Pub Date : 2024-01-08DOI: 10.3389/feduc.2023.1284177
Gao Wang, Guiyun Chen, Bichun Li
Developing a pleasant and supportive emotional bond with teachers might help students feel more at home at school. However, research on the relationship between positive teacher–student relationships and students’ feelings of belonging in university settings is scarce. Using data from 426 student surveys, this study estimated the moderated mediation model which is generated based on attachment theory and reciprocity theory. As a result, teacher–student reciprocity increases students’ sense of belonging to the university, and teacher–student attachment moderates this effect. The effects of teacher-student reciprocity and teacher-student attachment on students’ sense of belonging to the institution are positively moderated by social group attachment. This work contributes to the study of the sense of belonging by expanding on the applications of attachment theory and reciprocity theory. This research has a practical application.
{"title":"The effects of teacher–student reciprocity on students’ sense of belonging to the university; a moderated mediation model","authors":"Gao Wang, Guiyun Chen, Bichun Li","doi":"10.3389/feduc.2023.1284177","DOIUrl":"https://doi.org/10.3389/feduc.2023.1284177","url":null,"abstract":"Developing a pleasant and supportive emotional bond with teachers might help students feel more at home at school. However, research on the relationship between positive teacher–student relationships and students’ feelings of belonging in university settings is scarce. Using data from 426 student surveys, this study estimated the moderated mediation model which is generated based on attachment theory and reciprocity theory. As a result, teacher–student reciprocity increases students’ sense of belonging to the university, and teacher–student attachment moderates this effect. The effects of teacher-student reciprocity and teacher-student attachment on students’ sense of belonging to the institution are positively moderated by social group attachment. This work contributes to the study of the sense of belonging by expanding on the applications of attachment theory and reciprocity theory. This research has a practical application.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"5 9","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139446954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-08DOI: 10.3389/feduc.2023.1261829
Raúl Prada Núñez, Marcos V. Rabelo Procopio, R. Fernández-Cézar, N. Solano-Pinto
The literature review indicates that age is a variable related to the students' affect toward mathematics in such a way that the older they are, the less affection they feel for mathematics. In the case of the Department of Norte de Santander, the administration is going to carry out an educational program for 2050, whose aim is to make this region a science, technology, engineering, arts, mathematics (STEAM) territory, for which it is necessary for students, regardless of the grade, to reach optimum levels in the management of mathematical competencies. Therefore, having a picture of the department's situation in this respect is relevant. To this end, this research aims to apply a quantitative and descriptive methodology on the affective domain and achievement in mathematics to determine whether these vary with the students' grade level. A non-probabilistic sample of 2,729 students from fourth to eleventh grades (9 to 18 years old) from 13 educational institutions in a region of northwestern Colombia was used. The instrument used characterized the affective domain toward mathematics (attitudes, beliefs, and emotions) and math achievement, taking grade as the independent variable. A multiple correspondence analysis (MCA) was carried out to depict the affective domain toward mathematics in relation to grade level, considering whether students like the subject and achievement as factors. The results allow us to identify that for beliefs and attitudes, the favorable values are located toward the positive axis of the abscissae, contrary to what is found for emotions. It is noteworthy that students in the lowest grade, fourth grade, show positive beliefs, attitudes, and emotions toward mathematics as well as high achievement, while those in the last grade, eleventh grade, show low values of the three components, besides low performance. This situation is worrying as mathematical knowledge is integral to everyday life and is necessary for citizens in the development of any profession. For this reason, relevant administration should take this into consideration when developing the STEAM program in order to promote an improvement in mathematical performance by supporting students in developing their affect toward mathematics.
