International journal of educational research open最新文献_第10页

A framework for effective STEAM education: Pedagogy for responding to wicked problems 有效的STEAM教育框架：应对邪恶问题的教学法

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-05-12 DOI: 10.1016/j.ijedro.2025.100474

K. Chappell , L. Hetherington , S. Juillard , C Aguirre , E. Duca

This conceptual paper articulates a new strategic framework for STEAM (Science, Technology, Engineering, Arts and Maths) education in Europe to respond to the challenges facing educators, researchers, students and policy makers. It draws on conceptualisations developed within the EU-funded Road-STEAMer project which is creating a STEAM education roadmap for policymakers at the secondary/ tertiary intersection, particularly in projects that feature open science/schooling and/or responses to ‘grand challenges’. Grounded in the complexity of the current STEAM education landscape, the paper articulates the characteristics of effective STEAM education developed through the Road-STEAMer project, in order to demonstrate how the benefits of STEAM can be catalysed. The paper explains the Road-STEAMer characteristics (equity, disciplinary inter-relationship, collaboration, real-world connections, thinking-making-doing, creativity and inclusion/ empowerment/ personalisation) which were developed from a focused literature review and then considers them in relation to two case studies addressing the post sustainability agenda: Ocean Connections and SciCultureD. Both projects are critically discussed using the Road-STEAMer characteristics to demonstrate the use of modern educational tools in STEAM, alongside how STEAM can contribute to empowering the next generation. The paper concludes by drawing together insights into the significance of the Road-STEAMer characteristics as a strategic framing for catalysing the benefits of STEAM, emphasising the importance of collaboration between researchers and practitioners to achieve this.

本概念性文件阐明了欧洲STEAM（科学、技术、工程、艺术和数学）教育的新战略框架，以应对教育工作者、研究人员、学生和政策制定者面临的挑战。它借鉴了欧盟资助的Road-STEAMer项目中开发的概念，该项目正在为中学/大学交叉路口的政策制定者创建一个STEAM教育路线图，特别是在以开放科学/学校教育和/或应对“重大挑战”为特色的项目中。基于当前STEAM教育格局的复杂性，本文阐述了通过Road-STEAMer项目开发的有效STEAM教育的特点，以展示如何促进STEAM的好处。本文解释了Road-STEAMer的特征（公平性、学科间的相互关系、协作、现实世界的联系、思考-创造-行动、创造力和包容性/赋权/个性化），这些特征是从一篇重点文献综述中发展出来的，然后将它们与两个解决后可持续发展议程的案例研究相关联：海洋联系和科学文化。这两个项目都使用Road-STEAMer的特点进行了批判性的讨论，以展示在STEAM中使用现代教育工具，以及STEAM如何为下一代提供帮助。论文最后总结了Road-STEAMer特征作为促进STEAM效益的战略框架的重要性，强调了研究人员和从业者之间合作实现这一目标的重要性。

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引用次数: 0

Beyond stigma: Understanding the schooling experiences of children of sex workers in Daulatdia, Bangladesh 超越污名：了解孟加拉Daulatdia性工作者子女的上学经历

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-05-11 DOI: 10.1016/j.ijedro.2025.100476

Tasnim Jannat Nijhu, Hema Letchamanan

This research embarks on an illuminating journey into the often-overlooked world of the schooling experiences of children born into the lives of sex workers in Bangladesh, with a particular emphasis on the Daulatdia brothel village in the Rajbari district, renowned as one of the largest brothels worldwide. Anchored within Bronfenbrenner's ecological system theory, and social exclusion theory this narrative qualitative study diligently strives to amplify the voices and emotions of these resilient children. Methodologically, it employs semi-structured interviews and focus group discussions (FGD) with 35 participants, including 20 students, 10 teachers, and 5 dedicated NGO officials affiliated with the school in Daulatdia. An innovative ice-breaking activity was introduced, wherein children artfully depicted their daily activity clocks, revealing profound insights into their intricate daily lives.

