Pub Date : 2024-07-15DOI: 10.11648/j.edu.20241304.15
Mulyoto Sadili, Abdul Rozak, Jaja Wilsa
This research aims toexplains the e-module descriptive text with local wisdom content and the results of its implementation in differentiated learning in class VII. The local wisdom content developed in the descriptive text e-module is in the form of historical buildings, traditional food, art and the work of local people which are characteristic of Cirebon. The problem formulation of this research is how appropriate is the e-module descriptive text with local wisdom content and the results of its implementation in differentiated learning in class VII. The method used is the research and development (R&D) method with the ADDIE development model. The data sources for this research are questionnaires resulting from the expert team's validation, student response questionnaires, and the results of the implementation of descriptive text e-modules containing local wisdom in differentiated learning in class VII. The results of this research were 95.38% declared very valid and the student scores obtained were in the range of 70 to 100 so that the descriptive text e-module with local wisdom content in differentiated learning in grade VII is suitable for use as an alternative Bahasa Indonesia teaching material at the junior high school level in descriptive text topic.
{"title":"Implementation of E-module Text Description with Local Wisdom Content on Differentiation Learning in SMP","authors":"Mulyoto Sadili, Abdul Rozak, Jaja Wilsa","doi":"10.11648/j.edu.20241304.15","DOIUrl":"https://doi.org/10.11648/j.edu.20241304.15","url":null,"abstract":"This research aims toexplains the e-module descriptive text with local wisdom content and the results of its implementation in differentiated learning in class VII. The local wisdom content developed in the descriptive text e-module is in the form of historical buildings, traditional food, art and the work of local people which are characteristic of Cirebon. The problem formulation of this research is how appropriate is the e-module descriptive text with local wisdom content and the results of its implementation in differentiated learning in class VII. The method used is the research and development (R&D) method with the ADDIE development model. The data sources for this research are questionnaires resulting from the expert team's validation, student response questionnaires, and the results of the implementation of descriptive text e-modules containing local wisdom in differentiated learning in class VII. The results of this research were 95.38% declared very valid and the student scores obtained were in the range of 70 to 100 so that the descriptive text e-module with local wisdom content in differentiated learning in grade VII is suitable for use as an alternative Bahasa Indonesia teaching material at the junior high school level in descriptive text topic.\u0000","PeriodicalId":507422,"journal":{"name":"Education Journal","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833536","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 : 2024-07-15DOI: 10.11648/j.edu.20241304.14
R. Aboutorabi
Heidegger in attunement and understanding quests genuine Dasein who disclosed to the world authentically. Definitely, Heidegger’s genuine Dasein is distant from Descartes subject and not considering its relationship with the world and people base on subject- object relationship. It is aware of its worldliness and its understanding of it, therefore cannot consider itself superior than other race and people or like the modern man cannot consider itself a model for others. Thus, it is possible to establish human relationships that are no longer based on the subject-object relationship. Hence, in this essay, these basic existentialia of human being studied and its educational implications are examined. As a philosophical research, attunement and understanding from Heidegger’s viewpoint are declared, and then in educational context some guidelines such as attention to students’ mood, interest, understanding, and interpreting are inferred for policy makers and for an effective curriculum. Moreover, drawing hermeneutical cycle of understanding the importance of students’ preconceptions is raised. Elaborating the process of evaluating and the worlds involved in learning canalso help teachers to be more fair and effective which are discussed in the paper.