{"title":"Affective domain and mathematics achievement of Colombian students under multiple correspondence analysis","authors":"Raúl Prada Núñez, Marcos V. Rabelo Procopio, R. Fernández-Cézar, N. Solano-Pinto","doi":"10.3389/feduc.2023.1261829","DOIUrl":"https://doi.org/10.3389/feduc.2023.1261829","url":null,"abstract":"The literature review indicates that age is a variable related to the students' affect toward mathematics in such a way that the older they are, the less affection they feel for mathematics. In the case of the Department of Norte de Santander, the administration is going to carry out an educational program for 2050, whose aim is to make this region a science, technology, engineering, arts, mathematics (STEAM) territory, for which it is necessary for students, regardless of the grade, to reach optimum levels in the management of mathematical competencies. Therefore, having a picture of the department's situation in this respect is relevant. To this end, this research aims to apply a quantitative and descriptive methodology on the affective domain and achievement in mathematics to determine whether these vary with the students' grade level. A non-probabilistic sample of 2,729 students from fourth to eleventh grades (9 to 18 years old) from 13 educational institutions in a region of northwestern Colombia was used. The instrument used characterized the affective domain toward mathematics (attitudes, beliefs, and emotions) and math achievement, taking grade as the independent variable. A multiple correspondence analysis (MCA) was carried out to depict the affective domain toward mathematics in relation to grade level, considering whether students like the subject and achievement as factors. The results allow us to identify that for beliefs and attitudes, the favorable values are located toward the positive axis of the abscissae, contrary to what is found for emotions. It is noteworthy that students in the lowest grade, fourth grade, show positive beliefs, attitudes, and emotions toward mathematics as well as high achievement, while those in the last grade, eleventh grade, show low values of the three components, besides low performance. This situation is worrying as mathematical knowledge is integral to everyday life and is necessary for citizens in the development of any profession. For this reason, relevant administration should take this into consideration when developing the STEAM program in order to promote an improvement in mathematical performance by supporting students in developing their affect toward mathematics.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"30 14","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139444996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-08DOI: 10.3389/feduc.2023.1322323
Alfonso Bonhomme, María Teresa Rojas
Since the beginning of the pandemic, the discourse on mental health has strongly permeated educational spaces. This is evidenced by the proliferation of policies and initiatives related to Social and Emotional Learning (SEL), which urgently emphasize socio-emotional development and the psychological and subjective well-being of students. This phenomenon makes it necessary to study how professionals should take responsibility and implement a series of practices to respond to these initiatives and policies, many of which are improvised and poorly understood by the community. The aim of this article is to analyze the narratives of professionalization produced by educational agents responsible for implementing SEL policies in Chilean schools. For this purpose, in-depth narrative interviews were conducted with 12 primary education actors, including principals, educational psychologists, school climate coordinators, and homeroom teachers. The participants were selected from different types of educational institutions, including public schools, subsidized private schools, and private schools. Through an inductive Reflexive Thematic Analysis (RTA), two main themes were identified that articulate the professional experience of implementing SEL policies among the interviewees: (1) commitment to SEL and the (dis)continuities between institutions and personal efforts, and (2) initial and ongoing training for the implementation of SEL. Moreover, from these two proposed themes, various sub-themes emerged, classified according to the types of professionals interviewed and the complexities associated with the types of schools where they work. These sub-themes demonstrate how discourses on the emotional dimension and SEL in schools translate into concrete implications, both subjective and material, regarding the daily work of the interviewees. Finally, the article discusses the complexity arising from the narrative differences among professionals, particularly in terms of their initial and ongoing training, as well as the importance of shared commitments among communities in recognizing the work carried out by these professionals.