这项研究开始了一段启发性的旅程，深入到孟加拉国性工作者家庭中出生的孩子的教育经历这个经常被忽视的世界，特别强调了Rajbari地区的Daulatdia妓院村，这里以世界上最大的妓院之一而闻名。在布朗芬布伦纳的生态系统理论和社会排斥理论的基础上，这项叙事定性研究努力放大这些适龄儿童的声音和情感。在方法上，它采用半结构化访谈和焦点小组讨论（FGD），共有35名参与者，其中包括20名学生、10名教师和5名隶属于Daulatdia学校的专门非政府组织官员。一项创新的破冰活动，孩子们巧妙地描绘他们的日常活动时钟，深刻地洞察他们错综复杂的日常生活。

引用次数: 0

Beyond the label: Students’ view of placement and replacement in between-class ability grouping 标签之外：学生对班级间能力分组的安置与替代观

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-05-02 DOI: 10.1016/j.ijedro.2025.100475

Jaroslava Simonová, Jana Navrátilová

Ability grouping is a common practice aimed at improving learning outcomes by targeting students' abilities, yet research on students' perspectives is limited. This study explores the views of 20 lower secondary school students on grouping mechanisms, preferred approaches, and movement between groups. The findings highlight students’ ability to identify system limitations and the need for their active involvement. Incorporating student perspectives can inform teaching strategies and teacher education programs by offering valuable insights into the dynamics of grouping and its impact on learning experiences.

能力分组是一种常见的做法，旨在通过针对学生的能力来提高学习效果，但对学生观点的研究有限。本研究旨在探讨20名初中生对分组机制、偏好方法及分组间流动的看法。研究结果强调了学生识别系统局限性的能力以及他们积极参与的必要性。结合学生的观点可以为教学策略和教师教育计划提供有价值的见解，了解分组的动态及其对学习经验的影响。

引用次数: 0

Artificial intelligence-driven prediction of optimal technology-aided alternative operations in post-emergency contexts: A case study from an Emirati university 紧急情况下人工智能驱动的最佳技术辅助替代作业预测：阿联酋一所大学的案例研究

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-04-30 DOI: 10.1016/j.ijedro.2025.100473

Semiyu Adejare Aderibigbe , Maher Omar , Hussein ElMehdi , Laura Colucci-Gray , Khaled Hamad , Abdallah Shanableh , Hussain AlOthman , Emran Alotaibi

Despite the challenges posed by the recent pandemic, educational institutions were prompted to explore alternative operation modes to enhance teaching, learning, and service delivery through technology. However, effective implementation of these technology-aided modes in post-emergency contexts necessitates evidence-based practices and contextual insights into stakeholders' challenges, comfortability, and preferences. This study aims to support the efficient planning and execution of digital transformation within a university in the United Arab Emirates (UAE) by examining stakeholders’ comfortability, challenges, and preferences following the pandemic's impact. The novelty of this research lies in its use of artificial intelligence, specifically fuzzy logic, to predict stakeholder preferences, complemented by comprehensive stakeholder-centric analysis and an in-depth examination of demographic influences on digital transformation preferences. Additionally, the study provides unique regional insights within the UAE context, addressing cultural, economic, and technological factors underrepresented in international literature. Utilizing a survey method, data were analyzed through descriptive statistics and AI-driven predictive analytics. Findings indicate that institutional support and familiarity with online platforms reduced stress during the transition to technology-aided modes, with a strong preference for hybrid flexible models influenced significantly by demographic factors. This study contributes by demonstrating the enhanced predictive capabilities of AI in understanding stakeholder needs, offering tailored digital transformation strategies, highlighting the importance of demographic considerations, and providing a practical roadmap for building a sustainable and resilient digital ecosystem. Furthermore, it informs educational policy and governance, ensuring that technology-aided operations are effectively planned and implemented to meet the evolving needs of the academic community in post-emergency settings.

