Motivation is a foremost aspect in language learning and has been extensively studied in the field of SLA due to its important contribution to pedagogical implications. However, SLA scholars/researchers have overwhelmingly preoccupied specifically with Asian students such as Japanese and/or Chinese (Gong et al, 2020; Kikuchi, 2019). This ignores the unique individual differences that Indonesian students have which contribute to their learning trajectories. The present study investigated the factors of individual differences influencing their motivation in learning English as foreign language and how the ideal L2 self is expressed through their language learning narratives. A total of two Indonesian students studying abroad in one of the research-integrated universities in the US participated in this study during the Fall semester. Through three stages of open-ended interviews and the researcher's observations, the data were collected and analyzed using narrative analysis and the L2 Motivational Self System (L2MSS) proposed by Dörnyei (2009) as framework. The analysis revealed that factors such as family background and socioeconomic status, education system inequality, and access to the target language contribute to their perception of their ideal L2 self. Additionally, this study contributes to a more comprehensive understanding of Asian immigrant students as a whole and helps to avoid stereotypical identities of Asian students based on previous research.
动机是语言学习的一个重要方面，在二语习得领域得到了广泛的研究，因为它对教学有重要的贡献。然而，二语习得学者/研究人员绝大多数专注于亚洲学生，如日本和/或中国学生(Gong et al .， 2020;菊池,2019)。这忽略了印尼学生独特的个体差异，这有助于他们的学习轨迹。本研究探讨了影响他们作为外语学习动机的个体差异因素，以及理想的二语自我是如何通过他们的语言学习叙事来表达的。共有两名在美国一所研究型综合大学留学的印尼学生在秋季学期参加了这项研究。通过三个阶段的开放式访谈和研究者的观察，以叙事分析和Dörnyei(2009)提出的第二语言动机自我系统(L2MSS)为框架收集和分析数据。分析表明，家庭背景和社会经济地位、教育体系的不平等、目标语言的接触等因素都会影响他们对理想的第二语言自我的感知。此外，本研究有助于更全面地了解亚洲移民学生的整体情况，并有助于避免以往研究中对亚洲学生的刻板印象。
{"title":"Motivation and Language Learning Narratives: A Case Study of Indonesian Students","authors":"Biaz Dea Nabilla","doi":"10.22492/ije.11.3.04","DOIUrl":"https://doi.org/10.22492/ije.11.3.04","url":null,"abstract":"Motivation is a foremost aspect in language learning and has been extensively studied in the field of SLA due to its important contribution to pedagogical implications. However, SLA scholars/researchers have overwhelmingly preoccupied specifically with Asian students such as Japanese and/or Chinese (Gong et al, 2020; Kikuchi, 2019). This ignores the unique individual differences that Indonesian students have which contribute to their learning trajectories. The present study investigated the factors of individual differences influencing their motivation in learning English as foreign language and how the ideal L2 self is expressed through their language learning narratives. A total of two Indonesian students studying abroad in one of the research-integrated universities in the US participated in this study during the Fall semester. Through three stages of open-ended interviews and the researcher's observations, the data were collected and analyzed using narrative analysis and the L2 Motivational Self System (L2MSS) proposed by Dörnyei (2009) as framework. The analysis revealed that factors such as family background and socioeconomic status, education system inequality, and access to the target language contribute to their perception of their ideal L2 self. Additionally, this study contributes to a more comprehensive understanding of Asian immigrant students as a whole and helps to avoid stereotypical identities of Asian students based on previous research.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138589762","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}
This study aimed to identify the extent student diversity and school climate vary within and across France, Italy, Spain, and Turkey, to investigate and compare the impact of student diversity on school climate in the selected Mediterranean countries. A quantitative research design was adopted by using the data of 41,789 teachers obtained from the dataset of the Teaching and Learning International Survey (TALIS) 2018. The research questions and hypotheses were formulated to investigate the extent of student diversity and school climate variations within and across the selected countries. Accordingly, the variability of general school climate, teacher-student relations, teaching experience in multicultural classrooms, teachers’ self-efficacy in multicultural classrooms, the presence of students from various ethnic backgrounds, and diversity practices were tested in the schools of France, Italy, Spain, and Turkey in the research model. Statistical analyses, including chi-square and t-tests, ANOVA, and multiple regression analysis, were conducted to test the hypotheses and examine the relationships between student diversity and school climate. The findings revealed significant variations in student diversity and school climate within and across the participating countries, and evident relationships between student diversity and school climate were discovered and compared among the selected Mediterranean countries. This study contributes to the knowledge base of educational policymakers, administrators, practitioners, and teachers by guiding them in creating inclusive and supportive learning environments that promote positive student experiences and academic success and suggesting the need for policies and practices that support inclusive education and foster positive school climates in multicultural classrooms.