自大流行病开始以来，有关心理健康的讨论已强烈地渗透到教育领域。与 "社会和情感学习"（SEL）相关的政策和倡议激增，迫切强调学生的社会情感发展以及心理和主观幸福感，就证明了这一点。这种现象使得我们有必要研究专业人员应如何承担责任并实施一系列做法，以应对这些倡议和政策，其中许多倡议和政策都是临时制定的，社会各界对其了解甚少。本文旨在分析智利学校中负责实施 SEL 政策的教育工作者的专业化叙事。为此，我们对 12 名小学教育工作者进行了深度叙事访谈，其中包括校长、教育心理学家、学校氛围协调员和班主任。访谈对象来自不同类型的教育机构，包括公立学校、受资助私立学校和私立学校。通过归纳式反思主题分析法（RTA），我们确定了两大主题来阐述受访者实施 SEL 政策的专业经验：（1）对 SEL 的承诺以及机构与个人努力之间的（不）连续性；（2）实施 SEL 的初始培训和持续培训。此外，根据受访专业人员的类型以及他们所工作的学校类型相关的复杂性，从这两个拟议的主题中又产生了各种次主题。这些次主题表明，关于情感维度和学校中的 SEL 的论述是如何转化为受访者日常工作的具体影响的，包括主观影响和物质影响。最后，文章讨论了专业人员之间的叙述差异所产生的复杂性，特别是在他们的初始培训和持续培训方面，以及社区在认可这些专业人员所开展的工作时共同承诺的重要性。
{"title":"Commitment and training: professionalization narratives in the implementation of social and emotional learning policies in Chilean schools","authors":"Alfonso Bonhomme, María Teresa Rojas","doi":"10.3389/feduc.2023.1322323","DOIUrl":"https://doi.org/10.3389/feduc.2023.1322323","url":null,"abstract":"Since the beginning of the pandemic, the discourse on mental health has strongly permeated educational spaces. This is evidenced by the proliferation of policies and initiatives related to Social and Emotional Learning (SEL), which urgently emphasize socio-emotional development and the psychological and subjective well-being of students. This phenomenon makes it necessary to study how professionals should take responsibility and implement a series of practices to respond to these initiatives and policies, many of which are improvised and poorly understood by the community. The aim of this article is to analyze the narratives of professionalization produced by educational agents responsible for implementing SEL policies in Chilean schools. For this purpose, in-depth narrative interviews were conducted with 12 primary education actors, including principals, educational psychologists, school climate coordinators, and homeroom teachers. The participants were selected from different types of educational institutions, including public schools, subsidized private schools, and private schools. Through an inductive Reflexive Thematic Analysis (RTA), two main themes were identified that articulate the professional experience of implementing SEL policies among the interviewees: (1) commitment to SEL and the (dis)continuities between institutions and personal efforts, and (2) initial and ongoing training for the implementation of SEL. Moreover, from these two proposed themes, various sub-themes emerged, classified according to the types of professionals interviewed and the complexities associated with the types of schools where they work. These sub-themes demonstrate how discourses on the emotional dimension and SEL in schools translate into concrete implications, both subjective and material, regarding the daily work of the interviewees. Finally, the article discusses the complexity arising from the narrative differences among professionals, particularly in terms of their initial and ongoing training, as well as the importance of shared commitments among communities in recognizing the work carried out by these professionals.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"23 3","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139446053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-08DOI: 10.3389/feduc.2023.1217317
Anibal Diaz-Lazo, Aldo Alvarez-Risco, Carlo Cordova Rosales, Sandra Cori Rosales, Mely Ruiz-Aquino, Shyla Del-Aguila-Arcentales, Neal M. Davies, Christian R. Mejia, Jaime A. Yáñez
Coronavirus SARS-CoV-2 had an impact on health and education, among other subjects. It caused changes in teaching medicine. The objective of the study was to determine student satisfaction in the subjects of the clinical area in a medical school during the coronavirus SARS-CoV-2 pandemic.The current study has an observational, descriptive, and cross-sectional design. The sample consisted of 119 students. Inclusion criteria included being a student enrolled in the 2021–2022 semester, between the VI and XII semesters in a medical school.It was found that the median age was 21 years; 68 (57.1%) were men. Overall student satisfaction was 67.1%. High student satisfaction was found in the dimension development of professional skills (84.9%), achievement of student expectations (69.7%), and virtual assistance (67.2%) at a medium level of student satisfaction. Flexibility in learning (64.7%), the use of infrastructure and facilities (61.7%), and the use of educational resources (61.3%) were reported.The students were generally satisfied with the dynamic communication of the teachers, especially concerning promoting student participation (79%).