{"title":"The Implications of Attunement and Understanding on Heidegger’s Viewpoint in Education","authors":"R. Aboutorabi","doi":"10.11648/j.edu.20241304.14","DOIUrl":"https://doi.org/10.11648/j.edu.20241304.14","url":null,"abstract":"Heidegger in attunement and understanding quests genuine Dasein who disclosed to the world authentically. Definitely, Heidegger’s genuine Dasein is distant from Descartes subject and not considering its relationship with the world and people base on subject- object relationship. It is aware of its worldliness and its understanding of it, therefore cannot consider itself superior than other race and people or like the modern man cannot consider itself a model for others. Thus, it is possible to establish human relationships that are no longer based on the subject-object relationship. Hence, in this essay, these basic existentialia of human being studied and its educational implications are examined. As a philosophical research, attunement and understanding from Heidegger’s viewpoint are declared, and then in educational context some guidelines such as attention to students’ mood, interest, understanding, and interpreting are inferred for policy makers and for an effective curriculum. Moreover, drawing hermeneutical cycle of understanding the importance of students’ preconceptions is raised. Elaborating the process of evaluating and the worlds involved in learning canalso help teachers to be more fair and effective which are discussed in the paper.\u0000","PeriodicalId":507422,"journal":{"name":"Education Journal","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833279","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 : 2024-07-09DOI: 10.11648/j.edu.20241304.13
Zhang Lei, Zhang Ximei, Cuixia Zhou
Cultivation culture is a precious wealth developed and inherited in the long-term agricultural activities of our country. The combination of cultivation culture and labor education into practice courses can effectively realize the cultivation of contemporary college students' labor spirit, make labor education more practical. In view of the problems existing in the teaching of practice courses of agriculture-related majors, taking the course of “Skills Practice in Vine Yard” as an example, this paper probes into the establishment of teaching objectives, the reform of course contents, teaching methods and examination methods, etc. Promote the cultivation of new agricultural talents through these measures.
{"title":"Practice Courses Reform of Agriculture-Related Majors Under the Background of Farming and Reading Education—Taking< Skills Practice in Vine Yard > as an Example","authors":"Zhang Lei, Zhang Ximei, Cuixia Zhou","doi":"10.11648/j.edu.20241304.13","DOIUrl":"https://doi.org/10.11648/j.edu.20241304.13","url":null,"abstract":"Cultivation culture is a precious wealth developed and inherited in the long-term agricultural activities of our country. The combination of cultivation culture and labor education into practice courses can effectively realize the cultivation of contemporary college students' labor spirit, make labor education more practical. In view of the problems existing in the teaching of practice courses of agriculture-related majors, taking the course of “Skills Practice in Vine Yard” as an example, this paper probes into the establishment of teaching objectives, the reform of course contents, teaching methods and examination methods, etc. Promote the cultivation of new agricultural talents through these measures.\u0000","PeriodicalId":507422,"journal":{"name":"Education Journal","volume":"6 5‐6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141836049","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 : 2024-07-09DOI: 10.11648/j.edu.20241304.12
Sunhi Bak
The purposes of this study were to develop the design of virtual reality content using eyes and to investigate the usability of the virtual reality content for nonverbal students with severe disabilities. A 360-degree video in which a narrator introduces scientific activities (momentum, earthquake, gravity, robot dance) and experiences them at Chungnam Science Education Center was produced. Next, the virtual reality content for the video were designed for users to manipulate image buttons with their eyes so that users can select and experience images. Users can select and view images of scientific activity by staring and blinking using the HTC-VIVE Pro Eye, which combines eye tracking technology. The virtual reality content using eyes were designed and developed in accordance with the guidelines for supporting self-determination of students with severe disabilities. In order to investigate the usability of the VR content, 37 special education teachers who had special teacher certificates and had experience in teaching students with severe disabilities answered questions after using the VR content. The teachers evaluated as "neutral" in some usability evaluation categories (e.g., Self-determination, Ease of manipulation, Ease of Understanding, Effectiveness, Efficiency of class preparation, Efficiency in teaching, Appropriateness of content organization). When developing VR contents for students with severe disabilities, developers can design visual images in order for students with severe disabilities to understand easily and establish user interface in users’ eye conditions and operational capabilities. VR contents can be designed in relation to subject areas so that teachers can use them as educational materials.