{"title":"Student Diversity and School Climate in the Mediterranean Zone: A Comparative Study","authors":"F. S. Fayda-Kınık","doi":"10.22492/ije.11.3.03","DOIUrl":"https://doi.org/10.22492/ije.11.3.03","url":null,"abstract":"This study aimed to identify the extent student diversity and school climate vary within and across France, Italy, Spain, and Turkey, to investigate and compare the impact of student diversity on school climate in the selected Mediterranean countries. A quantitative research design was adopted by using the data of 41,789 teachers obtained from the dataset of the Teaching and Learning International Survey (TALIS) 2018. The research questions and hypotheses were formulated to investigate the extent of student diversity and school climate variations within and across the selected countries. Accordingly, the variability of general school climate, teacher-student relations, teaching experience in multicultural classrooms, teachers’ self-efficacy in multicultural classrooms, the presence of students from various ethnic backgrounds, and diversity practices were tested in the schools of France, Italy, Spain, and Turkey in the research model. Statistical analyses, including chi-square and t-tests, ANOVA, and multiple regression analysis, were conducted to test the hypotheses and examine the relationships between student diversity and school climate. The findings revealed significant variations in student diversity and school climate within and across the participating countries, and evident relationships between student diversity and school climate were discovered and compared among the selected Mediterranean countries. This study contributes to the knowledge base of educational policymakers, administrators, practitioners, and teachers by guiding them in creating inclusive and supportive learning environments that promote positive student experiences and academic success and suggesting the need for policies and practices that support inclusive education and foster positive school climates in multicultural classrooms.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138588216","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 qualities of a teacher are the essential factors that influence learners’ academic performance. Most of these qualities are acquired through retraining programmes. As a result of this, many in-service training programme have been on-going. This study was undertaken to ascertain the impact of SDGs retraining workshop on pedagogical competencies of primary school teachers. It is a descriptive survey design guided by four research questions. The population of the study consisted of 3,115 primary school teachers who participated in SDGs retraining workshops. Multistage sampling technique was used to select 360 teachers. The researchers developed a structured questionnaire titled primary school teachers’ pedagogical competence questionnaire (PSTPCQ, r=0.86). Mean and standard deviation were used to answer the research questions. The results of the data analysis revealed that the SDGs retraining workshops impacted basic science and technology teachers’ pedagogical competencies positively in areas of teaching methods, construction of instructional materials and assessment of learning outcomes but negatively on the out-of-class science teaching strategy. It was recommended among others that all primary school teachers should be given opportunity to attend the SDGs retraining workshop and that adequate fund should be made available for regular and consistent retraining programmes to ensure greater and effective instructional delivery of BST lessons.
{"title":"mpact of SDGs Retraining Workshops on Pedagogical Competencies of Primary School Teachers","authors":"L. Achimugu, Njoku Njoku, Sunday Yomi","doi":"10.22492/ije.11.3.07","DOIUrl":"https://doi.org/10.22492/ije.11.3.07","url":null,"abstract":"The qualities of a teacher are the essential factors that influence learners’ academic performance. Most of these qualities are acquired through retraining programmes. As a result of this, many in-service training programme have been on-going. This study was undertaken to ascertain the impact of SDGs retraining workshop on pedagogical competencies of primary school teachers. It is a descriptive survey design guided by four research questions. The population of the study consisted of 3,115 primary school teachers who participated in SDGs retraining workshops. Multistage sampling technique was used to select 360 teachers. The researchers developed a structured questionnaire titled primary school teachers’ pedagogical competence questionnaire (PSTPCQ, r=0.86). Mean and standard deviation were used to answer the research questions. The results of the data analysis revealed that the SDGs retraining workshops impacted basic science and technology teachers’ pedagogical competencies positively in areas of teaching methods, construction of instructional materials and assessment of learning outcomes but negatively on the out-of-class science teaching strategy. It was recommended among others that all primary school teachers should be given opportunity to attend the SDGs retraining workshop and that adequate fund should be made available for regular and consistent retraining programmes to ensure greater and effective instructional delivery of BST lessons.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138586213","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}
Suhaili Arifin, Noor Syamilah Zakaria, Wan Marzuki Wan Jaafar, N. Ghazali, Nor Shakirah Sakari
The main objective of this study is to investigate the level of counselling competencies among trainee counsellors in supervision. It also aims to analyze the relationship between frequency of supervisions with counselling competencies. This study was conducted among trainee counsellors (counselling students) from nine public universities all across Malaysia that offer bachelor programmes in counselling. The respondents consisted of n=204 trainee counsellors and n=62 lecturer supervisors who were selected in pairs using stratified random sampling. The Counselling Competencies Scale was used to assess the counselling competencies of trainee counsellors. The results of the study revealed that most of the respondents were at the “meets expectations” level of the counselling competency. The results also showed that there was a significant relationship between the frequency of supervisions with two sub-scales of counselling competency, namely professional behaviour (d=.180, p<.009) and counselling skills (d=.169, p<.019). This research finding has implications for the training field of counselling education in Malaysia. Additional research on other areas, such as the other contribution factors toward the trainee counsellor’s competency is needed for future studies.
