity for additional training. The findings showed that the implementation of artificial intelligence through personalized learning, predictive analytics, intelligent tutoring systems, content creation systems, Virtual Reality, automated administrative tasks, and chatbots can shape the educational process effectively in future and modernize the future specialists’ training. The research results can be used within the educational institutions to increase the awareness of using artificial intelligence tools.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"84 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139781292","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 : 2024-02-09DOI: 10.57125/fed.2024.03.25.07
The primary aim of this study was to evaluate the relationship between digital literacy and students' perceptions of success in primary school, with a specific focus on fourth and fifth-grade levels. The findings may provide crucial insights to inform educational policies and enhance students' perceptions of success. The research examined this relationship using the relational survey model. Using a population of 6733 students in primary schools in Northern Cyprus, a survey consisting of “Personal information form, Digital Literacy Scale for Primary School Students, and Perception of Success Scale (DLSPSS)” was applied to 400 students by applying a convenient sampling method. The obtained data showed that students' Digital Literacy Levels (DLL) and the academic success perceptions were high. The study revealed that 5th-grade students, aged eleven, exhibited a higher digital literacy level compared to 4th-grade students. However, interestingly, the 5th-grade students' perception of success was found to be lower in comparison. No significant relationships were found between DLL and academic success perceptions. These findings indicate that education policies should focus on improving digital literacy skills and developing individualised strategies to improve students' perceptions of success. The practical significance of this study is that it provides valuable insights for educators, policymakers, and parents in understanding the digital literacy level and academic success perceptions of primary school students. By identifying the higher academic success perceptions among female students, educators can develop strategies to promote similar perceptions among their male counterparts. Additionally, the findings suggest that efforts should be made to enhance the digital literacy level of younger students, particularly 10-year-olds, to improve their academic success perceptions.
{"title":"Exploring Digital Literacy Impact: Unveiling the Dynamics of Student Success in Primary School Environments","authors":"","doi":"10.57125/fed.2024.03.25.07","DOIUrl":"https://doi.org/10.57125/fed.2024.03.25.07","url":null,"abstract":"The primary aim of this study was to evaluate the relationship between digital literacy and students' perceptions of success in primary school, with a specific focus on fourth and fifth-grade levels. The findings may provide crucial insights to inform educational policies and enhance students' perceptions of success. The research examined this relationship using the relational survey model. Using a population of 6733 students in primary schools in Northern Cyprus, a survey consisting of “Personal information form, Digital Literacy Scale for Primary School Students, and Perception of Success Scale (DLSPSS)” was applied to 400 students by applying a convenient sampling method. The obtained data showed that students' Digital Literacy Levels (DLL) and the academic success perceptions were high. The study revealed that 5th-grade students, aged eleven, exhibited a higher digital literacy level compared to 4th-grade students. However, interestingly, the 5th-grade students' perception of success was found to be lower in comparison. No significant relationships were found between DLL and academic success perceptions. These findings indicate that education policies should focus on improving digital literacy skills and developing individualised strategies to improve students' perceptions of success. The practical significance of this study is that it provides valuable insights for educators, policymakers, and parents in understanding the digital literacy level and academic success perceptions of primary school students. By identifying the higher academic success perceptions among female students, educators can develop strategies to promote similar perceptions among their male counterparts. Additionally, the findings suggest that efforts should be made to enhance the digital literacy level of younger students, particularly 10-year-olds, to improve their academic success perceptions.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"406 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139847890","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 : 2024-02-09DOI: 10.57125/fed.2024.03.25.07
The primary aim of this study was to evaluate the relationship between digital literacy and students' perceptions of success in primary school, with a specific focus on fourth and fifth-grade levels. The findings may provide crucial insights to inform educational policies and enhance students' perceptions of success. The research examined this relationship using the relational survey model. Using a population of 6733 students in primary schools in Northern Cyprus, a survey consisting of “Personal information form, Digital Literacy Scale for Primary School Students, and Perception of Success Scale (DLSPSS)” was applied to 400 students by applying a convenient sampling method. The obtained data showed that students' Digital Literacy Levels (DLL) and the academic success perceptions were high. The study revealed that 5th-grade students, aged eleven, exhibited a higher digital literacy level compared to 4th-grade students. However, interestingly, the 5th-grade students' perception of success was found to be lower in comparison. No significant relationships were found between DLL and academic success perceptions. These findings indicate that education policies should focus on improving digital literacy skills and developing individualised strategies to improve students' perceptions of success. The practical significance of this study is that it provides valuable insights for educators, policymakers, and parents in understanding the digital literacy level and academic success perceptions of primary school students. By identifying the higher academic success perceptions among female students, educators can develop strategies to promote similar perceptions among their male counterparts. Additionally, the findings suggest that efforts should be made to enhance the digital literacy level of younger students, particularly 10-year-olds, to improve their academic success perceptions.
