Pub Date : 2024-07-18DOI: 10.3389/feduc.2024.1005693
Anouk Koekkoek, R. Kleinhans, M. van Ham
As a growing number of Dutch higher education institutions become increasingly interested and active in university–community engagement, questions have arisen about their motivations, goals, and activities in this area. This paper aims to provide insight into the factors driving universities’ community engagement and how this is manifested in the Netherlands, considering, in particular, the role of marketization and corporate social responsibility. It thus offers an empirical foundation for understanding university–community engagement. Semi-structured interviews were conducted with major stakeholders in university–community engagement at four Dutch universities, including members of the executive boards. It was found that university–community engagement shows several similarities to corporate social responsibility and is based on a complex mix of value-driven, performance-driven, and reaction-driven motivations. Three relationships between marketization and university–community engagement are identified, characterizing university–community engagement as a counteraction against marketization, an expression of marketization, and a result of marketization.
{"title":"University–community engagement in the Netherlands: blurring the lines between personal values, societal expectations, and marketing","authors":"Anouk Koekkoek, R. Kleinhans, M. van Ham","doi":"10.3389/feduc.2024.1005693","DOIUrl":"https://doi.org/10.3389/feduc.2024.1005693","url":null,"abstract":"As a growing number of Dutch higher education institutions become increasingly interested and active in university–community engagement, questions have arisen about their motivations, goals, and activities in this area. This paper aims to provide insight into the factors driving universities’ community engagement and how this is manifested in the Netherlands, considering, in particular, the role of marketization and corporate social responsibility. It thus offers an empirical foundation for understanding university–community engagement. Semi-structured interviews were conducted with major stakeholders in university–community engagement at four Dutch universities, including members of the executive boards. It was found that university–community engagement shows several similarities to corporate social responsibility and is based on a complex mix of value-driven, performance-driven, and reaction-driven motivations. Three relationships between marketization and university–community engagement are identified, characterizing university–community engagement as a counteraction against marketization, an expression of marketization, and a result of marketization.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 68","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141825133","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 : 2024-07-18DOI: 10.3389/feduc.2024.1403039
Kirsten A. Porter-Stransky, Wenxin Yang, Peter J. Vollbrecht
Previous research has uncovered disparities in children’s attitudes toward science based on gender, income, parenting, geographical location, and school resources, among other factors. However, less is known about socioeconomic influences on science attitudes within the evolving rural middle class. The present study investigated the relationship between indicators of socioeconomic status on middle schoolers’ attitudes toward science in a predominantly middle class, white, rural sample within the midwestern United States of America.Parents were asked for demographic information and consent for their child participating in the study. Middle school children were invited to complete a short survey quantifying their attitudes toward science.Science attitudes did not vary based on gender. However, students with at least one parent that earned at least a bachelor’s degree or from a household income exceeding $90,000 had more positive attitudes toward science than those whose parents did not obtain a college degree or whose household income was less than $90,000, respectively. Regression revealed that household income and parent’s assessment of their child’s interest in a scientific career significantly predicted a child’s attitudes toward science, but gender and highest degree earned by a parent did not.This study found differences in children’s science attitudes within a rural, predominantly middle-class population. This finding contributes to the literature by revealing differences in science attitudes relating to higher levels of parental education (bachelor’s degree) and income ($90,000) than previously identified. This highlights additional opportunities to support children’s science growth and promote equitable science opportunities for everyone.