{"title":"The Impact of Supervision Process toward Counselling Competencies among Malaysian Trainee Counsellors","authors":"Suhaili Arifin, Noor Syamilah Zakaria, Wan Marzuki Wan Jaafar, N. Ghazali, Nor Shakirah Sakari","doi":"10.22492/ije.11.3.05","DOIUrl":"https://doi.org/10.22492/ije.11.3.05","url":null,"abstract":"The main objective of this study is to investigate the level of counselling competencies among trainee counsellors in supervision. It also aims to analyze the relationship between frequency of supervisions with counselling competencies. This study was conducted among trainee counsellors (counselling students) from nine public universities all across Malaysia that offer bachelor programmes in counselling. The respondents consisted of n=204 trainee counsellors and n=62 lecturer supervisors who were selected in pairs using stratified random sampling. The Counselling Competencies Scale was used to assess the counselling competencies of trainee counsellors. The results of the study revealed that most of the respondents were at the “meets expectations” level of the counselling competency. The results also showed that there was a significant relationship between the frequency of supervisions with two sub-scales of counselling competency, namely professional behaviour (d=.180, p<.009) and counselling skills (d=.169, p<.019). This research finding has implications for the training field of counselling education in Malaysia. Additional research on other areas, such as the other contribution factors toward the trainee counsellor’s competency is needed for future studies.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138587908","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}
Sasipim Poompimol, P. Panjaburee, Pratchayapong Yasri, Khajornsak Buaraphan
The collaborative board game was predicted to be a potential game-based learning environment to improve students’ knowledge of cyberbullying and prevent cyberbullying behaviors. The games with the debriefing method could enhance the quality of the learning environment for improving the cognitive domain. Scholars pointed out that the well-designed debriefing method has been less explored during cyberbullying-related game playing. This study examines students’ cyberbullying knowledge and affection and the effects of debriefing preferences on the game. This study used a repeated measure quasi-experimental research method to explore 124 primary school students with different preferences of debriefing methods focusing on multimedia and non-multimedia functions. The two-way repeated measures ANOVA test was conducted to compare the knowledge and affection between groups of debriefing preferences. The findings of this study reveal that the students have slightly improved knowledge and affection. The collaborative multimedia debriefing group students showed the highest knowledge progression among the four groups. Meanwhile, students in the individual scaffolded debriefing group showed the most development of empathy and intention to defend. Students also had positive debriefing experiences with their methods and perceived that the learning environment helped them to improve their cyberbullying knowledge and encouraged their upstanding behaviors.