尽管最近的大流行带来了挑战，但教育机构仍在探索其他运营模式，以通过技术加强教、学和提供服务。然而，在紧急情况后环境中有效实施这些技术辅助模式需要基于证据的实践和对利益相关者的挑战、舒适度和偏好的情境洞察。本研究旨在通过研究利益相关者在大流行影响后的适应程度、挑战和偏好，支持阿拉伯联合酋长国（阿联酋）一所大学内数字化转型的有效规划和执行。这项研究的新颖之处在于它使用人工智能，特别是模糊逻辑，来预测利益相关者的偏好，辅以全面的以利益相关者为中心的分析和对人口统计学对数字化转型偏好的影响的深入研究。此外，该研究在阿联酋的背景下提供了独特的区域见解，解决了国际文献中未被充分代表的文化、经济和技术因素。利用调查方法，通过描述性统计和人工智能驱动的预测分析来分析数据。研究结果表明，制度支持和对网络平台的熟悉程度降低了向技术辅助模式过渡期间的压力，对混合灵活模式的强烈偏好受到人口因素的显著影响。本研究展示了人工智能在理解利益相关者需求方面的增强预测能力，提供了量身定制的数字化转型战略，强调了人口因素的重要性，并为构建可持续和有弹性的数字生态系统提供了实用路线图。此外，它还为教育政策和治理提供信息，确保有效规划和实施技术辅助行动，以满足紧急情况后学术界不断变化的需求。

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引用次数: 0

Guidelines of discussion board prompts in higher education: A scoping review protocol 高等教育讨论板提示指南：范围审查协议

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-04-22 DOI: 10.1016/j.ijedro.2025.100470

Denise R. Gehring , Sharon K. Titus , Tasha M. Bleistein , Hong Li

Background & Aim

Discussion boards are a key component of online courses in higher education. Educators use this collaborative environment to encourage social and intellectual interactions, develop reasoning and presentation skills, and facilitate deeper learning. Research has been conducted on student participation and interaction in online discussions, yet little is known about how to create and categorize effective prompts. This planned scoping review aims to identify in the existing literature the taxonomies and standardization guidelines of discussion board prompts in higher education.

Methods

This protocol (PRISMA-P) establishes the study parameters for the planned scoping review, conducted from January 2025 through June 2025. The team will conduct a thorough scoping review following the Joanna Briggs Institute methodology, analyzing literature from 13 databases that are published between January 2005 and March 2025. The team will report the results and data using the PRISMA-ScR checklist, PRISMA 2020 flow diagram, and visual aids to enhance rigor. Moreover, thematic analysis will be utilized to identify and synthesize recurring themes and gaps in the literature.

Results

The final scoping review will outline the search process and results, the study selection and synthesis process, and data analysis and presentation of findings.

Conclusion

The planned review aims to provide key insights into how educators can effectively develop and categorize discussion board prompts, pinpointing gaps within the literature and providing direction for future research.

Review Registration

This protocol was registered on March 17, 2025, on Open Science Framework. The registry number is OSF.IO/VUS46.

背景,讨论板是高等教育在线课程的重要组成部分。教育工作者利用这种协作环境来鼓励社会和智力互动，发展推理和表达技能，并促进更深层次的学习。关于学生在在线讨论中的参与和互动的研究已经进行了，但关于如何创建和分类有效的提示却知之甚少。这个计划范围审查的目的是在现有文献中确定高等教育讨论板提示的分类和标准化指南。方法：本方案（PRISMA-P）为2025年1月至2025年6月进行的计划范围审查建立了研究参数。该团队将按照乔安娜布里格斯研究所的方法进行彻底的范围审查，分析2005年1月至2025年3月期间发表的13个数据库中的文献。该团队将使用PRISMA- scr检查表、PRISMA 2020流程图和视觉辅助工具报告结果和数据，以提高严谨性。此外，专题分析将用于识别和综合文献中反复出现的主题和空白。最终的范围审查将概述搜索过程和结果，研究选择和综合过程，以及数据分析和研究结果的呈现。本综述旨在为教育工作者如何有效地开发和分类讨论板提示提供关键见解，指出文献中的空白，并为未来的研究提供方向。该协议于2025年3月17日在开放科学框架上注册。注册表号为OSF.IO/VUS46。

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引用次数: 0

The reliability and validity of problem generation tests: A meta-analysis with implications for problem finding and creativity 问题生成测试的信度和效度：对问题发现和创造力的影响的元分析

