Pub Date : 2023-12-15DOI: 10.3389/feduc.2023.1227178
Ricardo Rosas, Victoria Espinoza, Camila Martinez, C. Santa-Cruz
Students with special educational needs (SEN) have historically found participating in the regular education system challenging. Since the 1990s, inclusion has been considered the optimal strategy for their development. However, the effects of inclusive education on deaf and blind students are still little studied.In the present article, we report the results of a longitudinal study on the cognitive and socioemotional developmental trajectories of 23 deaf and 29 blind primary education students attending mainstream (8 deaf and 10 blind) and special schools (15 deaf and 19 blind). The study was conducted in Santiago de Chile between 2018 and 2019.Our descriptive results suggest that deaf students attending special schools perform better on most of the variables studied. For blind students, those attending traditional schools generally perform better than those attending special schools. However, in the case of socio-emotional variables, blind students attending special schools tend to show fewer problems. However, almost all of the indicated differences are not statistically significantly different.We then discuss the need to consider the characteristics of each group of students with SEN when defining an adequate educational system for their optimal development.
{"title":"The paradoxes of inclusion: cognitive and socio-emotional developmental trajectories of deaf and blind primary education students in mainstream and special schools","authors":"Ricardo Rosas, Victoria Espinoza, Camila Martinez, C. Santa-Cruz","doi":"10.3389/feduc.2023.1227178","DOIUrl":"https://doi.org/10.3389/feduc.2023.1227178","url":null,"abstract":"Students with special educational needs (SEN) have historically found participating in the regular education system challenging. Since the 1990s, inclusion has been considered the optimal strategy for their development. However, the effects of inclusive education on deaf and blind students are still little studied.In the present article, we report the results of a longitudinal study on the cognitive and socioemotional developmental trajectories of 23 deaf and 29 blind primary education students attending mainstream (8 deaf and 10 blind) and special schools (15 deaf and 19 blind). The study was conducted in Santiago de Chile between 2018 and 2019.Our descriptive results suggest that deaf students attending special schools perform better on most of the variables studied. For blind students, those attending traditional schools generally perform better than those attending special schools. However, in the case of socio-emotional variables, blind students attending special schools tend to show fewer problems. However, almost all of the indicated differences are not statistically significantly different.We then discuss the need to consider the characteristics of each group of students with SEN when defining an adequate educational system for their optimal development.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"100 12","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138998685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-15DOI: 10.3389/feduc.2023.1286485
Shelley M. Hannigan, Cátia Freitas, P. Francis
Why was the study undertaken? What was the research question, the tested hypothesis or the purpose of the research? The research question is: What are the implications of disciplinary aesthetics when marine science meets art in educational research? Children in schools from Victoria, Australia were engaged in a series of marine science fieldtrips, workshops and lessons based on the Great Southern Reef, a temperate marine environment of Australia. They created drawings based on provocations, to depict their knowledge of marine species, before and after these education experiences.When, where, and how was the study done? What materials were used or who was included in the study groups (patients, etc.)? This paper shares the mixed methodology used by focusing on the qualitative methods used, that arose out of a need to understand the role of aesthetics in this research project. This paper documents the analysis of data that included children’s drawings and dialogue between researchers and children from interviews. We discuss insights into the role of aesthetics that were revealed in the visual and narrative data from perspectives of children’s learning and how the researchers were able to understand this. These findings are discussed considering the teaching intentions and procedures used, the importance of this multimodal approach to research that revealed aesthetics of science, visual art and language in education.What answer was found to the research question; what did the study find? Was the tested hypothesis true? The research reveals the important role drawing has when trying to understand the students’ varying degrees of understanding marine science education. Variables include: their prior experience with marine environments, students’ drawing abilities, stylistic elements (that can render an image ‘confident’ or ‘sketchy’), compositional devices and use of perspective that their drawings depict (looking at a pier from underwater or through snorkel goggles). It also includes interpretations and explanations of their drawings and other uses of language such as the use of written labels to reinforce or clarify parts of their drawings.What might the answer imply and why does it matter? How does it fit in with what other researchers have found? What are the perspectives for future research? This research reveals the important role of multi-modal approaches in science learning and the significant and dependent role of visual art and words, for students to communicate their learnt content knowledge. It highlights the aesthetic experiences that must be taken into consideration when teaching, learning and when understanding what has been learnt.