{"title":"Effects of Board Game with Different Debriefing Preferences on Cyberbullying Prevention","authors":"Sasipim Poompimol, P. Panjaburee, Pratchayapong Yasri, Khajornsak Buaraphan","doi":"10.22492/ije.11.3.10","DOIUrl":"https://doi.org/10.22492/ije.11.3.10","url":null,"abstract":"The collaborative board game was predicted to be a potential game-based learning environment to improve students’ knowledge of cyberbullying and prevent cyberbullying behaviors. The games with the debriefing method could enhance the quality of the learning environment for improving the cognitive domain. Scholars pointed out that the well-designed debriefing method has been less explored during cyberbullying-related game playing. This study examines students’ cyberbullying knowledge and affection and the effects of debriefing preferences on the game. This study used a repeated measure quasi-experimental research method to explore 124 primary school students with different preferences of debriefing methods focusing on multimedia and non-multimedia functions. The two-way repeated measures ANOVA test was conducted to compare the knowledge and affection between groups of debriefing preferences. The findings of this study reveal that the students have slightly improved knowledge and affection. The collaborative multimedia debriefing group students showed the highest knowledge progression among the four groups. Meanwhile, students in the individual scaffolded debriefing group showed the most development of empathy and intention to defend. Students also had positive debriefing experiences with their methods and perceived that the learning environment helped them to improve their cyberbullying knowledge and encouraged their upstanding behaviors.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138586817","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}
Hyunjin Jinna Kim, Yiren Kong, Carol Hernandez, Muhammad Soban
Student engagement in higher education has been a topic of discussion for decades, as student engagement directly indexes student retention, achievement, and career development. While previous research emphasizes the importance of effective teaching practices to increase student engagement in higher education, faculty and staff report institutional and professional challenges to increase interactions with students. This study highlights cases of successful teacher-student relationships that engendered positive student emotions and advanced student engagement in higher education settings. Using the thank-you note messages provided by students in a Thank-a-Teacher initiative, data were analyzed qualitatively through the theoretical principles of humanizing pedagogy (del Carmen Salazar, 2013). The findings indicate that the enactment of humanizing pedagogy through conveying emotions and forming positive teacher-student relationships made a meaningful impact on student motivation, engagement, and growth. Implications for the transformation and liberation of higher education through affect-driven pedagogy are discussed.
几十年来，学生在高等教育中的参与度一直是人们讨论的话题，因为学生参与度直接反映了学生的留校率、成绩和职业发展。虽然之前的研究强调了有效的教学实践对提高学生在高等教育中的参与度的重要性，但教职员工报告了增加与学生互动的制度和专业挑战。本研究强调了成功的师生关系在高等教育环境中产生积极的学生情绪和提高学生参与度的案例。使用感谢老师倡议中学生提供的感谢信信息，通过人性化教学法的理论原则对数据进行定性分析(del Carmen Salazar, 2013)。本研究结果显示，透过情感传递及建立积极的师生关系，实施人性化教学法，对学生的动机、投入及成长有显著影响。讨论了情感驱动教学法对高等教育转型和解放的影响。
{"title":"Student Emotions and Engagement: Enacting Humanizing Pedagogy in Higher Education","authors":"Hyunjin Jinna Kim, Yiren Kong, Carol Hernandez, Muhammad Soban","doi":"10.22492/ije.11.3.09","DOIUrl":"https://doi.org/10.22492/ije.11.3.09","url":null,"abstract":"Student engagement in higher education has been a topic of discussion for decades, as student engagement directly indexes student retention, achievement, and career development. While previous research emphasizes the importance of effective teaching practices to increase student engagement in higher education, faculty and staff report institutional and professional challenges to increase interactions with students. This study highlights cases of successful teacher-student relationships that engendered positive student emotions and advanced student engagement in higher education settings. Using the thank-you note messages provided by students in a Thank-a-Teacher initiative, data were analyzed qualitatively through the theoretical principles of humanizing pedagogy (del Carmen Salazar, 2013). The findings indicate that the enactment of humanizing pedagogy through conveying emotions and forming positive teacher-student relationships made a meaningful impact on student motivation, engagement, and growth. Implications for the transformation and liberation of higher education through affect-driven pedagogy are discussed.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138588581","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}
Higher education institutions increasingly embrace hybrid learning to offer adaptable and variable educational techniques. After the COVID-19 limits were loosened, students could now take in-person and online courses simultaneously. Students engaged in distance learning for almost three years gradually return to class. Although hybrid learning has been the subject of numerous research among typical college students, little is known about how this method of instruction affects individuals with special needs. This descriptive qualitative study examined their opinions and experiences in hybrid learning environments to close this gap. Semi-structured interviews and theme content analysis were used. This study includes students with various diagnoses, including sensory impairments, learning disabilities, physical impairments, and social, emotional, and behavioral disorders. Findings revealed that students’ experiences with hybrid learning were marked by efficient learning, safe feeling, a sense of belonging, and expectation setting. College students with special education needs can benefit from efficient learning and a safe feeling. However, it presented difficulties in establishing a sense of belonging and clearly defining expectations, highlighting the need for customized approaches to satisfy their various needs.