{"title":"Student satisfaction in clinical area subjects during the COVID-19 pandemic in a medical school","authors":"Anibal Diaz-Lazo, Aldo Alvarez-Risco, Carlo Cordova Rosales, Sandra Cori Rosales, Mely Ruiz-Aquino, Shyla Del-Aguila-Arcentales, Neal M. Davies, Christian R. Mejia, Jaime A. Yáñez","doi":"10.3389/feduc.2023.1217317","DOIUrl":"https://doi.org/10.3389/feduc.2023.1217317","url":null,"abstract":"Coronavirus SARS-CoV-2 had an impact on health and education, among other subjects. It caused changes in teaching medicine. The objective of the study was to determine student satisfaction in the subjects of the clinical area in a medical school during the coronavirus SARS-CoV-2 pandemic.The current study has an observational, descriptive, and cross-sectional design. The sample consisted of 119 students. Inclusion criteria included being a student enrolled in the 2021–2022 semester, between the VI and XII semesters in a medical school.It was found that the median age was 21 years; 68 (57.1%) were men. Overall student satisfaction was 67.1%. High student satisfaction was found in the dimension development of professional skills (84.9%), achievement of student expectations (69.7%), and virtual assistance (67.2%) at a medium level of student satisfaction. Flexibility in learning (64.7%), the use of infrastructure and facilities (61.7%), and the use of educational resources (61.3%) were reported.The students were generally satisfied with the dynamic communication of the teachers, especially concerning promoting student participation (79%).","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"31 9","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139447477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-08DOI: 10.3389/feduc.2023.1321206
Elizabeth Winters, William G. Mitchell, Kris P. Jeremy, Mirza M. F. Subhan
Online examinations are becoming increasingly incorporated into higher education. However, Biomedical Science students’ perspectives on exam format preferences remains unexplored. This study aims to investigate exam format preferences and attitudes of these students.A self-reported survey of 31 questions on online exam perceptions was utilized and composed of six dimensions: affective factors, validity, practicality, reliability, security, and pedagogy. Scores measured student attitudes around online exams. Additionally, categorical questions examined attitudes around open-book online exams (OBOEs), closed-book online exams (CBOEs), and paper-based exams (PBEs). Qualitative analysis was conducted via the use of open-ended questions and a focus group on five participants. The questionnaire was distributed to undergraduates and 146 students responded across six different programmes.The findings revealed that 57.5% of students preferred OBOEs while only 19.9% preferred PBEs. OBOEs were perceived as more favorable in all six dimensions and superior in terms of reducing stress, ensuring fairness, allowing demonstration of understanding, and retaining information. Gender had no statistically significant influence on perception. However, programme statistically significantly affected responses. Qualitative data supported the main statistical analysis and identified a trade-off between the ability to retain information with PBEs, despite the stress and better demonstration of understanding with OBOEs.Overall, OBOEs were viewed positively and were well accepted; they are anticipated to be a dominant examination format at the UoP. Institutions wishing to implement online exams should consider the perceived benefits they have over traditional exams. These findings contribute to the understanding of students’ perceptions of exam formats, which can inform their design and application in higher education. Further research should explore the perceptions of other disciplines and identify ways to address any challenges associated with online exams.
{"title":"Comparison of biomedical science students’ perceptions of online versus paper-based examinations","authors":"Elizabeth Winters, William G. Mitchell, Kris P. Jeremy, Mirza M. F. Subhan","doi":"10.3389/feduc.2023.1321206","DOIUrl":"https://doi.org/10.3389/feduc.2023.1321206","url":null,"abstract":"Online examinations are becoming increasingly incorporated into higher education. However, Biomedical Science students’ perspectives on exam format preferences remains unexplored. This study aims to investigate exam format preferences and attitudes of these students.A self-reported survey of 31 questions on online exam perceptions was utilized and composed of six dimensions: affective factors, validity, practicality, reliability, security, and pedagogy. Scores measured student attitudes around online exams. Additionally, categorical questions examined attitudes around open-book online exams (OBOEs), closed-book online exams (CBOEs), and paper-based exams (PBEs). Qualitative analysis was conducted via the use of open-ended questions and a focus group on five participants. The questionnaire was distributed to undergraduates and 146 students responded across six different programmes.The findings revealed that 57.5% of students preferred OBOEs while only 19.9% preferred PBEs. OBOEs were perceived as more favorable in all six dimensions and superior in terms of reducing stress, ensuring fairness, allowing demonstration of understanding, and retaining information. Gender had no statistically significant influence on perception. However, programme statistically significantly affected responses. Qualitative data supported the main statistical analysis and identified a trade-off between the ability to retain information with PBEs, despite the stress and better demonstration of understanding with OBOEs.Overall, OBOEs were viewed positively and were well accepted; they are anticipated to be a dominant examination format at the UoP. Institutions wishing to implement online exams should consider the perceived benefits they have over traditional exams. These findings contribute to the understanding of students’ perceptions of exam formats, which can inform their design and application in higher education. Further research should explore the perceptions of other disciplines and identify ways to address any challenges associated with online exams.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"41 11","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139447579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-08DOI: 10.3389/feduc.2023.1306568
Patricia D. Simon, Luke K. Fryer, Kaori Nakao
Learning occurs best when students are given opportunities to be active participants in the learning process. As assessment strategies are being forced to change in the era of Generative AI, and as digital technologies continue to integrate with education, it becomes imperative to gather information on current approaches to evaluating student participation. This mini-review aimed to identify existing methods used by higher education teachers to assess participation in both physical and virtual classrooms. It also aimed to identify common issues that are anticipated to impact future developments in this area. To achieve these objectives, articles were downloaded from the ERIC database. The search phrase “assessment of class participation” was utilized. Search was limited to peer-reviewed articles written in English. The educational level was limited to “higher education” and “postsecondary education” in the search. From the 2,320 articles that came up, titles and abstracts were screened and 65 articles were retained. After reading the full text, a total of 45 articles remained for analysis, all published between 2005 and 2023. Using thematic analysis, the following categories were formed: innovations in assessing class participation, criteria-related issues, and issue of fairness in assessing class participation. As education becomes more reliant on technology, we need to be cognizant of issues that came up in this review regarding inequity of educational access and opportunity, and to develop solutions that would promote equitable learning. We therefore call for more equity-focused innovation, policymaking, and pedagogy for more inclusive classroom environments. More implications and potential directions for research are discussed.