{"title":"Aesthetic surprises and considerations when researching marine science education with art","authors":"Shelley M. Hannigan, Cátia Freitas, P. Francis","doi":"10.3389/feduc.2023.1286485","DOIUrl":"https://doi.org/10.3389/feduc.2023.1286485","url":null,"abstract":"Why was the study undertaken? What was the research question, the tested hypothesis or the purpose of the research? The research question is: What are the implications of disciplinary aesthetics when marine science meets art in educational research? Children in schools from Victoria, Australia were engaged in a series of marine science fieldtrips, workshops and lessons based on the Great Southern Reef, a temperate marine environment of Australia. They created drawings based on provocations, to depict their knowledge of marine species, before and after these education experiences.When, where, and how was the study done? What materials were used or who was included in the study groups (patients, etc.)? This paper shares the mixed methodology used by focusing on the qualitative methods used, that arose out of a need to understand the role of aesthetics in this research project. This paper documents the analysis of data that included children’s drawings and dialogue between researchers and children from interviews. We discuss insights into the role of aesthetics that were revealed in the visual and narrative data from perspectives of children’s learning and how the researchers were able to understand this. These findings are discussed considering the teaching intentions and procedures used, the importance of this multimodal approach to research that revealed aesthetics of science, visual art and language in education.What answer was found to the research question; what did the study find? Was the tested hypothesis true? The research reveals the important role drawing has when trying to understand the students’ varying degrees of understanding marine science education. Variables include: their prior experience with marine environments, students’ drawing abilities, stylistic elements (that can render an image ‘confident’ or ‘sketchy’), compositional devices and use of perspective that their drawings depict (looking at a pier from underwater or through snorkel goggles). It also includes interpretations and explanations of their drawings and other uses of language such as the use of written labels to reinforce or clarify parts of their drawings.What might the answer imply and why does it matter? How does it fit in with what other researchers have found? What are the perspectives for future research? This research reveals the important role of multi-modal approaches in science learning and the significant and dependent role of visual art and words, for students to communicate their learnt content knowledge. It highlights the aesthetic experiences that must be taken into consideration when teaching, learning and when understanding what has been learnt.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"43 4","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139000420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-15DOI: 10.3389/feduc.2023.1314584
Tena Matolić, D. Jurakić, Zrinka Greblo Jurakić, Tošo Maršić, Ž. Pedišić
The instruments for evaluation of educational courses are often highly complex and specifically designed for a given type of training. Therefore, the aims of this study were to develop a simple and generic EDUcational Course Assessment TOOLkit (EDUCATOOL) and determine its measurement properties.The development of EDUCATOOL encompassed: (1) a literature review; (2) drafting the questionnaire through open discussions between three researchers; (3) Delphi survey with five content experts; and (4) consultations with 20 end-users. A subsequent validity and reliability study involved 152 university students who participated in a short educational course. Immediately after the course and a week later, the participants completed the EDUCATOOL post-course questionnaire. Six weeks after the course and a week later, they completed the EDUCATOOL follow-up questionnaire. To establish the convergent validity of EDUCATOOL, the participants also completed the “Questionnaire for Professional Training Evaluation.”The EDUCATOOL questionnaires include 12 items grouped into the following evaluation components: (1) reaction; (2) learning; (3) behavioural intent (post-course)/behaviour (follow-up); and (4) expected outcomes (post-course)/results (follow-up). In confirmatory factor analyses, comparative fit index (CFI = 0.99 and 1.00), root mean square error of approximation (RMSEA = 0.05 and 0.03), and standardised root mean square residual (SRMR = 0.07 and 0.03) indicated adequate goodness of fit for the proposed factor structure of the EDUCATOOL questionnaires. The intraclass correlation coefficients (ICCs) for convergent validity of the post-course and follow-up questionnaires were 0.71 (95% confidence interval [CI]: 0.61, 0.78) and 0.86 (95% CI: 0.78, 0.91), respectively. The internal consistency reliability of the evaluation components expressed using Cronbach’s alpha ranged from 0.83 (95% CI: 0.78, 0.87) to 0.88 (95% CI: 0.84, 0.92) for the post-course questionnaire and from 0.95 (95% CI: 0.93, 0.96) to 0.97 (95% CI: 0.95, 0.98) for the follow-up questionnaire. The test–retest reliability ICCs for the overall evaluation scores of the post-course and follow-up questionnaires were 0.87 (95% CI: 0.78, 0.92) and 0.91 (95% CI: 0.85, 0.94), respectively.The EDUCATOOL questionnaires have adequate factorial validity, convergent validity, internal consistency, and test–retest reliability and they can be used to evaluate training and learning programmes.