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-04-21 DOI: 10.1016/j.ijedro.2025.100472

Ahmed M. Abdulla Alabbasi , Mark A. Runco , Selcuk Acar , Haitham Jahrami

Problem finding (PF) is a very important part of the creative process. This suggests that careful measurement is necessary. Paper and pencil Problem Generation (PG) tests were developed nearly 40 years ago in an attempt to assess the potential for PF. The reliability and validity of these instruments have yet to be statistically examined with meta-analytic methods. This meta-analysis examined 19 previous empirical investigations of PG tests to examine internal reliability (k = 43, N = 2029), convergent validity (k = 125, N = 2573), and discriminant validity (k = 26, N = 2145). Analyses indicated that the overall random-effects weighted mean reliability was α = 0.816, t(42) = 26.419, p < .001 (95 % CI: 0.786, 0.842), indicating good internal consistency. A second analysis produced a random-effects weighted mean validity coefficient, which indicated moderate agreement between PG tests and other creativity measures, such as divergent thinking and creative achievement (r = 0.463, t(124) = 13.994, p < .001 (95 % CI: 0.406, 0.518). The mean correlation among the scores produced by PG tests (i.e., fluency, flexibility, and originality) was 0.590, t(25) = 4.714, p < .001 (95 % CI: 0.364, 0.750), which indicates a moderate level of discriminant validity of the indices. Data were heterogeneous in all three analyses, but moderator analyses did not explain significant amounts of variation. This is the first study to examine the reliability and validity of the PG tests using meta-analytic methods. These showed that the test is, in several ways, a valid and reliable tool for assessing PF ability.

问题发现（PF）是创意过程中非常重要的一部分。这表明仔细的测量是必要的。纸和铅笔问题生成（PG）测试是在近40年前发展起来的，旨在评估PF的潜力。这些工具的可靠性和有效性尚未通过荟萃分析方法进行统计检验。本荟萃分析考察了19个先前的PG检验实证研究，以检验内部信度（k = 43, N = 2029）、收敛效度（k = 125, N = 2573）和区分效度（k = 26, N = 2145）。分析表明，总体随机效应加权平均信度为α = 0.816, t(42) = 26.419, p <；.001 (95% CI: 0.786, 0.842)，表明内部一致性良好。第二个分析产生了随机效应加权平均效度系数，表明PG测试与其他创造力测试之间存在适度的一致性，如发散思维和创造性成就(r = 0.463, t(124) = 13.994, p <；.001 （95% ci: 0.406, 0.518）。PG测试得分（即流畅性、灵活性和独创性）之间的平均相关性为0.590,t(25) = 4.714, p <；.001 (95% CI: 0.364, 0.750)，表明指标的判别效度处于中等水平。所有三个分析的数据都是异质的，但调节分析并没有解释显著的差异。这是第一个使用元分析方法检验PG测试的信度和效度的研究。这些表明，在几个方面，测试是一个有效的和可靠的工具，以评估PF能力。

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引用次数: 0

Perspectives on barriers to learning opportunities among deaf children in Tanzania 对坦桑尼亚聋儿学习机会障碍的看法

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-04-18 DOI: 10.1016/j.ijedro.2025.100468

Placidius Ndibalema

This study explores the perspectives on barriers to learning among deaf children with in Tanzania. Despite progress toward inclusive education, many deaf children face significant challenges that hinder their academic and social participation. Using a qualitative approach, the research gathered insights from teachers and heads of schools to identify key barriers on inclusive learning among children with disabilities. The study employed a phenomenography design involving 17 teachers and 2 heads of schools in the interview sessions. Thematic analysis was employed to analyse the collected data. The findings revealed a complex interplay of barriers for exclusion which included inadequate teacher training, limited access to assistive technologies, lack of funds to afford the assistive devices and discrimination of deaf children due to negative attitudes towards disabilities. The findings highlight the need for systemic changes in educational policies and practices to ensure equal opportunities for all children. This study underscores the importance of creating supportive environments that foster inclusion and equity for deaf children, advocating for targeted interventions and increased awareness among stakeholders. Ultimately, this highlights insights that can inform policymakers and educators on necessary changes to enhance the learning experiences of deaf children, ensuring that schools provide necessary support.