{"title":"Assessing class participation in physical and virtual spaces: current approaches and issues","authors":"Patricia D. Simon, Luke K. Fryer, Kaori Nakao","doi":"10.3389/feduc.2023.1306568","DOIUrl":"https://doi.org/10.3389/feduc.2023.1306568","url":null,"abstract":"Learning occurs best when students are given opportunities to be active participants in the learning process. As assessment strategies are being forced to change in the era of Generative AI, and as digital technologies continue to integrate with education, it becomes imperative to gather information on current approaches to evaluating student participation. This mini-review aimed to identify existing methods used by higher education teachers to assess participation in both physical and virtual classrooms. It also aimed to identify common issues that are anticipated to impact future developments in this area. To achieve these objectives, articles were downloaded from the ERIC database. The search phrase “assessment of class participation” was utilized. Search was limited to peer-reviewed articles written in English. The educational level was limited to “higher education” and “postsecondary education” in the search. From the 2,320 articles that came up, titles and abstracts were screened and 65 articles were retained. After reading the full text, a total of 45 articles remained for analysis, all published between 2005 and 2023. Using thematic analysis, the following categories were formed: innovations in assessing class participation, criteria-related issues, and issue of fairness in assessing class participation. As education becomes more reliant on technology, we need to be cognizant of issues that came up in this review regarding inequity of educational access and opportunity, and to develop solutions that would promote equitable learning. We therefore call for more equity-focused innovation, policymaking, and pedagogy for more inclusive classroom environments. More implications and potential directions for research are discussed.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"17 3","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139445725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-08DOI: 10.3389/feduc.2023.1278717
J. M. Morales Rocha, Mario Aurelio Coyla Zela, Genciana Serruto Medina, Nakaday Irazema Vargas Torres, Vitelio Asencios Tarazona, Gregorio Arroyo Japura, José Oscar Huanca Frias
The educational context in the Peruvian Amazon is moderately complex because of the interaction between students from 23 indigenous peoples, with a preponderance of Shipibo-Conibo, Ashaninka, Awajun, Shawi, Yanesha, Wampis, Quechua, and Cacataibo, among the most representative and in that order, with culturally different knowledge and worldviews. Thus, the university becomes a center of tolerance, recognizing and accepting the identity of others and coexisting with mestizo students from urban areas. This study aimed to determine the sociocultural and educational factors influencing academic performance in a virtual teaching context for intercultural university education in the Peruvian Amazon. A neural network model was applied to a sample of 162 students from a population of 1,835 students at an intercultural university in the Peruvian Amazon. Furthermore, 54% of the students are of mestizo origin, and 46% belong to the indigenous population. It was concluded that economic dependence on the family, failing midterm exams, feeling isolated and alone, and conflicts with a family member influence academic performance.