{"title":"Development and validation of the EDUcational Course Assessment TOOLkit (EDUCATOOL) – a 12-item questionnaire for evaluation of training and learning programmes","authors":"Tena Matolić, D. Jurakić, Zrinka Greblo Jurakić, Tošo Maršić, Ž. Pedišić","doi":"10.3389/feduc.2023.1314584","DOIUrl":"https://doi.org/10.3389/feduc.2023.1314584","url":null,"abstract":"The instruments for evaluation of educational courses are often highly complex and specifically designed for a given type of training. Therefore, the aims of this study were to develop a simple and generic EDUcational Course Assessment TOOLkit (EDUCATOOL) and determine its measurement properties.The development of EDUCATOOL encompassed: (1) a literature review; (2) drafting the questionnaire through open discussions between three researchers; (3) Delphi survey with five content experts; and (4) consultations with 20 end-users. A subsequent validity and reliability study involved 152 university students who participated in a short educational course. Immediately after the course and a week later, the participants completed the EDUCATOOL post-course questionnaire. Six weeks after the course and a week later, they completed the EDUCATOOL follow-up questionnaire. To establish the convergent validity of EDUCATOOL, the participants also completed the “Questionnaire for Professional Training Evaluation.”The EDUCATOOL questionnaires include 12 items grouped into the following evaluation components: (1) reaction; (2) learning; (3) behavioural intent (post-course)/behaviour (follow-up); and (4) expected outcomes (post-course)/results (follow-up). In confirmatory factor analyses, comparative fit index (CFI = 0.99 and 1.00), root mean square error of approximation (RMSEA = 0.05 and 0.03), and standardised root mean square residual (SRMR = 0.07 and 0.03) indicated adequate goodness of fit for the proposed factor structure of the EDUCATOOL questionnaires. The intraclass correlation coefficients (ICCs) for convergent validity of the post-course and follow-up questionnaires were 0.71 (95% confidence interval [CI]: 0.61, 0.78) and 0.86 (95% CI: 0.78, 0.91), respectively. The internal consistency reliability of the evaluation components expressed using Cronbach’s alpha ranged from 0.83 (95% CI: 0.78, 0.87) to 0.88 (95% CI: 0.84, 0.92) for the post-course questionnaire and from 0.95 (95% CI: 0.93, 0.96) to 0.97 (95% CI: 0.95, 0.98) for the follow-up questionnaire. The test–retest reliability ICCs for the overall evaluation scores of the post-course and follow-up questionnaires were 0.87 (95% CI: 0.78, 0.92) and 0.91 (95% CI: 0.85, 0.94), respectively.The EDUCATOOL questionnaires have adequate factorial validity, convergent validity, internal consistency, and test–retest reliability and they can be used to evaluate training and learning programmes.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"5 11","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138996410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-15DOI: 10.3389/feduc.2023.1345428
Marjaana Kangas, Signe Siklander
{"title":"Editorial: Playfulness, games and playful learning to promote good","authors":"Marjaana Kangas, Signe Siklander","doi":"10.3389/feduc.2023.1345428","DOIUrl":"https://doi.org/10.3389/feduc.2023.1345428","url":null,"abstract":"","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"75 2","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138997678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-15DOI: 10.3389/feduc.2023.1321034
Solveig Maria Magerøy