{"title":"Exploring Digital Literacy Impact: Unveiling the Dynamics of Student Success in Primary School Environments","authors":"","doi":"10.57125/fed.2024.03.25.07","DOIUrl":"https://doi.org/10.57125/fed.2024.03.25.07","url":null,"abstract":"The primary aim of this study was to evaluate the relationship between digital literacy and students' perceptions of success in primary school, with a specific focus on fourth and fifth-grade levels. The findings may provide crucial insights to inform educational policies and enhance students' perceptions of success. The research examined this relationship using the relational survey model. Using a population of 6733 students in primary schools in Northern Cyprus, a survey consisting of “Personal information form, Digital Literacy Scale for Primary School Students, and Perception of Success Scale (DLSPSS)” was applied to 400 students by applying a convenient sampling method. The obtained data showed that students' Digital Literacy Levels (DLL) and the academic success perceptions were high. The study revealed that 5th-grade students, aged eleven, exhibited a higher digital literacy level compared to 4th-grade students. However, interestingly, the 5th-grade students' perception of success was found to be lower in comparison. No significant relationships were found between DLL and academic success perceptions. These findings indicate that education policies should focus on improving digital literacy skills and developing individualised strategies to improve students' perceptions of success. The practical significance of this study is that it provides valuable insights for educators, policymakers, and parents in understanding the digital literacy level and academic success perceptions of primary school students. By identifying the higher academic success perceptions among female students, educators can develop strategies to promote similar perceptions among their male counterparts. Additionally, the findings suggest that efforts should be made to enhance the digital literacy level of younger students, particularly 10-year-olds, to improve their academic success perceptions.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":" 79","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139788072","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 : 2024-01-29DOI: 10.57125/fed.2024.03.25.06
The improvisational skills of teachers in enhancing the teaching and learning process in pre-primary schools in Tanzania were investigated in this study. The study was guided by three objectives, which addressed the availability of self-made teaching aids used in pre-primary classrooms, teachers’ attitudes on improvising materials in pre-classes, and training needs for teachers to use improvisation in pre-primary schools. A mixed research approach using a cross-sectional design was implemented int the study. The study consisted of 10 pre-primary schools located in Dodoma City. A total of 30 teachers were selected to participate in the study through a combination of purposive and random sampling. The teachers were specifically chosen due to their considerable experience in pre-classes. Questionnaires (closed and open-ended) as well as observation checklists were used for data collection. Quantitative data were analysed using descriptive statistics with the help of the SPSS version 24, while the qualitative data were paraphrased as per content analysis principles. The study found that the use of improvised materials in pre-classes improved the creativity and innovation among pupils. Additionally, the study highlighted that teachers possessed special skills to prepare improvised learning materials, but they required more encouragement and training to utilise them properly. The study recommends emphasising the use of improvised instructional materials in pre-classes as they play a significant role in enhancing the productive learning. In addition, teacher improvisation skills should be frequently developed through the training in order to enhance teaching and learning.