本研究探讨了坦桑尼亚聋哑儿童学习障碍的观点。尽管在全纳教育方面取得了进展，但许多聋儿面临着阻碍他们学习和社会参与的重大挑战。该研究采用定性方法，收集了教师和学校校长的见解，以确定残疾儿童包容性学习的主要障碍。本研究采用现象学设计，对17名教师和2名校长进行了访谈。采用专题分析法对收集到的数据进行分析。调查结果揭示了导致排斥障碍的复杂相互作用，其中包括教师培训不足、获得辅助技术的机会有限、缺乏资金购买辅助设备以及由于对残疾的消极态度而对聋儿的歧视。调查结果强调，有必要对教育政策和做法进行系统性改革，以确保所有儿童享有平等的机会。这项研究强调了创造支持性环境的重要性，以促进聋儿的包容和公平，倡导有针对性的干预措施，并提高利益相关者的认识。最终，这项研究将为决策者和教育工作者提供必要的改变，以提高聋哑儿童的学习体验，确保学校提供必要的支持。

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引用次数: 0

Examining the effect of active participation on the TPACK knowledge of mathematics educators in a teaching mathematics with technology MOOC 考察技术数学MOOC教学中数学教育者积极参与对TPACK知识的影响

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-04-17 DOI: 10.1016/j.ijedro.2025.100469

James Smiling , Karen Hollebrands

As the demand for incorporating educational technologies into the mathematics teaching curriculum rises, there is an increasing need for teachers to cultivate the competencies and skills essential for the effective integration of technology into their teaching methods. Massive Open Online Courses for Educators (MOOC-Eds) present teachers with valuable opportunities for professional development. The objective of this quantitative research study was to enhance our understanding of the specific types of knowledge acquired by teachers through active participation in a MOOC-Ed designed for mathematics educators. A pre- and post-TPACK survey was administered to 39 participants to assess the change in knowledge among active teacher-learners before and after their experience with the MOOC-Ed. The quantitative results obtained through paired sample t-testing revealed statistically significant growth, with a substantial effect size observed from the pre-survey to the post-survey in the Technological Pedagogical Content Knowledge (TPACK) domain for both active and highly active teacher-learners. Teachers highlighted that the most significant impact on their professional learning experience was the increased knowledge of integrating pedagogical techniques with technological tools and enhancing their content knowledge to facilitate student-centered lessons.

随着将教育技术纳入数学教学课程的需求增加，教师越来越需要培养有效地将技术融入其教学方法所必需的能力和技能。面向教育者的大规模在线开放课程（MOOC-Eds）为教师提供了宝贵的专业发展机会。这项定量研究的目的是通过积极参与为数学教育者设计的MOOC-Ed，增强我们对教师获得的特定类型知识的理解。对39名参与者进行了tpack前后的调查，以评估主动教师学习者在体验MOOC-Ed之前和之后的知识变化。通过配对样本t检验获得的定量结果显示，从调查前到调查后，积极和高度积极的教师-学习者在技术教学内容知识（TPACK）领域观察到大量的效应量。教师们强调，对他们的专业学习经验影响最大的是提高了将教学技术与技术工具相结合的知识，并提高了他们的内容知识，以促进以学生为中心的课程。

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引用次数: 0

Predicting teacher attrition in secondary education: A comparison of models that explain teacher behaviour 预测中等教育教师流失：解释教师行为的模型比较

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-04-16 DOI: 10.1016/j.ijedro.2025.100471

Neline de Jong-Kroon , Stefan Robbers , Emmy Vrieling-Teunter , Marjan Vermeulen

Teacher attrition is a worldwide phenomenon; many secondary school teachers leave the profession before retirement. Teachers’ intentional behaviour regarding staying or leaving is influenced by individual and contextual (school) factors. A combination of two models, Self-Determination Theory (SDT) and Integrative Model of Behaviour Prediction (IMBP) were investigated among Dutch teachers (n = 199) in order to explain attrition. The IMBP-model had the best predictive value, followed by the SDT-model. This led to the recommendations that paying attention to Attitude (IMBP) and Perceived Norm (IMBP), and to a lesser extent Autonomy (SDT) and Competence (SDT), could help prevent teacher attrition.

