Search Results for
"learning"

This study examines the challenges and strategies for managing learning resources, materials, and media in elementary schools in the context of the Independent Curriculum. Using a mixed approach, data were collected from 120 educators in 50 elementary schools that have implemented the Independent Curriculum. The results show significant gaps between schools in urban and rural areas, especially in access to and use of digital media. Regression analysis shows that media management has a strong influence on the success of curriculum implementation. Despite the limitations, teachers show high creativity in contextual learning based on local potential. This study emphasizes the need for systemic support, ongoing training, and equal distribution of educational infrastructure. © 2025, Adam Marszalek Publishing House. All rights reserved.

As artificial intelligence (AI) technologies advance, their potential to transform education is promising. From personalized learning to intelligent tutoring systems, AI offers tools that enhance student engagement and streamline administrative tasks. However, implementing AI in the classroom comes with challenges. Educators, administrators, and policymakers must navigate barriers, including limited technical infrastructure, data privacy concerns, lack of teacher training, and equity access across schools. Understanding and addressing these obstacles ensures that AI enhances educational equity rather than increasing existing divides. Further exploration may reveal key challenges and identify strategies for integrating AI into classroom practice. Navigating Barriers to AI Implementation in the Classroom investigates the ways in which AI alters education by streamlining administrative tasks, introducing new individualized learning opportunities, and transforming instructional strategies. It examines the capabilities of AI in education, including intelligent instruction, automated assessments, data-driven insights, adaptive learning systems, and ethical issues related to its employment in classrooms. This book covers topics such as classroom management, policymaking, and student engagement, and is a useful resource for educators, computer engineers, policymakers, academicians, researchers, and scientists. © 2025 by IGI Global Scientific Publishing. All rights reserved.

Background/purpose. The vocational education course in the basic school stage is an important course. Thus, this study aimed to identify the impact of vocational education (VE) classes on students' attitudes towards vocational and technical learning paths in Jordanian public schools from the perspective of the VE teachers in those schools. Materials/methods. The descriptive, analytical, and quantitative approaches were adopted. The researcher visited several basic schools in Irbid, Ajloun, and Jerash. He passed the questionnaire forms to 150 vocational education teachers by hand. Thus, the sampling method is the purposive sampling method. Those teachers include male and female teachers. All the forms were retrieved and deemed valid for analysis. Results. It was found that there is a moderate impact of vocational education classes on the students' attitudes towards vocational and technical learning paths in these schools. In addition, it was found that there is no statistically significant difference between the respondents’ attitudes, which can be attributed to gender. However, there is a statistically significant difference between the respondents’ attitudes, which can be attributed to experience. The latter difference is in favor of the teachers who have less than five years of experience. Conclusion. It was found that there is a moderate impact of vocational education classes on the students' attitudes towards vocational and technical learning paths in these schools. © The Author(s), 2025.

Work-based learning is a core element of vocational education and training in Sweden, designed to support students’ transition from school to the workplace. This study explores how vocational teachers prepare students in need of support for WBL within upper secondary education. Drawing on Biesta’s (2020) three educational domains qualification, socialisation, and subjectification. The research analyses how teachers develop students’ vocational skills, facilitate adaptation to workplace norms, and encourage personal autonomy. Based on semi-structured interviews with fifteen vocational teachers across nine schools and programmes, the study reveals that teachers play a crucial mediating role between school and workplace demands. Findings indicate that preparation involves a blend of vocational instruction, behavioural guidance, and scaffolding towards independence. While teachers actively address qualification and socialisation, efforts to promote subjectification especially among students in need of support are often constrained by institutional and contextual limitations. The study highlights the need for inclusive, integrative pedagogies that align educational and vocational expectations while fostering student agency and belonging. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Introduction: With an increasing focus on social accountability in program design in response to a shortage of rural healthcare professionals, emerging approaches in pre-registration health professional education (HPE) offer ‘place-based’ solutions. This review assesses the adoption of these approaches by the international HPE community and describes how programs are designed to recruit and train students ‘in place’. Methods: Utilizing a global scoping review, a search strategy of relevant HPE databases was developed based on the review’s eligibility criteria and key search terms. Titles and abstracts of all articles were screened against the review’s inclusion criteria, followed by full text review of articles retained. Reporting followed the Preferred Reporting Items for Systematic Reviews and Meta-analysis extension for scoping reviews (PRISMA-ScR) checklist. Results: Database searches identified 4,215 articles (1,526 duplicates). Title and abstract screening were completed, with 319 retained for full text review. Of these, 138 met the inclusion criteria, with 50 unique HPE programs from 12 countries identified, predominantly from medicine or nursing and midwifery. Programs often had a dual purpose to provide a rural workforce and increase access to HPE for under-represented groups. Recruitment strategies included preferential admission of local students, identifying students with rural or primary care intentions, community involvement in selection, and pre-entry programs. A typology of four training models was identified: short-term rural placements, extended rural placements, rural campuses, and distributed blended learning. Distributed blended learning occurred primarily in nursing and midwifery programs, enabling students to train in their home rural communities. Outcomes evaluated by programs focussed on graduates’ work locations, the effectiveness of widening access measures, and academic results. Discussion: Despite heterogeneity of design and context, place-based programs were characterized by three common features closely aligned with social accountability: widening access to HPE, comprehensive program design and a community-engaged approach. Key considerations for place-based HPE program design are the geographical scale of the program, strategies for student recruitment from the target region, provision of continuity with rural communities through longitudinal training experiences, engaging communities in the design and delivery of the program, and alignment of evaluation with the goals of the program and the communities served. © © 2025 Fuller, Beattie, McGrail, Versace and Rogers.

Cryptography is often considered complex and difficult to learn due to its involvement of intricate and abstract mathematical concepts. The existing media and educational methods currently available do not fully meet the needs for effective and efficient learning in conveying this complex material. Conventional approaches are often insufficiently interactive and engaging for learners, potentially hindering the learning process. On the other hand, Augmented Reality (AR) technology has proven effective as an interactive and accessible learning medium, offering new ways to present complex material visually and dynamically. Therefore, this study aims to develop an Android application that integrates AR technology as an educational tool for cryptography and to evaluate its impact on the general public's understanding of cryptography. This research employs the ADDIE method, a systematic instructional design framework that includes five stages: Analysis, Design, Development, Implementation, and Evaluation. Additionally, the study integrates principles from the Software Development Life Cycle (SDLC) to ensure precise and structured development. Additionally, the study integrates principles from the Software Development Life Cycle (SDLC) to ensure precise and structured development. The research findings indicate that AR can effectively serve as an interactive medium for learning cryptography and significantly enhance users' understanding of the subject. Specifically, t-test results demonstrated a statistically significant increase in cryptography understanding (p < 0.05) for both learners with and without prior knowledge, indicating the media's effectiveness across different educational backgrounds. Moreover, the AR-based cryptography learning system was well-received by the public, with User Acceptance Testing results showing an acceptance rate of over 90% in every aspect tested, highlighting its usability and design quality. © 2025 IEEE.