{"title":"Examining the relationship between attitudes toward science and socioeconomic status among middle-class, midwestern middle school students","authors":"Kirsten A. Porter-Stransky, Wenxin Yang, Peter J. Vollbrecht","doi":"10.3389/feduc.2024.1403039","DOIUrl":"https://doi.org/10.3389/feduc.2024.1403039","url":null,"abstract":"Previous research has uncovered disparities in children’s attitudes toward science based on gender, income, parenting, geographical location, and school resources, among other factors. However, less is known about socioeconomic influences on science attitudes within the evolving rural middle class. The present study investigated the relationship between indicators of socioeconomic status on middle schoolers’ attitudes toward science in a predominantly middle class, white, rural sample within the midwestern United States of America.Parents were asked for demographic information and consent for their child participating in the study. Middle school children were invited to complete a short survey quantifying their attitudes toward science.Science attitudes did not vary based on gender. However, students with at least one parent that earned at least a bachelor’s degree or from a household income exceeding $90,000 had more positive attitudes toward science than those whose parents did not obtain a college degree or whose household income was less than $90,000, respectively. Regression revealed that household income and parent’s assessment of their child’s interest in a scientific career significantly predicted a child’s attitudes toward science, but gender and highest degree earned by a parent did not.This study found differences in children’s science attitudes within a rural, predominantly middle-class population. This finding contributes to the literature by revealing differences in science attitudes relating to higher levels of parental education (bachelor’s degree) and income ($90,000) than previously identified. This highlights additional opportunities to support children’s science growth and promote equitable science opportunities for everyone.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141827309","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 : 2024-07-18DOI: 10.3389/feduc.2024.1362075
N. Bohm, Renate G. Klaassen, Ellen van Bueren, Perry den Brok
While tackling sustainability challenges, engineering students confront various uncertainties, including the unpredictability of real-world scenarios, unfamiliar aspects of problems, and conflicting viewpoints among stakeholders. Despite previous research indicating the likelihood of encountering such uncertainties in sustainability projects, it is unclear if students are aware of uncertainty and what specific regulatory behaviors they develop to address them. This study seeks to deepen our understanding of the awareness and regulation of uncertainty by students while they work on real-life sustainability challenges. To achieve this, we observed nine MSc students enrolled in a transdisciplinary course on urban sustainability at a Dutch university of technology. Through interviews, we explored the uncertainties they faced and how they navigated them. Our analysis, conducted through open, consensus-based coding by two researchers, revealed that students primarily encountered the uncertainty of multiplicity, characterized by divergent stakeholder perspectives. Additionally, students increasingly recognized the inherent unpredictability of the challenges over the course. To address uncertainty, students developed three kinds of behaviors to deal with uncertainty: seeking social support from commissioners, coaches, and peers; employing small coping mechanisms to overcome obstacles; and developing attitudes such as empathy, flexibility, and relativism. This study offers detailed insights into how students navigate uncertainty. Moving forward, efforts in uncertainty education should prioritize how educators can positively influence the development of metacognition in uncertainty.
{"title":"How do students deal with the uncertainty of sustainability challenges? Metacognitive learning in a transdisciplinary course","authors":"N. Bohm, Renate G. Klaassen, Ellen van Bueren, Perry den Brok","doi":"10.3389/feduc.2024.1362075","DOIUrl":"https://doi.org/10.3389/feduc.2024.1362075","url":null,"abstract":"While tackling sustainability challenges, engineering students confront various uncertainties, including the unpredictability of real-world scenarios, unfamiliar aspects of problems, and conflicting viewpoints among stakeholders. Despite previous research indicating the likelihood of encountering such uncertainties in sustainability projects, it is unclear if students are aware of uncertainty and what specific regulatory behaviors they develop to address them. This study seeks to deepen our understanding of the awareness and regulation of uncertainty by students while they work on real-life sustainability challenges. To achieve this, we observed nine MSc students enrolled in a transdisciplinary course on urban sustainability at a Dutch university of technology. Through interviews, we explored the uncertainties they faced and how they navigated them. Our analysis, conducted through open, consensus-based coding by two researchers, revealed that students primarily encountered the uncertainty of multiplicity, characterized by divergent stakeholder perspectives. Additionally, students increasingly recognized the inherent unpredictability of the challenges over the course. To address uncertainty, students developed three kinds of behaviors to deal with uncertainty: seeking social support from commissioners, coaches, and peers; employing small coping mechanisms to overcome obstacles; and developing attitudes such as empathy, flexibility, and relativism. This study offers detailed insights into how students navigate uncertainty. Moving forward, efforts in uncertainty education should prioritize how educators can positively influence the development of metacognition in uncertainty.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 87","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141825589","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 : 2024-07-17DOI: 10.3389/feduc.2024.1380865