Through a two-day intervention in a class of 12-year-olds, this study facilitated lessons where the pupils could themselves decide methods of learning, and themes to focus on, searching for spaces and methods to activate the pupils participatory competencies. National student pupils’ surveys in Norway have repeatedly shown that pupils do not feel as though they can participate in their learning at schools. The pupils in this study reported that they enjoyed this intervention and were ambitious regarding what they wished to achieve. While this may seem irrelevant or superficial at first glance, reflecting on the engagement the pupils expressed, enjoyment of learning may have been the most significant driving force for the pupil’s participation. Indeed, the majority worked in groups with peers and demonstrated ownership of their thematic area and projects. However, a few pupils became insecure and passive when given the opportunity to decide for themselves. The pupils’ ownership, level of ambition, and expert role in their projects indicate that their participatory abilities were activated, thus suggesting the importance of introducing co-determination as a didactical tool in school.
{"title":"Rethinking education for democracy: a study of co-determination in a Norwegian school","authors":"Solveig Maria Magerøy","doi":"10.3389/feduc.2023.1321034","DOIUrl":"https://doi.org/10.3389/feduc.2023.1321034","url":null,"abstract":"Through a two-day intervention in a class of 12-year-olds, this study facilitated lessons where the pupils could themselves decide methods of learning, and themes to focus on, searching for spaces and methods to activate the pupils participatory competencies. National student pupils’ surveys in Norway have repeatedly shown that pupils do not feel as though they can participate in their learning at schools. The pupils in this study reported that they enjoyed this intervention and were ambitious regarding what they wished to achieve. While this may seem irrelevant or superficial at first glance, reflecting on the engagement the pupils expressed, enjoyment of learning may have been the most significant driving force for the pupil’s participation. Indeed, the majority worked in groups with peers and demonstrated ownership of their thematic area and projects. However, a few pupils became insecure and passive when given the opportunity to decide for themselves. The pupils’ ownership, level of ambition, and expert role in their projects indicate that their participatory abilities were activated, thus suggesting the importance of introducing co-determination as a didactical tool in school.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"4 6","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138998128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-14DOI: 10.3389/feduc.2023.1229849
R. P. Svane, Marinka M. Willemsen, Dorthe Bleses, Peter Krøjgaard, Mette Verner, Helena Skyt Nielsen
Early math skills lay the foundation for children’s long-term academic success. An increasing number of randomized controlled math interventions have been carried out across educational settings. The aim of the present systematic review was to identify the distribution of the randomized controlled math interventions conducted between 2001 and 2021 in educational settings across Early Childhood Education (ECE) up to high school among various sample types, and to describe their central features at each educational setting separately. Based on the knowledge gaps exposed through the systematic review, we aimed to discuss where and how future math interventions are still needed in order to optimize all children’s math skill development across educational settings and sample types from early on. A total of n = 75 math interventions meeting the inclusion criteria using the PRISMA-guidelines were identified, of which the majority of them were executed in the elementary school, mostly targeting at-risk children. It is proposed that there is still a large potential of promoting children’s math skills from early on in the ECE settings, utilizing both teachers and parents, among at-risk and non-at-risk samples.