{"title":"Hybrid Learning Experiences of College Students with Special Education Needs","authors":"Jennifer B. Fabula","doi":"10.22492/ije.11.3.02","DOIUrl":"https://doi.org/10.22492/ije.11.3.02","url":null,"abstract":"Higher education institutions increasingly embrace hybrid learning to offer adaptable and variable educational techniques. After the COVID-19 limits were loosened, students could now take in-person and online courses simultaneously. Students engaged in distance learning for almost three years gradually return to class. Although hybrid learning has been the subject of numerous research among typical college students, little is known about how this method of instruction affects individuals with special needs. This descriptive qualitative study examined their opinions and experiences in hybrid learning environments to close this gap. Semi-structured interviews and theme content analysis were used. This study includes students with various diagnoses, including sensory impairments, learning disabilities, physical impairments, and social, emotional, and behavioral disorders. Findings revealed that students’ experiences with hybrid learning were marked by efficient learning, safe feeling, a sense of belonging, and expectation setting. College students with special education needs can benefit from efficient learning and a safe feeling. However, it presented difficulties in establishing a sense of belonging and clearly defining expectations, highlighting the need for customized approaches to satisfy their various needs.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138589446","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}
Even though inclusion is a strong principle in the Norwegian educational system, there are challenges when it comes to creating inclusive learning environments. This study investigates the following: a) What challenges are there in the learning environment in primary school from a teacher’s perspective, and b) what strategies do teachers employ to address these challenges and create an inclusive learning environment? The framework for data collection in this study has been a project called SAMM: A Systematic approach to work with mastery, participation, and motivation, where a method based on health promotion theory and self-determination theory has been developed and applied. Ten teachers were interviewed, after applying a five-step method where the students identify what is important for them, success factors and obstacles, and make plans regarding what to focus on and what to do. The teachers interviewed applied the five-step method with focus on life mastery, subjects, or the social environment. A summative, traditional content analysis has been conducted, based on categories identified in a preliminary study, which investigates challenges and solutions in a diverse learning environment from a student’s perspective. The three main categories in the analysis were relational challenges, structural challenges, and individual challenges. The study concludes that it is important to work systematically and over time to create an inclusive learning environment. In line with different studies that have investigated interventions for children with behavioural problems in middle school, it is also recommended to facilitate self-regulation and choice-making to create an inclusive learning environment.
{"title":"Strategies to Succeed with Inclusion in a Diverse Learning Environment","authors":"May Olaug Olaug Horverak","doi":"10.22492/ije.11.3.01","DOIUrl":"https://doi.org/10.22492/ije.11.3.01","url":null,"abstract":"Even though inclusion is a strong principle in the Norwegian educational system, there are challenges when it comes to creating inclusive learning environments. This study investigates the following: a) What challenges are there in the learning environment in primary school from a teacher’s perspective, and b) what strategies do teachers employ to address these challenges and create an inclusive learning environment? The framework for data collection in this study has been a project called SAMM: A Systematic approach to work with mastery, participation, and motivation, where a method based on health promotion theory and self-determination theory has been developed and applied. Ten teachers were interviewed, after applying a five-step method where the students identify what is important for them, success factors and obstacles, and make plans regarding what to focus on and what to do. The teachers interviewed applied the five-step method with focus on life mastery, subjects, or the social environment. A summative, traditional content analysis has been conducted, based on categories identified in a preliminary study, which investigates challenges and solutions in a diverse learning environment from a student’s perspective. The three main categories in the analysis were relational challenges, structural challenges, and individual challenges. The study concludes that it is important to work systematically and over time to create an inclusive learning environment. In line with different studies that have investigated interventions for children with behavioural problems in middle school, it is also recommended to facilitate self-regulation and choice-making to create an inclusive learning environment.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138586338","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 paper aimed at exploring intercultural communication as a means to promote inclusivity in diverse organisations. The study adopted a case study design with qualitative data. A semi-structured interview guide with open-ended questions was utilised as the main data collection tool from a sample of ten purposively selected professionals from the departments responsible for transformation, employment equity, and diversity; human resources development, corporate affairs, and marketing. The study’s findings showed that the university lacked a well-thought-out action plan for taking a deliberate approach to intercultural communication as a means to promote inclusivity. In particular, the staff felt that there was no deliberate attempt to guarantee that intercultural communication was handled uniformly throughout the university and that communication strategy documents did not offer direction regarding how successful intercultural communication could take place. The university’s current practices in relation to cultural awareness and training initiatives only focus on cultural diversity and should be amplified to include raising awareness of how intercultural communication can unify people who differ culturally towards a common purpose. Furthermore, the university should consider expanding its current cultural diversity training programmes to include training on intercultural communication dimensions. Cultural awareness campaigns in the form of information fliers, cultural events, and cultural training sessions should form an integral part of intercultural communication enhancement initiatives.