{"title":"The Design and Usability of Virtual Reality Content Using Eyes for Students with Severe Disabilities","authors":"Sunhi Bak","doi":"10.11648/j.edu.20241304.12","DOIUrl":"https://doi.org/10.11648/j.edu.20241304.12","url":null,"abstract":"The purposes of this study were to develop the design of virtual reality content using eyes and to investigate the usability of the virtual reality content for nonverbal students with severe disabilities. A 360-degree video in which a narrator introduces scientific activities (momentum, earthquake, gravity, robot dance) and experiences them at Chungnam Science Education Center was produced. Next, the virtual reality content for the video were designed for users to manipulate image buttons with their eyes so that users can select and experience images. Users can select and view images of scientific activity by staring and blinking using the HTC-VIVE Pro Eye, which combines eye tracking technology. The virtual reality content using eyes were designed and developed in accordance with the guidelines for supporting self-determination of students with severe disabilities. In order to investigate the usability of the VR content, 37 special education teachers who had special teacher certificates and had experience in teaching students with severe disabilities answered questions after using the VR content. The teachers evaluated as \"neutral\" in some usability evaluation categories (e.g., Self-determination, Ease of manipulation, Ease of Understanding, Effectiveness, Efficiency of class preparation, Efficiency in teaching, Appropriateness of content organization). When developing VR contents for students with severe disabilities, developers can design visual images in order for students with severe disabilities to understand easily and establish user interface in users’ eye conditions and operational capabilities. VR contents can be designed in relation to subject areas so that teachers can use them as educational materials. \u0000","PeriodicalId":507422,"journal":{"name":"Education Journal","volume":"20 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141836080","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: 10.11648/j.edu.20241304.11
Peshal Puri, Bal Mahat, Dinesh Khati
Special Education Council was established in 1973 after the 1971 National Education System Plan transformed inclusive education in Nepal. Despite delays, 2015 constitutional mandates and 2019 National Education Policy support inclusive education. This review article examines Nepal's inclusive education policies from 1996 to 2017 focusing on changes and challenges. Recent successes include the 2010 ratification of the Convention on the Rights of Persons with Disabilities and the 2018 Compulsory and Free Education Act. The 2019 policy merger and 2076 Education Policy lack inclusive education implementation plans, indicating areas needing improvement. Utilizing Policy Implementation Theory alongside SWOT Analysis, this study endeavors to assess the efficacy of existing policies, evaluate historical adaptations, and scrutinize adherence to international commitments within the Nepalese context. As the International Institute for Educational Planning highlights, legislative frameworks play a pivotal role in fostering parity and inclusivity, underscoring the imperative for stakeholder consensus. Nepal's 2015 constitution meets international standards; however, physical accessibility is still a concern. The study focuses on accessibility, inclusive party laws, manifestos, and collaboration with OPDs, which are recommended for effective representation. Similarly, equal education and employment require inclusive curriculum design and barrier removal in inclusive education and vocational training. Nepal faces policy discrepancies, a lack of trained special educators, and insufficient resources. Implementing inclusive education policies in Nepal is challenging due to contextual, organizational, and policy barriers. It requires infrastructure investments, awareness campaigns, and targeted regulations. Infrastructure investments, awareness campaigns, and targeted regulations are needed implementing inclusive education policies in Nepal is complicated by contextual, organizational, and policy barriers. The study recommends a comprehensive, situation-specific strategy using school psychologists to promote inclusive mindsets in technical and vocational education with invest in infrastructure development to ensure physical accessibility for individuals with disabilities and enact policies that promote inclusive practices within educational and vocational training institutions.