早期数学技能为儿童的长期学业成功奠定了基础。越来越多的随机对照数学干预措施已在各种教育环境中开展。本系统综述旨在确定 2001 年至 2021 年期间在幼儿教育（ECE）直至高中的教育环境中开展的随机对照数学干预在不同样本类型中的分布情况，并分别描述其在每种教育环境中的主要特点。基于系统综述中暴露出的知识差距，我们旨在讨论未来在哪些方面仍需要数学干预，以及如何从早期开始在不同的教育环境和样本类型中优化所有儿童的数学技能发展。根据《PRISMA-指南》，共确定了 n = 75 项符合纳入标准的数学干预措施，其中大部分在小学实施，主要针对高危儿童。研究建议，在幼教环境中，利用教师和家长，在高危和非高危样本中，从早期开始促进儿童数学技能的潜力仍然很大。
{"title":"A systematic literature review of math interventions across educational settings from early childhood education to high school","authors":"R. P. Svane, Marinka M. Willemsen, Dorthe Bleses, Peter Krøjgaard, Mette Verner, Helena Skyt Nielsen","doi":"10.3389/feduc.2023.1229849","DOIUrl":"https://doi.org/10.3389/feduc.2023.1229849","url":null,"abstract":"Early math skills lay the foundation for children’s long-term academic success. An increasing number of randomized controlled math interventions have been carried out across educational settings. The aim of the present systematic review was to identify the distribution of the randomized controlled math interventions conducted between 2001 and 2021 in educational settings across Early Childhood Education (ECE) up to high school among various sample types, and to describe their central features at each educational setting separately. Based on the knowledge gaps exposed through the systematic review, we aimed to discuss where and how future math interventions are still needed in order to optimize all children’s math skill development across educational settings and sample types from early on. A total of n = 75 math interventions meeting the inclusion criteria using the PRISMA-guidelines were identified, of which the majority of them were executed in the elementary school, mostly targeting at-risk children. It is proposed that there is still a large potential of promoting children’s math skills from early on in the ECE settings, utilizing both teachers and parents, among at-risk and non-at-risk samples.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"67 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138975564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-14DOI: 10.3389/feduc.2023.1275951
Susana K. Lingán-Huamán, Sergio Dominguez-Lara, Antonio Serpa-Barrientos
Human morality is an important topic because the fact that human beings can determine if a behavior is correct or incorrect, good or bad, shows that they are endowed with moral conscience, but In the Peruvian context, there are no valid and reliable scales to measure moral disengage trend. This study aimed to analyze the psychometric properties of the Propensity to Morally Disengage Scale in Peruvian university students.The number of university students who participated in the study was 591 (women = 71.7%; Mage = 21.5; SDage = 3.60), and the data analysis was carried out under a factor analysis approach.The results showed a unidimensional structure in both men and women. As for the invariance results according to sex, there is favorable evidence of configural and weak invariance; however, there is no evidence of strong invariance. Furthermore, the reliability of the construct (coefficient ω) and its scores (coefficient α) reached acceptable dimensions in each group and positive associations with the dark triad (Machiavellianism, psychopathy, and narcissism).The Propensity to Morally Disengage Scale is a unidimensional measurement that shows acceptable psychometric evidence in men and women separately. The theoretical and practical implications are discussed.
{"title":"Psychometric properties of the Propensity to Morally Disengage Scale in Peruvian university students: internal structure and association with the dark triad","authors":"Susana K. Lingán-Huamán, Sergio Dominguez-Lara, Antonio Serpa-Barrientos","doi":"10.3389/feduc.2023.1275951","DOIUrl":"https://doi.org/10.3389/feduc.2023.1275951","url":null,"abstract":"Human morality is an important topic because the fact that human beings can determine if a behavior is correct or incorrect, good or bad, shows that they are endowed with moral conscience, but In the Peruvian context, there are no valid and reliable scales to measure moral disengage trend. This study aimed to analyze the psychometric properties of the Propensity to Morally Disengage Scale in Peruvian university students.The number of university students who participated in the study was 591 (women = 71.7%; Mage = 21.5; SDage = 3.60), and the data analysis was carried out under a factor analysis approach.The results showed a unidimensional structure in both men and women. As for the invariance results according to sex, there is favorable evidence of configural and weak invariance; however, there is no evidence of strong invariance. Furthermore, the reliability of the construct (coefficient ω) and its scores (coefficient α) reached acceptable dimensions in each group and positive associations with the dark triad (Machiavellianism, psychopathy, and narcissism).The Propensity to Morally Disengage Scale is a unidimensional measurement that shows acceptable psychometric evidence in men and women separately. The theoretical and practical implications are discussed.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"2003 14","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139001811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-14DOI: 10.3389/feduc.2023.1295249