教师流失是一个世界性的现象；许多中学教师在退休前就离开了这个行业。教师关于留下或离开的故意行为受到个人和情境（学校）因素的影响。采用自我决定理论（SDT）和行为预测综合模型（IMBP）对199名荷兰教师进行调查，以解释离职现象。imbp模型的预测值最高，sdt模型次之。这导致了建议，重视态度（IMBP）和感知规范（IMBP），以及较小程度的自主性（SDT）和能力（SDT），可以帮助防止教师流失。

引用次数: 0

Exploring the effectiveness of gamification in adult education: A learner-centric qualitative case study in a dubai training context 探索游戏化在成人教育中的有效性：迪拜培训背景下以学习者为中心的定性案例研究

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-04-07 DOI: 10.1016/j.ijedro.2025.100465

Wafaa Elsawah

Purpose

This study explores the effectiveness of gamification in adult education within a private training company in Dubai. It examines how gamified elements such as points, badges, leaderboards, and narrative-based activities impact motivation, engagement, and learning outcomes. The research is grounded in Self-Determination Theory (SDT) and Knowles' Andragogy Theory, providing a theoretical lens to understand how gamification aligns with adult learners' needs for autonomy, competence, and relatedness in a multicultural and professional training context.

Methodology

A qualitative case study approach was adopted, using semi-structured interviews with seven adult learners who participated in gamified training programs. Participants represented diverse professional backgrounds, offering insights into their experiences with gamified learning strategies. Data were analysed thematically to identify patterns in learner perceptions, focusing on three themes: perceptions of gamification, its impact on motivation, and its role in engagement.

Findings

The study reveals that gamification enhances motivation by fostering a sense of achievement and engagement through interactive and collaborative activities. Participants highlighted the effectiveness of gamified elements in making learning enjoyable and relevant. However, challenges such as gamification fatigue and demotivation from poorly designed competitive elements were also noted, emphasizing the need for thoughtful and adaptive implementation.

Implications

The findings offer actionable insights for educators and trainers to design culturally responsive and learner-centric gamified interventions. By addressing design challenges, the study informs best practices for sustaining motivation, engagement, and learning outcomes in diverse adult education settings.

Originality/ value

This research contributes to the limited body of knowledge on gamification in adult education within Dubai's professional training context. It bridges the gap between gamification theory and practice, providing valuable recommendations for optimizing gamified learning strategies.

目的本研究探讨迪拜一家私人培训公司在成人教育中游戏化的有效性。它研究了分数、徽章、排行榜和基于叙述的活动等游戏化元素如何影响动机、参与度和学习成果。该研究以自我决定理论（SDT）和诺尔斯的性学理论为基础，提供了一个理论视角来理解游戏化如何在多元文化和专业培训背景下与成人学习者对自主性、能力和相关性的需求保持一致。方法采用定性案例研究方法，对7名参与游戏化培训项目的成人学习者进行半结构化访谈。参与者代表了不同的专业背景，提供了他们在游戏化学习策略方面的经验。对数据进行主题分析，以确定学习者感知模式，重点关注三个主题：对游戏化的感知、对动机的影响以及在参与中的作用。研究结果表明，游戏化通过互动和协作活动培养成就感和参与感，从而增强了动机。与会者强调了游戏化元素在使学习变得愉快和相关方面的有效性。然而，游戏化疲劳和设计糟糕的竞争元素所带来的挫败感等挑战也引起了人们的注意，这强调了考虑周到和适应性执行的必要性。研究结果为教育工作者和培训师设计文化响应和以学习者为中心的游戏化干预提供了可操作的见解。通过解决设计挑战，该研究为在不同的成人教育环境中保持动力、参与和学习成果提供了最佳实践。独创性/价值本研究对迪拜专业培训背景下成人教育中游戏化的有限知识体系做出了贡献。它在游戏化理论和实践之间架起了桥梁，为优化游戏化学习策略提供了有价值的建议。

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引用次数: 0