{"title":"Unlocking Potential: A Comprehensive Analysis of Inclusive Education Policies for Children with Disabilities in Nepal","authors":"Peshal Puri, Bal Mahat, Dinesh Khati","doi":"10.11648/j.edu.20241304.11","DOIUrl":"https://doi.org/10.11648/j.edu.20241304.11","url":null,"abstract":"Special Education Council was established in 1973 after the 1971 National Education System Plan transformed inclusive education in Nepal. Despite delays, 2015 constitutional mandates and 2019 National Education Policy support inclusive education. This review article examines Nepal's inclusive education policies from 1996 to 2017 focusing on changes and challenges. Recent successes include the 2010 ratification of the Convention on the Rights of Persons with Disabilities and the 2018 Compulsory and Free Education Act. The 2019 policy merger and 2076 Education Policy lack inclusive education implementation plans, indicating areas needing improvement. Utilizing Policy Implementation Theory alongside SWOT Analysis, this study endeavors to assess the efficacy of existing policies, evaluate historical adaptations, and scrutinize adherence to international commitments within the Nepalese context. As the International Institute for Educational Planning highlights, legislative frameworks play a pivotal role in fostering parity and inclusivity, underscoring the imperative for stakeholder consensus. Nepal's 2015 constitution meets international standards; however, physical accessibility is still a concern. The study focuses on accessibility, inclusive party laws, manifestos, and collaboration with OPDs, which are recommended for effective representation. Similarly, equal education and employment require inclusive curriculum design and barrier removal in inclusive education and vocational training. Nepal faces policy discrepancies, a lack of trained special educators, and insufficient resources. Implementing inclusive education policies in Nepal is challenging due to contextual, organizational, and policy barriers. It requires infrastructure investments, awareness campaigns, and targeted regulations. Infrastructure investments, awareness campaigns, and targeted regulations are needed implementing inclusive education policies in Nepal is complicated by contextual, organizational, and policy barriers. The study recommends a comprehensive, situation-specific strategy using school psychologists to promote inclusive mindsets in technical and vocational education with invest in infrastructure development to ensure physical accessibility for individuals with disabilities and enact policies that promote inclusive practices within educational and vocational training institutions.","PeriodicalId":507422,"journal":{"name":"Education Journal","volume":"1 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141685860","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 : 2024-05-10DOI: 10.11648/j.edu.20241303.12
Peshal Puri, Dil Chhetri
According to Nepal's Education Act (2028 B. S.), the School Management Committee (SMC) is crucial to educational institution governance. This legislation emphasizes the role of School Management Committees (SMCs) in infrastructure management, policy implementation, and school issues. The reviewed articles examine SMCs' complex formation, operational challenges, and crucial role in community involvement to improve education. Although attendance monitoring is difficult, the articles consistently emphasize SMCs' positive impact on community involvement. By encouraging citizen committees like SMCs to make decisions, the international perspective broadens the debate on school democratization. School Management in low-income countries can improve education despite its challenges by encouraging greater involvement, independence, and responsibility. An inclusive strategy that values diverse perspectives is essential for educators and administrators to work together. The Education Act of Nepal establishes and governs School Management Committees (SMCs) to ensure accountable administration and community engagement. The reviewed articles discuss SMCs' benefits and drawbacks and encourage educational institutions and local communities to work together. Complex SMCs require constant dedication to overcome challenges, demonstrating their vital role in improving education. Effective school governance and management shape education quality and equity, especially in poor nations. This article examines School Management Committees (SMCs) and their effects on education in Nepal. SMCs, which include parents, teachers, and local authorities, oversee school activities, encourage community participation, and assure responsibility. SMCs confront many obstacles, including lack of awareness, capacity restrictions, and political meddling, despite their importance. In response to these problems, School-Based Management (SBM) is being promoted to improve community involvement, autonomy, and accountability in school governance. SBM implementation may face resource restrictions and change resistance despite its potential benefits. Effective leadership at the school and SMC levels drives educational improvement and stakeholder collaboration, according to the paper. It promotes school democratization and community decision-making.