Bharti Pandya, U. Ruhi, Louise Patterson
The invasion of futuristic technologies has made it inevitable for the future workforce to confront this reality and be ready to work in the new world of work in 2030. Higher education institutions (HEIs) are obligated to assume a pivotal role in equipping students with the requisite competencies. COVID-19 has expedited the development process compelling HEIs to make a mega shift to prepare the future workforce. Primary data was collected from HEI students across 11 countries to analyse their confidence to work in the new world of work in 2030 and to understand the role of HEIs in influencing students’ confidence. Exploratory Factor Analysis (EFA) and Partial Least squares (PLS) based structural equation modeling (SEM) procedures were employed to estimate a structural model of awareness and readiness (cognitive) and confidence (affective) factors, and the combined effect of HEI, awareness, and readiness on overall student confidence in their knowledge, skills and abilities. The statistical results indicate that there are strong significant relations between the HEI-Awareness; HEI-Awareness-Confidence; HEI-Readiness; and HEI-Readiness-Confidence and these dependencies are not just by chance. The results of this research are significant for higher education policy developers and curriculum developers to incorporate future competencies in the program. Further, educators and researchers will benefit from the results to develop teaching strategies and content to equip the future workforce for 2030.et.
{"title":"Preparing the future workforce for 2030: the role of higher education institutions","authors":"Bharti Pandya, U. Ruhi, Louise Patterson","doi":"10.3389/feduc.2023.1295249","DOIUrl":"https://doi.org/10.3389/feduc.2023.1295249","url":null,"abstract":"The invasion of futuristic technologies has made it inevitable for the future workforce to confront this reality and be ready to work in the new world of work in 2030. Higher education institutions (HEIs) are obligated to assume a pivotal role in equipping students with the requisite competencies. COVID-19 has expedited the development process compelling HEIs to make a mega shift to prepare the future workforce. Primary data was collected from HEI students across 11 countries to analyse their confidence to work in the new world of work in 2030 and to understand the role of HEIs in influencing students’ confidence. Exploratory Factor Analysis (EFA) and Partial Least squares (PLS) based structural equation modeling (SEM) procedures were employed to estimate a structural model of awareness and readiness (cognitive) and confidence (affective) factors, and the combined effect of HEI, awareness, and readiness on overall student confidence in their knowledge, skills and abilities. The statistical results indicate that there are strong significant relations between the HEI-Awareness; HEI-Awareness-Confidence; HEI-Readiness; and HEI-Readiness-Confidence and these dependencies are not just by chance. The results of this research are significant for higher education policy developers and curriculum developers to incorporate future competencies in the program. Further, educators and researchers will benefit from the results to develop teaching strategies and content to equip the future workforce for 2030.et.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"9 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139001525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-14DOI: 10.3389/feduc.2023.1303617
Xueyu Zhao, Guillermo Solano-Flores
We examined the discussion processes through which two independent consensus-based review panels detected errors in the same sample of items from an international test translated from English to Chinese. The discussion processes were defined according to four events: (1) identifying a potential error; and (2) agreeing with, (3) disagreeing with, and (4) elaborating an opinion expressed by other panelists. We found that, while the two panels had similar error detection rates, only half of the errors detected by the two panels altogether were detected by both panels. In addition, of the errors detected by the two panels, more than half were detected by the panels through different discussion processes. No discussion process occurred substantially more frequently or less frequently for any translation error dimension. We conclude that the unique combination of backgrounds, skills, and communication styles of panel members and the unique combination of textual features in each item shape which errors each panel is capable of detecting. While panels can be highly effective in detecting errors, one single panel may not be sufficient to detect all possible errors in a given set of translated items. Consensus-based translation error review panels should not be assumed to be exchangeable.