{"title":"Teacher Improvisation Skills in Enhancing Teaching and Learning Process in Pre-Primary Schools in Tanzania","authors":"","doi":"10.57125/fed.2024.03.25.06","DOIUrl":"https://doi.org/10.57125/fed.2024.03.25.06","url":null,"abstract":"The improvisational skills of teachers in enhancing the teaching and learning process in pre-primary schools in Tanzania were investigated in this study. The study was guided by three objectives, which addressed the availability of self-made teaching aids used in pre-primary classrooms, teachers’ attitudes on improvising materials in pre-classes, and training needs for teachers to use improvisation in pre-primary schools. A mixed research approach using a cross-sectional design was implemented int the study. The study consisted of 10 pre-primary schools located in Dodoma City. A total of 30 teachers were selected to participate in the study through a combination of purposive and random sampling. The teachers were specifically chosen due to their considerable experience in pre-classes. Questionnaires (closed and open-ended) as well as observation checklists were used for data collection. Quantitative data were analysed using descriptive statistics with the help of the SPSS version 24, while the qualitative data were paraphrased as per content analysis principles. The study found that the use of improvised materials in pre-classes improved the creativity and innovation among pupils. Additionally, the study highlighted that teachers possessed special skills to prepare improvised learning materials, but they required more encouragement and training to utilise them properly. The study recommends emphasising the use of improvised instructional materials in pre-classes as they play a significant role in enhancing the productive learning. In addition, teacher improvisation skills should be frequently developed through the training in order to enhance teaching and learning.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"82 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140486080","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 : 2024-01-21DOI: 10.57125/fed.2024.03.25.05
This study examined how digital literacy and tools can facilitate 21st century skill acquisition in business education programme in universities in Anambra State. Two research questions guided the study and two null hypotheses which were tested. A descriptive survey design was adopted for the study. The population of the study comprised 34 business educators in universities in Anambra state. Data collected was analyzed using arithmetic mean and standard deviation while t- test was used to test the hypotheses at 0.05 level of significance. When the p value was found to be equal or less than 0.05 alpha levels, the noted difference was said to be significant, therefore, the null hypothesis was rejected. However, a p value found to be greater than 0.05, the noted difference was insignificant, therefore, the null hypothesis will be accepted. The findings of the study revealed among others that digital literacy, use of technology tool facilitate 21st century skill acquisition in universities in Anambra state. Based on the study's findings, the researcher recommends integrating digital literacy into the core curriculum of business education programs. This can be achieved by designing courses and learning activities that explicitly include digital tools and technologies pertinent to the field, such as data analysis software, project management platforms, and digital marketing tools.
本研究探讨了数字扫盲和工具如何促进阿南布拉州大学商业教育课程中 21 世纪技能的学习。本研究以两个研究问题为指导，并对两个零假设进行了检验。研究采用了描述性调查设计。研究对象包括阿南布拉州 34 所大学的商科教育工作者。收集到的数据使用算术平均数和标准差进行分析，并使用 t 检验在 0.05 的显著性水平上对假设进行检验。当发现 p 值等于或小于 0.05 的阿尔法水平时，就认为所指出的差异是显著的，因此拒绝了零假设。但是，如果发现 p 值大于 0.05，则说明差异不显著，因此接受零假设。研究结果表明，数字扫盲、技术工具的使用有助于阿南布拉州各大学掌握 21 世纪技能。根据研究结果，研究人员建议将数字扫盲纳入商业教育项目的核心课程。这可以通过设计课程和学习活动来实现，其中明确包括与该领域相关的数字工具和技术，如数据分析软件、项目管理平台和数字营销工具。
{"title":"21st Century Skill Acquisition in Business Education Programme: The Role of Digital Literacy and Tools","authors":"","doi":"10.57125/fed.2024.03.25.05","DOIUrl":"https://doi.org/10.57125/fed.2024.03.25.05","url":null,"abstract":"This study examined how digital literacy and tools can facilitate 21st century skill acquisition in business education programme in universities in Anambra State. Two research questions guided the study and two null hypotheses which were tested. A descriptive survey design was adopted for the study. The population of the study comprised 34 business educators in universities in Anambra state. Data collected was analyzed using arithmetic mean and standard deviation while t- test was used to test the hypotheses at 0.05 level of significance. When the p value was found to be equal or less than 0.05 alpha levels, the noted difference was said to be significant, therefore, the null hypothesis was rejected. However, a p value found to be greater than 0.05, the noted difference was insignificant, therefore, the null hypothesis will be accepted. The findings of the study revealed among others that digital literacy, use of technology tool facilitate 21st century skill acquisition in universities in Anambra state. Based on the study's findings, the researcher recommends integrating digital literacy into the core curriculum of business education programs. This can be achieved by designing courses and learning activities that explicitly include digital tools and technologies pertinent to the field, such as data analysis software, project management platforms, and digital marketing tools.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"116 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140501202","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 : 2023-12-06DOI: 10.57125/fed.2023.12.25.16