Jitka Vaculíková, Jan Kalenda, I. Kočvarová
Participation in non-formal adult education (NFE) is considered an essential part of lifelong learning, aiming to foster the development of individuals and societies. This significance is particularly evident today, given the era of extensive digitalization and disruptive technological advances. Nevertheless, not all adults participate in organized learning and have equal chances. Therefore, this study addresses the absence of up-to-date comparative findings on participation in NFE in the post-COVID-19 world. To this end, we examine current trends in NFE participation in four European countries: Sweden, Germany, the United Kingdom, and the Czech Republic (RQ1), where we explore the impact of key micro (social and behavioral), meso (job-related), and macro-level (country-specific) factors on this participation (RQ2). Our findings indicate that NFE participation remained relatively stable in 2022 compared to 2016, except for Sweden and Germany, which achieved higher participation rates. However, differences in participation between countries are diminishing. Simultaneously, NFE participation is becoming increasingly job-oriented and receives more support from employers. However, it is important to note that inequality in access to NFE persists, as the main predictors of NFE participation, such as learning intentions, educational attainment, economic and occupational status, remain consistent, regardless of the participants’ economic activity and country of birth. This underscores the enduring significance of a key concept behind this study: the willingness to engage in organized NFE exhibits a complex structure with multiple layers.
{"title":"Participation in non-formal adult education within the European context: examining multilayer approach","authors":"Jitka Vaculíková, Jan Kalenda, I. Kočvarová","doi":"10.3389/feduc.2024.1380865","DOIUrl":"https://doi.org/10.3389/feduc.2024.1380865","url":null,"abstract":"Participation in non-formal adult education (NFE) is considered an essential part of lifelong learning, aiming to foster the development of individuals and societies. This significance is particularly evident today, given the era of extensive digitalization and disruptive technological advances. Nevertheless, not all adults participate in organized learning and have equal chances. Therefore, this study addresses the absence of up-to-date comparative findings on participation in NFE in the post-COVID-19 world. To this end, we examine current trends in NFE participation in four European countries: Sweden, Germany, the United Kingdom, and the Czech Republic (RQ1), where we explore the impact of key micro (social and behavioral), meso (job-related), and macro-level (country-specific) factors on this participation (RQ2). Our findings indicate that NFE participation remained relatively stable in 2022 compared to 2016, except for Sweden and Germany, which achieved higher participation rates. However, differences in participation between countries are diminishing. Simultaneously, NFE participation is becoming increasingly job-oriented and receives more support from employers. However, it is important to note that inequality in access to NFE persists, as the main predictors of NFE participation, such as learning intentions, educational attainment, economic and occupational status, remain consistent, regardless of the participants’ economic activity and country of birth. This underscores the enduring significance of a key concept behind this study: the willingness to engage in organized NFE exhibits a complex structure with multiple layers.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141828680","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 : 2024-07-17DOI: 10.3389/feduc.2024.1372002
Maxot Rakhmetov, Bayan U. Kuanbayeva, G. Saltanova, Galiya Zhusupkalieva, Elmira Abdykerimova
The COVID-19 pandemic has had a profound impact on the world, and one of the many changes it has brought about is the shift to distance learning in Kazakhstan’s universities. However, both teachers and students were ill-prepared for this sudden change. In some remote villages, lack of internet access meant that students had no access to online classes at all. To address this issue, universities had to rent foreign platforms, but these platforms had inadequate information security measures in place. To address these challenges, it is necessary to create a robust and secure independent platform for distance learning. This platform will be particularly important for training teachers of “Informatics” in the context of distance learning. This article presents methods and schemes for creating a distance learning platform specifically for training computer science teachers. The introduction of the “Education-Online Platform” discipline at the university has yielded promising results. As a result, a distance learning platform has been created, and this new discipline has been introduced and tested in the educational program of a particular university in the training of future specialists.
