Developing Scientific Literacy to Promote 21st Century Skills
Overcoming Isolation: Online Collaboration among Rural Primary School Principals in New Zealand
Evaluating Pandemic-Induced Online Learning in India: Secondary and Senior Student Experiences
Relationship between Videogame Addiction and Academic Performance of Senior Secondary Students
STEM Education: Evaluation and Improvement Methods
A Study Of Health Education And Its Needs For Elementary School Students
Online Instruction in the Face of Covid-19 Crisis: An Examination of Early Childhood and Elementary Teachers' Practices
Time Management and Academic Achievement of Higher Secondary Students
Case Study of Inclusive Education Programme: Basis for Proactive and Life Skills Inclusive Education
Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners
Some Quality Considerations in the Design and Implementation of Learning Objects
The Ideology of Innovation Education and its Emergence as a New subject in Compulsory Schools
A Blended Learning Route To Improving Innovation Education in Europe
BSCW As A Managed Learning Environment For International In-Service Teacher Education.
Encouraging innovativeness through Computer-Assisted Collaborative Learning
The aim of this study is to reveal the general view of research on inclusive education in the preschool period using the bibliometric analysis method. The data used in the research were obtained from 261 articles in the Web of Science (WOS) database. Within the scope of bibliometric analysis, the VOSviewer software program was used to create network maps and graphs of authors, countries, keywords, and citations. Based on the findings regarding the network of collaboration between authors, two different conclusions were reached: first, the subject appears to be outdated, and second, a sufficient network of relations could not be established in the literature. In terms of the countries' co-authorship network, it has been determined that the countries in the Americas, Europe, and Australia continents are closely related to each other. The oldest key concepts for the research date back to 2014. These key concepts do not directly address inclusive education. In contrast, the key concepts of recent studies directly pertain to inclusive education. Considering the findings on the authors' co-citation network, it is possible to categorize them into four groups: authors working directly in the field of inclusive education, institutions and organizations, theories that form the theoretical foundations of inclusive education, and method studies. In this context, the analysis results serve as a guide for those interested in working in inclusive education in the preschool period.
This study employs a qualitative approach to examine the educators' perspectives on distance-based in-service training. The participants in the study were 49 teachers working in primary, secondary, and high schools in the central district of Bolu, Turkey, during the 2022-2023 academic year. The research data were collected through a semi-structured interview form and analyzed using content analysis. The findings revealed that training creates significant opportunities and offers benefits. However, distance in-service training also has limitations, and several problems emerge in these programs. Addressing the problems experienced in the training will also help reduce the associated limitations. Therefore, it is crucial to conduct training that aligns with teachers' interests, wishes, and needs by performing a needs analysis when determining topics for distance in-service training. Diversifying training programs based on branches and fields will enhance the quality of professional development and provide teachers with access to training for their specific fields at any time. The study also presents detailed suggestions to improve the quality of in-service training.
This critical analysis delves into the allocation and utilization of public expenditure in education across all levels in Bhutan, including primary, secondary, and higher education. The study aims to provide valuable insights into how public funds are distributed and used within Bhutan's education system. By conducting this analysis, we seek to identify strengths, weaknesses, and areas for improvement in education funding and policy-making to enhance the overall effectiveness of public investment in education for the betterment of Bhutan's educational system and its citizens. The research employs a secondary data research method, allowing for an in-depth analysis of extensive datasets without the need for primary data collection. This method ensures efficiency and enables researchers to gain valuable insights into the education system and its funding. In 2015, public expenditure on education accounted for 25.5% of the total government expenditure in Bhutan. This marked a substantial increase from the previous year's figure of 17%. This is a positive trend that indicates a growing commitment to education. Expenditure in primary education increased significantly, rising from 32% in the previous year to 57% in 2015. This highlights the government's emphasis on foundational education, which is crucial for building a strong educational base. Expenditure per student in secondary education showed fluctuations, with a figure of 53.9% in 2014. However, there was an overall upward trend in expenditure per student from 1971 to 2014. This suggests that while secondary education is receiving attention, there may be room for more consistent funding. Tertiary education received 10.3% of the expenditure in 2014, although there were fluctuations in funding over the years. Ensuring adequate funding for tertiary education is crucial, as it plays a vital role in producing a skilled workforce that can contribute significantly to the nation's development. The analysis reveals that public spending on education as a percentage of GDP experienced fluctuations, with some years witnessing significant increases or decreases. Consistent education funding is vital for Bhutan's socioeconomic progress. This analysis emphasizes the need for stable investment in primary, secondary, and tertiary education. It highlights the evolving budget priorities and underscores education's critical role in Bhutan's development. Policymakers should use these findings toensuresustained and balanced education investment forlong-termprosperity.
The integration of education technology and innovation into the education sector is increasingly becoming a global imperative, with the potential to transform teaching and learning practices. In Malawi, like many other developing nations, the adoption, implementation, and effective utilization of education technology remain critical challenges. This case study focuses on Mpherembe (CDSS) in Malawi to provide a detailed assessment of the status of education technology adoption and its impact on teaching and learning. The need for educational technology has risen in many schools in Malawi, especially during the pandemic's arrival of COVID-19, cholera outbreaks, and Cyclone Freddy, bringing attention among teachers, students, and policymakers. The study was centered at Mpherembe CDSS, where a sample of 20 students and teachers was selected using a probability sampling technique. The data was collected using a questionnaire and analyzed using SPSS. The analyzed data was presented in the form of bar graphs. The study uncovered that there was a moderate extent of adoption, implementation, and effective utilization of educational technology in Malawi. Furthermore, the study revealed that there are several significant benefits of educational technology in Malawi. The main ones include reducing transportation and accommodation costs and accommodating both work and learning simultaneously. Despite the benefits, educational technology faces several challenges that hinder its adoption, implementation, and utilization in Malawi. These challenges include poor network infrastructure, high costs, and limited access to educational technology.
Online Teachers' Professional Development programs, both synchronous and asynchronous, are relatively new in the educational arena. They have been available in the business sector for nearly two decades. In the wake of the closure of schools due to the COVID-19 outbreak, the Kerala Infrastructure and Technology for Education (KITE), in association with the Education department of Kerala, has come up with a novel idea of imparting online training to over 81,000 primary teachers in the state, spanning over 11,274 schools. It has been decided to provide specific vacation training to all primary and upper primary teachers during April and May to enhance their professional development. The KITE-VICTERS channel telecasted a special program on the training, which took place in May 2020. This study may pave the way for additional research that can offer more insights for future online training courses. This, in turn, may lead to the study of the impact of online training courses on the academic achievements of school children. The investigator conducted the study through a survey method. The findings of the study show that teachers with more than fifteen years of teaching experience showed more interest in online vacation training courses than their younger counterparts. Online classes enabled the teachers to think differently in new situations and use modern social media and mass media technology innovations. Mass education may change to individualized education in the coming year due to the COVID-19 pandemic. Proficiency in diverse areas is required, rather than specified skills, to cater to the needs of students in post-COVID-19 situations.