{"title":"Test translation review: a study on discussion processes and translation error detection in consensus-based review panels","authors":"Xueyu Zhao, Guillermo Solano-Flores","doi":"10.3389/feduc.2023.1303617","DOIUrl":"https://doi.org/10.3389/feduc.2023.1303617","url":null,"abstract":"We examined the discussion processes through which two independent consensus-based review panels detected errors in the same sample of items from an international test translated from English to Chinese. The discussion processes were defined according to four events: (1) identifying a potential error; and (2) agreeing with, (3) disagreeing with, and (4) elaborating an opinion expressed by other panelists. We found that, while the two panels had similar error detection rates, only half of the errors detected by the two panels altogether were detected by both panels. In addition, of the errors detected by the two panels, more than half were detected by the panels through different discussion processes. No discussion process occurred substantially more frequently or less frequently for any translation error dimension. We conclude that the unique combination of backgrounds, skills, and communication styles of panel members and the unique combination of textual features in each item shape which errors each panel is capable of detecting. While panels can be highly effective in detecting errors, one single panel may not be sufficient to detect all possible errors in a given set of translated items. Consensus-based translation error review panels should not be assumed to be exchangeable.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"27 9","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138971724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-14DOI: 10.3389/feduc.2023.1305788
Damián Lampert, Silvia Porro
Qualitative research is presented, recovering the discourse of the students. We worked with a survey and an interview in a 7th year course of the Chemistry Technical at a secondary school in Tandil with a population of 20 people. The first, as a qualitative technique, used those points from the ROSES questionnaire and some items, associated with the theme of arsenic in water, were added in order to incorporate the components of the representations where emotions can be found. On the other hand, the qualitative interview, evoked from images, used a set associated with the theme (water filters, cartographic maps, images of the disease, among others). This created a better communication with the students as well as other aspects. The students had to classify an image in relation to the following items: sadness, fear, distrust, helplessness, anger, worry and indifference. The selection of those emotions was based on previous studies conducted on social representations of environmental issues, such as climate change. The results obtained showed that the students have a great interest in environmental issues and recognize their active role in relation to solving these aspects. In addition, it was obtained that more than 80% of the students expressed their interest in learning more about the subject. Likewise, in relation to the images, the students expressed the following emotions: sadness, helplessness, worry and fear. Faced with these results, the different emotions are taken into account at stake for the subsequent development of a contextualized didactic sequence in the city of Tandil, with the aim of working on the problem of arsenic in water and the emotions obtained from the interview.
{"title":"Emotions and interests in social representations about the environmental problem of arsenic in water in Tandil (Buenos Aires, Argentina)","authors":"Damián Lampert, Silvia Porro","doi":"10.3389/feduc.2023.1305788","DOIUrl":"https://doi.org/10.3389/feduc.2023.1305788","url":null,"abstract":"Qualitative research is presented, recovering the discourse of the students. We worked with a survey and an interview in a 7th year course of the Chemistry Technical at a secondary school in Tandil with a population of 20 people. The first, as a qualitative technique, used those points from the ROSES questionnaire and some items, associated with the theme of arsenic in water, were added in order to incorporate the components of the representations where emotions can be found. On the other hand, the qualitative interview, evoked from images, used a set associated with the theme (water filters, cartographic maps, images of the disease, among others). This created a better communication with the students as well as other aspects. The students had to classify an image in relation to the following items: sadness, fear, distrust, helplessness, anger, worry and indifference. The selection of those emotions was based on previous studies conducted on social representations of environmental issues, such as climate change. The results obtained showed that the students have a great interest in environmental issues and recognize their active role in relation to solving these aspects. In addition, it was obtained that more than 80% of the students expressed their interest in learning more about the subject. Likewise, in relation to the images, the students expressed the following emotions: sadness, helplessness, worry and fear. Faced with these results, the different emotions are taken into account at stake for the subsequent development of a contextualized didactic sequence in the city of Tandil, with the aim of working on the problem of arsenic in water and the emotions obtained from the interview.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"9 2","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139003280","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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