{"title":"Improving the training on creating a distance learning platform in higher education: evaluating their results","authors":"Maxot Rakhmetov, Bayan U. Kuanbayeva, G. Saltanova, Galiya Zhusupkalieva, Elmira Abdykerimova","doi":"10.3389/feduc.2024.1372002","DOIUrl":"https://doi.org/10.3389/feduc.2024.1372002","url":null,"abstract":"The COVID-19 pandemic has had a profound impact on the world, and one of the many changes it has brought about is the shift to distance learning in Kazakhstan’s universities. However, both teachers and students were ill-prepared for this sudden change. In some remote villages, lack of internet access meant that students had no access to online classes at all. To address this issue, universities had to rent foreign platforms, but these platforms had inadequate information security measures in place. To address these challenges, it is necessary to create a robust and secure independent platform for distance learning. This platform will be particularly important for training teachers of “Informatics” in the context of distance learning. This article presents methods and schemes for creating a distance learning platform specifically for training computer science teachers. The introduction of the “Education-Online Platform” discipline at the university has yielded promising results. As a result, a distance learning platform has been created, and this new discipline has been introduced and tested in the educational program of a particular university in the training of future specialists.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141829053","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 : 2024-07-17DOI: 10.3389/feduc.2024.1404378
Musrifatun Nangimah
The importance of supervisory interaction facilitated by dialogic feedback is known to create a shared understanding between supervisors and students. However, previous studies of supervisory interaction mainly focus on exploring feedback provision as an input for specific improvement rather than as a process of interaction regardless of its discursivity. Informed by learning community theory, this study explores how thesis supervision in English as an Additional Language contexts is negotiated to identify the supervisory interaction patterns and strategies.This study applied a qualitative case study by involving six supervisory dyads (six supervisors and 15 students) in English- medium study programs. Thematic analysis was used to analyze 18 video-recorded supervision sessions from the beginning, the middle, and the end of the supervision process.The findings illuminate the negotiated interaction patterns and strategies in supervisory meetings that can be organized into three themes: (1) managing correction, (2) managing scaffolding, and (3) managing students' emotional expressions. The supervisory interaction patterns tend to take the form of a common institutional talk due to the students' desire for confirmation and suggestions. Prompting strategies through exploratory questions can scaffold students' development of argumentative skills although students' deviant responses frequently lead to supervisors' further explanation. The theoretical analysis underscores that learning community theory emphasizes the development of student's academic literacy and argumentative proficiency through dialogic inquiry. Yet, effective engagement in such inquiry necessitates prerequisite academic literacy and rhetorical competencies.This study highlights the need for developing student's academic literacy, research literacy, and communication skills to achieve an effective inquiry dialogue in thesis supervision.
{"title":"“My brain doesn't communicate with my hands”: navigating negotiated interaction in Swedish and Indonesian supervision","authors":"Musrifatun Nangimah","doi":"10.3389/feduc.2024.1404378","DOIUrl":"https://doi.org/10.3389/feduc.2024.1404378","url":null,"abstract":"The importance of supervisory interaction facilitated by dialogic feedback is known to create a shared understanding between supervisors and students. However, previous studies of supervisory interaction mainly focus on exploring feedback provision as an input for specific improvement rather than as a process of interaction regardless of its discursivity. Informed by learning community theory, this study explores how thesis supervision in English as an Additional Language contexts is negotiated to identify the supervisory interaction patterns and strategies.This study applied a qualitative case study by involving six supervisory dyads (six supervisors and 15 students) in English- medium study programs. Thematic analysis was used to analyze 18 video-recorded supervision sessions from the beginning, the middle, and the end of the supervision process.The findings illuminate the negotiated interaction patterns and strategies in supervisory meetings that can be organized into three themes: (1) managing correction, (2) managing scaffolding, and (3) managing students' emotional expressions. The supervisory interaction patterns tend to take the form of a common institutional talk due to the students' desire for confirmation and suggestions. Prompting strategies through exploratory questions can scaffold students' development of argumentative skills although students' deviant responses frequently lead to supervisors' further explanation. The theoretical analysis underscores that learning community theory emphasizes the development of student's academic literacy and argumentative proficiency through dialogic inquiry. Yet, effective engagement in such inquiry necessitates prerequisite academic literacy and rhetorical competencies.This study highlights the need for developing student's academic literacy, research literacy, and communication skills to achieve an effective inquiry dialogue in thesis supervision.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141830629","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 : 2024-07-17DOI: 10.3389/feduc.2024.1428890