{"title":"Sociocultural factors, academic performance, and intercultural university education in the Peruvian Amazon","authors":"J. M. Morales Rocha, Mario Aurelio Coyla Zela, Genciana Serruto Medina, Nakaday Irazema Vargas Torres, Vitelio Asencios Tarazona, Gregorio Arroyo Japura, José Oscar Huanca Frias","doi":"10.3389/feduc.2023.1278717","DOIUrl":"https://doi.org/10.3389/feduc.2023.1278717","url":null,"abstract":"The educational context in the Peruvian Amazon is moderately complex because of the interaction between students from 23 indigenous peoples, with a preponderance of Shipibo-Conibo, Ashaninka, Awajun, Shawi, Yanesha, Wampis, Quechua, and Cacataibo, among the most representative and in that order, with culturally different knowledge and worldviews. Thus, the university becomes a center of tolerance, recognizing and accepting the identity of others and coexisting with mestizo students from urban areas. This study aimed to determine the sociocultural and educational factors influencing academic performance in a virtual teaching context for intercultural university education in the Peruvian Amazon. A neural network model was applied to a sample of 162 students from a population of 1,835 students at an intercultural university in the Peruvian Amazon. Furthermore, 54% of the students are of mestizo origin, and 46% belong to the indigenous population. It was concluded that economic dependence on the family, failing midterm exams, feeling isolated and alone, and conflicts with a family member influence academic performance.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"40 20","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139448205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-08DOI: 10.3389/feduc.2023.1327641
Y. Echegoyen-Sanz, Álvaro Morote, A. Martín-Ezpeleta
Teacher training is a strategic aspect to achieve quality education and, therefore, bring closer Horizon 2030 and sustainability. The aim of this work is to present the outcome of an innovative transdisciplinary educational proposal with 176 primary teachers in training with the goal of raising their sustainability awareness. It was implemented at the same time in a Social sciences subject and in an Social sciences one demonstrating both its transdisciplinary nature and the fact that sustainability is a transversal aspect in the curriculum. A mixed methods research design was used. Work products were analyzed, such as the creation of a digital story for children about sustainability and some related activities. In addition, the perceived impact of the educational experience in the teaching-learning process and sustainability attitudes were assessed using two validated questionnaires. The results show a high level of perception of the impact of the experience in the motivation of preservice teachers, the learning of concepts related to the subject, and, especially, the usefulness of this proposal for their professional future. Furthermore, their sustainability attitudes at the end of the semester were very high, with scores above 4 (out of 5) for all measured dimensions. The relevance of advocating for a transdisciplinary education for sustainability, which begins in teacher training faculties, is concluded.
{"title":"Transdisciplinary education for sustainability. Creativity and awareness in teacher training","authors":"Y. Echegoyen-Sanz, Álvaro Morote, A. Martín-Ezpeleta","doi":"10.3389/feduc.2023.1327641","DOIUrl":"https://doi.org/10.3389/feduc.2023.1327641","url":null,"abstract":"Teacher training is a strategic aspect to achieve quality education and, therefore, bring closer Horizon 2030 and sustainability. The aim of this work is to present the outcome of an innovative transdisciplinary educational proposal with 176 primary teachers in training with the goal of raising their sustainability awareness. It was implemented at the same time in a Social sciences subject and in an Social sciences one demonstrating both its transdisciplinary nature and the fact that sustainability is a transversal aspect in the curriculum. A mixed methods research design was used. Work products were analyzed, such as the creation of a digital story for children about sustainability and some related activities. In addition, the perceived impact of the educational experience in the teaching-learning process and sustainability attitudes were assessed using two validated questionnaires. The results show a high level of perception of the impact of the experience in the motivation of preservice teachers, the learning of concepts related to the subject, and, especially, the usefulness of this proposal for their professional future. Furthermore, their sustainability attitudes at the end of the semester were very high, with scores above 4 (out of 5) for all measured dimensions. The relevance of advocating for a transdisciplinary education for sustainability, which begins in teacher training faculties, is concluded.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"33 7","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139445241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-08DOI: 10.3389/feduc.2023.1331607
Ryan Thomas Williams
Incorporating artificial intelligence (AI) into education, specifically through generative chatbots, can transform teaching and learning for education professionals in both administrative and pedagogical ways. However, the ethical implications of using generative chatbots in education must be carefully considered. Ethical concerns about advanced chatbots have yet to be explored in the education sector. This short article introduces the ethical concerns associated with introducing platforms such as ChatGPT in education. The article outlines how handling sensitive student data by chatbots presents significant privacy challenges, thus requiring adherence to data protection regulations, which may not always be possible. It highlights the risk of algorithmic bias in chatbots, which could perpetuate societal biases, which can be problematic. The article also examines the balance between fostering student autonomy in learning and the potential impact on academic self-efficacy, noting the risk of over-reliance on AI for educational purposes. Plagiarism continues to emerge as a critical ethical concern, with AI-generated content threatening academic integrity. The article advocates for comprehensive measures to address these ethical issues, including clear policies, advanced plagiarism detection techniques, and innovative assessment methods. By addressing these ethical challenges, the article argues that educators, AI developers, policymakers, and students can fully harness the potential of chatbots in education, creating a more inclusive, empowering, and ethically sound educational future.