{"title":"A Systematic Review of the Role of School Management Committee for the School Performance in Nepal","authors":"Peshal Puri, Dil Chhetri","doi":"10.11648/j.edu.20241303.12","DOIUrl":"https://doi.org/10.11648/j.edu.20241303.12","url":null,"abstract":"According to Nepal's Education Act (2028 B. S.), the School Management Committee (SMC) is crucial to educational institution governance. This legislation emphasizes the role of School Management Committees (SMCs) in infrastructure management, policy implementation, and school issues. The reviewed articles examine SMCs' complex formation, operational challenges, and crucial role in community involvement to improve education. Although attendance monitoring is difficult, the articles consistently emphasize SMCs' positive impact on community involvement. By encouraging citizen committees like SMCs to make decisions, the international perspective broadens the debate on school democratization. School Management in low-income countries can improve education despite its challenges by encouraging greater involvement, independence, and responsibility. An inclusive strategy that values diverse perspectives is essential for educators and administrators to work together. The Education Act of Nepal establishes and governs School Management Committees (SMCs) to ensure accountable administration and community engagement. The reviewed articles discuss SMCs' benefits and drawbacks and encourage educational institutions and local communities to work together. Complex SMCs require constant dedication to overcome challenges, demonstrating their vital role in improving education. Effective school governance and management shape education quality and equity, especially in poor nations. This article examines School Management Committees (SMCs) and their effects on education in Nepal. SMCs, which include parents, teachers, and local authorities, oversee school activities, encourage community participation, and assure responsibility. SMCs confront many obstacles, including lack of awareness, capacity restrictions, and political meddling, despite their importance. In response to these problems, School-Based Management (SBM) is being promoted to improve community involvement, autonomy, and accountability in school governance. SBM implementation may face resource restrictions and change resistance despite its potential benefits. Effective leadership at the school and SMC levels drives educational improvement and stakeholder collaboration, according to the paper. It promotes school democratization and community decision-making.\u0000","PeriodicalId":507422,"journal":{"name":"Education Journal","volume":" 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140990107","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 : 2024-05-10DOI: 10.11648/j.edu.20241303.11
Christopher Omoregie
Adult education programmes in both developed and developing nations usually include continuing education. The relationship between the two notions is that someone requires additional information, either inside or outside of school systems, in order to remain relevant wherever one is at any given time. The information, communication, and technology era brought in a knowledge economy that should normally support continuing education, nevertheless there are still obstructions that prevent people from learning. Although these hurdles are both personal and structural, there seems be no justification for anyone to remain without information for the purpose of individual and group survival. Continuing education and knowledge economy are two concepts that have become popular in educational theory and practice but they are not combined as related concepts in literature. This is an attempt to clarify the concepts for both professional and practicing adult educators generally in African countries and particularly in Nigeria where policy documents for the practice of adult education sometimes deviate from the extant principles and theories. This paper used a conceptual analysis of terms and a systematic review of the available literature. It concludes that continuing education and the knowledge economy necessitate more access to learning that takes into account individual needs and requirements from organisations. This is as a result of the increased availability and application of knowledge in positively changing human conditions.
{"title":"A Nigerian Perspective of Continuing Education and Knowledge Economy","authors":"Christopher Omoregie","doi":"10.11648/j.edu.20241303.11","DOIUrl":"https://doi.org/10.11648/j.edu.20241303.11","url":null,"abstract":"Adult education programmes in both developed and developing nations usually include continuing education. The relationship between the two notions is that someone requires additional information, either inside or outside of school systems, in order to remain relevant wherever one is at any given time. The information, communication, and technology era brought in a knowledge economy that should normally support continuing education, nevertheless there are still obstructions that prevent people from learning. Although these hurdles are both personal and structural, there seems be no justification for anyone to remain without information for the purpose of individual and group survival. Continuing education and knowledge economy are two concepts that have become popular in educational theory and practice but they are not combined as related concepts in literature. This is an attempt to clarify the concepts for both professional and practicing adult educators generally in African countries and particularly in Nigeria where policy documents for the practice of adult education sometimes deviate from the extant principles and theories. This paper used a conceptual analysis of terms and a systematic review of the available literature. It concludes that continuing education and the knowledge economy necessitate more access to learning that takes into account individual needs and requirements from organisations. This is as a result of the increased availability and application of knowledge in positively changing human conditions.\u0000","PeriodicalId":507422,"journal":{"name":"Education Journal","volume":" 78","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140991238","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 : 2024-04-17DOI: 10.11648/j.edu.20241302.14
Abbas Khudhair, Mohammed Ghazi, Mazin Ahmed, M. Kzar, Muhannad Kzar, Fadhil Alhsnawy, H. Jawoosh, Dhay Hamza
The importance of this study is to prepare teaching members to digitize and technological competence and the ability to teach using technological components to help enrich the teaching process in education and learning for sports education curricula: The study aims to reach the faculty to digitize modern and to use digital transformations in the teaching process, Seeking technological development in the use of applications and technology programs and helping to develop and improve the educational process in the subject of physical education and sports sciences and the ability to use these programs to teach basic skills and educational skills such as (Football, Handball, Basketball, Volleyball) and the ability to support those curricula, Conclusions: The digital proficiency method, represented by the tribal and dimensional measurements, appears to lead to improved performance in some sports skills compared to the traditional method, The effect sizes suggest this improvement might be small to moderate. Further investigation with a larger sample size could strengthen these findings. Recommendations: Future research could explore the specific aspects of the digital proficiency method (e.g., specific apps, platforms) that contribute most to performance improvement, Investigating the long-term retention of skills learned through the digital proficiency method would be valuable, Examining the motivational impact of the digital proficiency method on students' learning could provide further insight.