Kai Zhang, Wu-jing He
This study aimed to examine the predictive effect of cultural orientation and perceived school climate on the formation of teachers’ growth mindsets. A total of 811 middle school teachers (26.88% females; mean age = 29.77) from Shanghai City, mainland China, participated in the study. The growth mindset inventory, Hofstede’s cultural dimensions, and the school-level environment questionnaire were used to assess teachers’ growth mindset beliefs, cultural orientations, and perceptions of school climates, respectively. Hierarchical multiple regression analyses were applied to test the hypothesized roles of teachers’ cultural orientations and perceived school climates in predicting the formation of their growth mindsets. Two interesting findings were obtained. First, regarding the effect of cultural orientation, teachers’ growth mindset belief was positively predicted by the Confucian dimension of cultural value in relation to long-term orientation but negatively predicted by the dimensions of power distance and uncertainty avoidance. Second, regarding the predictive effect of school climate, growth mindset was positively predicted by three school climate factors: school resources, decision-making, and instructional innovation. These findings provide empirical evidence for the perspectives of social cognitive theory and cultural and ecological psychology by highlighting the contextual sensitivity of growth mindset formation. These findings also have practical implications because they highlight the need to consider cultural and school climate factors in the promotion of teachers’ growth mindsets.
{"title":"The predictive effect of cultural orientation and perceived school climate on the formation of teachers’ growth mindsets","authors":"Kai Zhang, Wu-jing He","doi":"10.3389/feduc.2024.1428890","DOIUrl":"https://doi.org/10.3389/feduc.2024.1428890","url":null,"abstract":"This study aimed to examine the predictive effect of cultural orientation and perceived school climate on the formation of teachers’ growth mindsets. A total of 811 middle school teachers (26.88% females; mean age = 29.77) from Shanghai City, mainland China, participated in the study. The growth mindset inventory, Hofstede’s cultural dimensions, and the school-level environment questionnaire were used to assess teachers’ growth mindset beliefs, cultural orientations, and perceptions of school climates, respectively. Hierarchical multiple regression analyses were applied to test the hypothesized roles of teachers’ cultural orientations and perceived school climates in predicting the formation of their growth mindsets. Two interesting findings were obtained. First, regarding the effect of cultural orientation, teachers’ growth mindset belief was positively predicted by the Confucian dimension of cultural value in relation to long-term orientation but negatively predicted by the dimensions of power distance and uncertainty avoidance. Second, regarding the predictive effect of school climate, growth mindset was positively predicted by three school climate factors: school resources, decision-making, and instructional innovation. These findings provide empirical evidence for the perspectives of social cognitive theory and cultural and ecological psychology by highlighting the contextual sensitivity of growth mindset formation. These findings also have practical implications because they highlight the need to consider cultural and school climate factors in the promotion of teachers’ growth mindsets.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141830911","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 : 2024-07-17DOI: 10.3389/feduc.2024.1365789
M. Saracostti, Ximena De Toro, Horacio Miranda, Edgardo Miranda-Zapara, Laura Lara, María Teresa Hernández
School engagement, encompassing affective, behavioral, and cognitive dimensions, is key to promoting school retention and preventing absenteeism. Previous research has shown that maintaining high engagement is crucial for a positive educational trajectory. This study investigates the individual contributions of contextual factors, including family, teacher, and peer support, on students who initially had a lower level of school engagement in one dimension and then advanced to a higher level in the same dimension over time. The study involved students enrolled in their first year of secondary education in public schools in Chile during 2021, with the same students being evaluated again the following year. We used means cluster analysis to identify a group of students who initially had low school engagement but showed high engagement by the second evaluation. This allowed us to identify profiles of school engagement longitudinally. Our results indicated that contextual factors had a stronger association with affective engagement, followed by cognitive and behavioral engagement, respectively. Among the contextual factors, family and teachers had a stronger impact compared to peers. These findings highlight the importance of adults, particularly family and teachers, in enhancing school engagement during secondary education.