Modern digitization processess allow the use of augmented reality technology for pedagogical purposes. The practice of this tool, given its novelty, will require additional reasoning. The purpose was to study the future pedagogical landscape through the prism of the use of augmented reality. Methods: a mixed research design was used, attracting 50 teachers of different educational institutions who agreed to participate in the discussion. The sample provided a diversity according to various parameters: age, years of teaching experience, teaching of academic disciplines. The inclusion criteria: current teaching faculty with experience using digital and augmented reality technologies. Data collection was carried out during the first semester of the 2023-2024 academic year. The use of mixed research methods, analysis of collected data, and the identification of the main factors that influenced the successful implementation of these technologies into the educational process, made a unique contribution to this issue understanding. The results confirmed that the use of augmented reality technologies had numerous advantages in the educational process. They created an interactive environment, attracting students' attention and making learning interesting. The findings of the questionnaire of pedagogical staff testified to the widespread use of these technologies, with 40% of teachers who continuously used them, and 30% who used them 2-3 times a week. The obtained data analysis indicated the positive perception of augmented reality in the educational process and a high level of teacher satisfaction from their use. The positive feedback from educators regarding the effective integration of AR suggests a potential shift in teaching paradigms. This implication underscores the need for ongoing research to delve deeper into the long-term impact of AR on student learning. The exploration of the scalability of AR implementations across diverse educational settings and subjects for future studies, could provide valuable insights into its broader applicability.
{"title":"The Future Pedagogical Landscape: The Impact of Augmented Reality on the Development of Education and Teaching Methods","authors":"","doi":"10.57125/fed.2023.12.25.16","DOIUrl":"https://doi.org/10.57125/fed.2023.12.25.16","url":null,"abstract":"Modern digitization processess allow the use of augmented reality technology for pedagogical purposes. The practice of this tool, given its novelty, will require additional reasoning. The purpose was to study the future pedagogical landscape through the prism of the use of augmented reality. Methods: a mixed research design was used, attracting 50 teachers of different educational institutions who agreed to participate in the discussion. The sample provided a diversity according to various parameters: age, years of teaching experience, teaching of academic disciplines. The inclusion criteria: current teaching faculty with experience using digital and augmented reality technologies. Data collection was carried out during the first semester of the 2023-2024 academic year. The use of mixed research methods, analysis of collected data, and the identification of the main factors that influenced the successful implementation of these technologies into the educational process, made a unique contribution to this issue understanding. The results confirmed that the use of augmented reality technologies had numerous advantages in the educational process. They created an interactive environment, attracting students' attention and making learning interesting. The findings of the questionnaire of pedagogical staff testified to the widespread use of these technologies, with 40% of teachers who continuously used them, and 30% who used them 2-3 times a week. The obtained data analysis indicated the positive perception of augmented reality in the educational process and a high level of teacher satisfaction from their use. The positive feedback from educators regarding the effective integration of AR suggests a potential shift in teaching paradigms. This implication underscores the need for ongoing research to delve deeper into the long-term impact of AR on student learning. The exploration of the scalability of AR implementations across diverse educational settings and subjects for future studies, could provide valuable insights into its broader applicability.","PeriodicalId":491042,"journal":{"name":"Futurity Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138596079","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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