{"title":"Impact of Digital Competence on the Teaching of Sports Education Curricula in IRAQI Civil Universities","authors":"Abbas Khudhair, Mohammed Ghazi, Mazin Ahmed, M. Kzar, Muhannad Kzar, Fadhil Alhsnawy, H. Jawoosh, Dhay Hamza","doi":"10.11648/j.edu.20241302.14","DOIUrl":"https://doi.org/10.11648/j.edu.20241302.14","url":null,"abstract":"The importance of this study is to prepare teaching members to digitize and technological competence and the ability to teach using technological components to help enrich the teaching process in education and learning for sports education curricula: The study aims to reach the faculty to digitize modern and to use digital transformations in the teaching process, Seeking technological development in the use of applications and technology programs and helping to develop and improve the educational process in the subject of physical education and sports sciences and the ability to use these programs to teach basic skills and educational skills such as (Football, Handball, Basketball, Volleyball) and the ability to support those curricula, Conclusions: The digital proficiency method, represented by the tribal and dimensional measurements, appears to lead to improved performance in some sports skills compared to the traditional method, The effect sizes suggest this improvement might be small to moderate. Further investigation with a larger sample size could strengthen these findings. Recommendations: Future research could explore the specific aspects of the digital proficiency method (e.g., specific apps, platforms) that contribute most to performance improvement, Investigating the long-term retention of skills learned through the digital proficiency method would be valuable, Examining the motivational impact of the digital proficiency method on students' learning could provide further insight.","PeriodicalId":507422,"journal":{"name":"Education Journal","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140691659","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 : 2024-04-12DOI: 10.11648/j.edu.20241302.12
Usmonov Botir
The author analyzes stages of digitalization and the emergence of new digital technologies, which represent a huge educational potential. The possibilities of digital technologies in the educational process of the university are also considered. The economic development in Uzbekistan presupposes an active position of the educational community in analyzing and developing new proposals in the context of digitalization of higher professional education. The situation is such that it is simply impossible for us not to use digital in order to keep up with further processes of informatization and digitalization in education. The article discusses the benefits and some challenging aspects that have impacted Uzbek Universities and Technical Institutes (HEIs of Uzbekistan) as they continue to educate students during the COVID-19 pandemic. This reflects the impact of unprecedented COVID-19 on the educational services of higher education institutions. There was suddenly an expectation that universities would adhere to COVID-19 prevention measures, including social distancing and hygiene. As a result, many universities have switched to remote transfer of knowledge and courses. This article encourages university leaders to embrace online teaching methods and digital learning systems that support universities to continue educational processes in the post-COVID-19 era. The author conclude that the digitalization of education is changing the content of the courses taught, as well as the flow of information, this is not only presentations or videos, but these are also direct connections to information networks, databases, forums. The article summarizes, demonstrating key implications for university presidents and identifying future research directions for academia.