{"title":"Associations between contextual factors and school engagement: a longitudinal study of profiles","authors":"M. Saracostti, Ximena De Toro, Horacio Miranda, Edgardo Miranda-Zapara, Laura Lara, María Teresa Hernández","doi":"10.3389/feduc.2024.1365789","DOIUrl":"https://doi.org/10.3389/feduc.2024.1365789","url":null,"abstract":"School engagement, encompassing affective, behavioral, and cognitive dimensions, is key to promoting school retention and preventing absenteeism. Previous research has shown that maintaining high engagement is crucial for a positive educational trajectory. This study investigates the individual contributions of contextual factors, including family, teacher, and peer support, on students who initially had a lower level of school engagement in one dimension and then advanced to a higher level in the same dimension over time. The study involved students enrolled in their first year of secondary education in public schools in Chile during 2021, with the same students being evaluated again the following year. We used means cluster analysis to identify a group of students who initially had low school engagement but showed high engagement by the second evaluation. This allowed us to identify profiles of school engagement longitudinally. Our results indicated that contextual factors had a stronger association with affective engagement, followed by cognitive and behavioral engagement, respectively. Among the contextual factors, family and teachers had a stronger impact compared to peers. These findings highlight the importance of adults, particularly family and teachers, in enhancing school engagement during secondary education.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141830465","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 : 2024-07-17DOI: 10.3389/feduc.2024.1364860
Khatmah Alanazi, Samantha Curle
English is increasingly being used as a medium of instruction (EMI) in many institutions for teaching academic subjects, such as physical science and medicine. Although research evidence is emerging to support the positive effects EMI has on student learning such as preparing them for professional careers and improving their English language proficiency, students also encountre challenges when studying through EMI, particularly linguistic related challenges. This study aims to investigate the challenges that medical students face when learning medicine through EMI in medical context in Saudi Arabia. To achieve this aim, a mixed-method research approach was adopted.A questionnaire was distributed to 373 students studying at four medical schools, and follow-up with semi-structured interviews with 60 students. The findings revealed that students encountered numerous challenges when studying medicine through EMI including reading medical materials, understanding lectures taught purely in English, giving presentaions and speaking fluently. Notably, these challenges were more salient in the students’ first or second years of their university studies, however dissipated as students progressed in their studies. Pedagogical implications of these findings are discussed.
{"title":"Challenges experienced by students studying medicine through English medium instruction","authors":"Khatmah Alanazi, Samantha Curle","doi":"10.3389/feduc.2024.1364860","DOIUrl":"https://doi.org/10.3389/feduc.2024.1364860","url":null,"abstract":"English is increasingly being used as a medium of instruction (EMI) in many institutions for teaching academic subjects, such as physical science and medicine. Although research evidence is emerging to support the positive effects EMI has on student learning such as preparing them for professional careers and improving their English language proficiency, students also encountre challenges when studying through EMI, particularly linguistic related challenges. This study aims to investigate the challenges that medical students face when learning medicine through EMI in medical context in Saudi Arabia. To achieve this aim, a mixed-method research approach was adopted.A questionnaire was distributed to 373 students studying at four medical schools, and follow-up with semi-structured interviews with 60 students. The findings revealed that students encountered numerous challenges when studying medicine through EMI including reading medical materials, understanding lectures taught purely in English, giving presentaions and speaking fluently. Notably, these challenges were more salient in the students’ first or second years of their university studies, however dissipated as students progressed in their studies. Pedagogical implications of these findings are discussed.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141828969","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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