{"title":"Exploring Intercultural Communication as a Means to Promote Inclusivity in Diverse Organisations: A Study in a South African University","authors":"Maria Mushaathoni","doi":"10.22492/ije.11.3.08","DOIUrl":"https://doi.org/10.22492/ije.11.3.08","url":null,"abstract":"The paper aimed at exploring intercultural communication as a means to promote inclusivity in diverse organisations. The study adopted a case study design with qualitative data. A semi-structured interview guide with open-ended questions was utilised as the main data collection tool from a sample of ten purposively selected professionals from the departments responsible for transformation, employment equity, and diversity; human resources development, corporate affairs, and marketing. The study’s findings showed that the university lacked a well-thought-out action plan for taking a deliberate approach to intercultural communication as a means to promote inclusivity. In particular, the staff felt that there was no deliberate attempt to guarantee that intercultural communication was handled uniformly throughout the university and that communication strategy documents did not offer direction regarding how successful intercultural communication could take place. The university’s current practices in relation to cultural awareness and training initiatives only focus on cultural diversity and should be amplified to include raising awareness of how intercultural communication can unify people who differ culturally towards a common purpose. Furthermore, the university should consider expanding its current cultural diversity training programmes to include training on intercultural communication dimensions. Cultural awareness campaigns in the form of information fliers, cultural events, and cultural training sessions should form an integral part of intercultural communication enhancement initiatives.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138586685","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 COVID-19 pandemic had has a impact on education in Bangladesh, especially for rural areas students. This research was conducted in the South Bali Para village of Trishal Upazila in Mymensingh and focused to investigate the difficulties faced by rural students in terms of accessing and adjusting to online education during the pandemic. A sample of 300 students from primary to higher secondary levels was surveyed, and empirical research revealed that economic hardship and lack of access to online education were the primary concerns for rural students. This contrasts with urban students, who were primarily affected by mental health issues. According to the research findings, more than 60% of households in rural areas lacked internet access or smartphones, despite the fact that approximately 70% of primary, lower, and higher secondary students resided in these regions. Efforts to provide remote learning through methods such as television or multimedia classrooms in remote areas did not effectively support rural students in their online education during the pandemic. Therefore, the study highlights the socioeconomic challenges and costs of pandemic-led online education in rural Bangladesh, including the increased risk of dropouts and child marriages. The findings emphasize the urgent need for an inclusive and accessible strategy for remote learning that specifically addresses the needs of the poorest and most vulnerable students in Bangladesh.
{"title":"Pandemic-Led Challenges for Rural Students in Bangladesh","authors":"Md Monirul Islam, S. Shaheen, Ratan Kumar Roy, Aminul Islam, Md Daloar Hossain","doi":"10.22492/ije.11.3.06","DOIUrl":"https://doi.org/10.22492/ije.11.3.06","url":null,"abstract":"The COVID-19 pandemic had has a impact on education in Bangladesh, especially for rural areas students. This research was conducted in the South Bali Para village of Trishal Upazila in Mymensingh and focused to investigate the difficulties faced by rural students in terms of accessing and adjusting to online education during the pandemic. A sample of 300 students from primary to higher secondary levels was surveyed, and empirical research revealed that economic hardship and lack of access to online education were the primary concerns for rural students. This contrasts with urban students, who were primarily affected by mental health issues. According to the research findings, more than 60% of households in rural areas lacked internet access or smartphones, despite the fact that approximately 70% of primary, lower, and higher secondary students resided in these regions. Efforts to provide remote learning through methods such as television or multimedia classrooms in remote areas did not effectively support rural students in their online education during the pandemic. Therefore, the study highlights the socioeconomic challenges and costs of pandemic-led online education in rural Bangladesh, including the increased risk of dropouts and child marriages. The findings emphasize the urgent need for an inclusive and accessible strategy for remote learning that specifically addresses the needs of the poorest and most vulnerable students in Bangladesh.","PeriodicalId":52248,"journal":{"name":"IAFOR Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138587659","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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