{"title":"Higher Education in Uzbekistan: Transition to Digital Learning","authors":"Usmonov Botir","doi":"10.11648/j.edu.20241302.12","DOIUrl":"https://doi.org/10.11648/j.edu.20241302.12","url":null,"abstract":"The author analyzes stages of digitalization and the emergence of new digital technologies, which represent a huge educational potential. The possibilities of digital technologies in the educational process of the university are also considered. The economic development in Uzbekistan presupposes an active position of the educational community in analyzing and developing new proposals in the context of digitalization of higher professional education. The situation is such that it is simply impossible for us not to use digital in order to keep up with further processes of informatization and digitalization in education. The article discusses the benefits and some challenging aspects that have impacted Uzbek Universities and Technical Institutes (HEIs of Uzbekistan) as they continue to educate students during the COVID-19 pandemic. This reflects the impact of unprecedented COVID-19 on the educational services of higher education institutions. There was suddenly an expectation that universities would adhere to COVID-19 prevention measures, including social distancing and hygiene. As a result, many universities have switched to remote transfer of knowledge and courses. This article encourages university leaders to embrace online teaching methods and digital learning systems that support universities to continue educational processes in the post-COVID-19 era. The author conclude that the digitalization of education is changing the content of the courses taught, as well as the flow of information, this is not only presentations or videos, but these are also direct connections to information networks, databases, forums. The article summarizes, demonstrating key implications for university presidents and identifying future research directions for academia.","PeriodicalId":507422,"journal":{"name":"Education Journal","volume":"3 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140712277","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 current era is characterized by many accelerating events that directly affect education, most of which have a negative impact. Natural disasters, epidemics, wars, and other events are among these events. In recent years, the world has witnessed the COVID-19 pandemic, which has made it clear beyond doubt that institutions' educational systems were not prepared with alternative educational systems to confront such disasters, and thus, education was greatly affected, the effects of which are still present today. Therefore, it is necessary to prepare for such events by designing and developing electronic learning environments through which learning can be transferred safely and effectively. Such environments are comprehensive and self-sufficient to transfer learning in its three aspects: cognitive, skill, and psychological aspects of the learner. Considering this, the current research was interested in designing a model for an e-learning environment for distance learning that provides everything the learners may need. It includes scientific and health knowledge, mental and physical exercise, and educational platforms for interaction. This is considering a survey study of students at Ain Shams University, one of the largest universities in Egypt, in several faculties to determine the extent of the shortcomings in the electronic platforms used during and after the COVID-19 pandemic as an example of one of the most dangerous disasters that the world has witnessed in contemporary times, which directly affected education in all educational institutions. The results revealed a clear need for improvement in these platforms regarding general design, communication tools, strategies, educational activities, and feedback. Hence, there is an inevitable need to develop a model for an e-learning environment for distance education that can be used effectively to transfer learning, especially in crises, disasters, and epidemics.
{"title":"Developing a Model for a Distance Learning Environment to Confront Crises and Disasters","authors":"Neveen Mansour, Aliaa Elsayed, Samah Alashka, Mona Khatib","doi":"10.11648/j.edu.20241302.13","DOIUrl":"https://doi.org/10.11648/j.edu.20241302.13","url":null,"abstract":"The current era is characterized by many accelerating events that directly affect education, most of which have a negative impact. Natural disasters, epidemics, wars, and other events are among these events. In recent years, the world has witnessed the COVID-19 pandemic, which has made it clear beyond doubt that institutions' educational systems were not prepared with alternative educational systems to confront such disasters, and thus, education was greatly affected, the effects of which are still present today. Therefore, it is necessary to prepare for such events by designing and developing electronic learning environments through which learning can be transferred safely and effectively. Such environments are comprehensive and self-sufficient to transfer learning in its three aspects: cognitive, skill, and psychological aspects of the learner. Considering this, the current research was interested in designing a model for an e-learning environment for distance learning that provides everything the learners may need. It includes scientific and health knowledge, mental and physical exercise, and educational platforms for interaction. This is considering a survey study of students at Ain Shams University, one of the largest universities in Egypt, in several faculties to determine the extent of the shortcomings in the electronic platforms used during and after the COVID-19 pandemic as an example of one of the most dangerous disasters that the world has witnessed in contemporary times, which directly affected education in all educational institutions. The results revealed a clear need for improvement in these platforms regarding general design, communication tools, strategies, educational activities, and feedback. Hence, there is an inevitable need to develop a model for an e-learning environment for distance education that can be used effectively to transfer learning, especially in crises, disasters, and epidemics.","PeriodicalId":507422,"journal":{"name":"Education Journal","volume":"123 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140708717","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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