{"title":"The ethical implications of using generative chatbots in higher education","authors":"Ryan Thomas Williams","doi":"10.3389/feduc.2023.1331607","DOIUrl":"https://doi.org/10.3389/feduc.2023.1331607","url":null,"abstract":"Incorporating artificial intelligence (AI) into education, specifically through generative chatbots, can transform teaching and learning for education professionals in both administrative and pedagogical ways. However, the ethical implications of using generative chatbots in education must be carefully considered. Ethical concerns about advanced chatbots have yet to be explored in the education sector. This short article introduces the ethical concerns associated with introducing platforms such as ChatGPT in education. The article outlines how handling sensitive student data by chatbots presents significant privacy challenges, thus requiring adherence to data protection regulations, which may not always be possible. It highlights the risk of algorithmic bias in chatbots, which could perpetuate societal biases, which can be problematic. The article also examines the balance between fostering student autonomy in learning and the potential impact on academic self-efficacy, noting the risk of over-reliance on AI for educational purposes. Plagiarism continues to emerge as a critical ethical concern, with AI-generated content threatening academic integrity. The article advocates for comprehensive measures to address these ethical issues, including clear policies, advanced plagiarism detection techniques, and innovative assessment methods. By addressing these ethical challenges, the article argues that educators, AI developers, policymakers, and students can fully harness the potential of chatbots in education, creating a more inclusive, empowering, and ethically sound educational future.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"44 8","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139446338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-08DOI: 10.3389/feduc.2023.1304016
Manuel Fernández Cruz, Daniel Álvarez Ferrándiz, F. B. Fernández García-Valdecasas, Esther González Castellón
University dropout is a major problem that affects more than 31,000 students each year in Andalusian universities, with serious personal and social consequences and an economic cost of more than 222 million euros for the region’s public administration. As concluded from the review of explanatory models we reviewed, dropout has a multicausal origin. The purpose of our work is to test the efficacy of the use of a screening for the early detection of the risk of academic dropout in Higher Education in Andalusian universities.We applied a screening instrument adapted for incoming students in public universities in Andalusia. The survey was applied at the beginning of the second semester. In this article we present data from a sample composed of 976 subjects from the universities of Granada UGR, Jaén UJA and Pablo de Olavide de Sevilla UPO.With the data obtained we have established the dropout risk group, which includes those students who do not reach an average score of 3.00 in the total screening. There are 34 students representing 3.48% of the sample. Of these 34 students, 26 are women and 8 are men; 20 belong to the UGR, 8 to the UJA and 5 to the UPO. The detection of the risk group will allow the universities to apply preventive measures in a personalized and adjusted way to avoid possible dropout.
{"title":"Dropout in Andalusian universities: prediction and prevention","authors":"Manuel Fernández Cruz, Daniel Álvarez Ferrándiz, F. B. Fernández García-Valdecasas, Esther González Castellón","doi":"10.3389/feduc.2023.1304016","DOIUrl":"https://doi.org/10.3389/feduc.2023.1304016","url":null,"abstract":"University dropout is a major problem that affects more than 31,000 students each year in Andalusian universities, with serious personal and social consequences and an economic cost of more than 222 million euros for the region’s public administration. As concluded from the review of explanatory models we reviewed, dropout has a multicausal origin. The purpose of our work is to test the efficacy of the use of a screening for the early detection of the risk of academic dropout in Higher Education in Andalusian universities.We applied a screening instrument adapted for incoming students in public universities in Andalusia. The survey was applied at the beginning of the second semester. In this article we present data from a sample composed of 976 subjects from the universities of Granada UGR, Jaén UJA and Pablo de Olavide de Sevilla UPO.With the data obtained we have established the dropout risk group, which includes those students who do not reach an average score of 3.00 in the total screening. There are 34 students representing 3.48% of the sample. Of these 34 students, 26 are women and 8 are men; 20 belong to the UGR, 8 to the UJA and 5 to the UPO. The detection of the risk group will allow the universities to apply preventive measures in a personalized and adjusted way to avoid possible dropout.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"59 19","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139446798","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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