Education & Pedagogy

In this study, it is aimed to reveal the opinions of mathematics teachers about the future use of distance education. This study, which was designed in accordance with the case study, which is one of the qualitative research designs, was carried out with 42 mathematics teachers in the spring term of the 2020-2021 academic year. The data of the study were obtained from the answers given to the semi-structured interview form made with mathematics teachers. The data obtained from the research were analyzed using content analysis. As a result of the research, it is seen that teachers want to continue distance education for different purposes. Mathematics teachers who want to continue distance education; They want distance education mostly in order to be able to solve questions, to eliminate the deficiencies of the students and to repeat the subject. Teachers also stated that distance education can be used in online meetings, in communicating with parents who cannot come to school, in eliminating deficiencies that may occur due to disruptions in face-to-face education. In the study, it was seen that teachers who think that distance education should not continue, generally think that online lessons are not efficient for mathematics education and that a classroom atmosphere cannot be created in these lessons. As a result, the majority of teachers who have experienced distance education want to continue the new normal and later distance education in order to support face-to-face education.

The purpose of this research is to obtain the opinions of teachers on the universal design in the creation of a pre-university education model for the disabled in an inclusive higher education system. The research was designed in accordance with the qualitative research method. The study group of the research consists of 25 teachers who teach in various schools in Almaty, Kazakhstan. Research data were collected through a semi-structured interview form created by the researchers. As a result, it has been revealed that the majority of teachers find the educational opportunities of the disabled in the inclusive education model partially sufficient. The majority of the teachers stated that they found the educational opportunities of the disabled in the inclusive education model insufficient in the universal design dimension. Teachers suggest improving the educational opportunities of the disabled in the inclusive education model in the dimension of universal design; information presentation alternatives are in the direction of providing options in education, interactive learning and eliminating limitations. In line with the results obtained from the research, it is recommended to prepare inclusive education professional development programmes for teachers based on the universal design in education, and to organise curricula in order to increase the quality of education in the inclusive education universal design model of the disabled.

Breaking with discriminatory views and segregated education for children with disabilities, regions often referred to as Confucian Heritage Regions (CHRs) have been moving towards inclusive education. Although some of these regions have been at the centre of attention in global education recently, there is a lack of research and information about how they 'do' inclusive education. Considering that reinforcing legislative foundations is of foremost importance for its fulfillment, this study examines legislation on the education of children with disabilities in four neighbouring CHRs: the Chinese Mainland , Japan, South Korea and China's Taiwan. The core principles that frame such legislation were analyzed and cross-compared. The findings show that despite the common Confucian heritage that is attributed to them systematically in studies of inclusive education -- which is often said to influence the way disability is perceived and dealt with -- the four Regions treat inclusion differently in terms of legislation. While some CHRs are clearly influenced by e.g. the USA, others are trying to design a specific perspective on inclusive education. The authors argue that the complex example of these CHRs can serve as an important template for studies on both inclusive and comparative education. The article also calls for the careful treatment of inclusive education beyond an essentialist and somewhat simplistic perspective that could reduce certain regions to a monolith.

In the context of enormous global challenges such as climate change, poverty, and the unequal distribution of wealth, sustainability education within higher education has gained momentum as a tool to train a new generation of change agents. Previous research has examined the relationship between sustainability education and entrepreneurship education. There is however a knowledge gap regarding course development strategies that can integrate entrepreneurship competencies into sustainability education. Following a classroom action research (AR) approach, we developed a three-week graduate course aimed at an interdisciplinary cohort of students in the social sciences from partner universities in Brazil and Norway. The course integrated a problem-based learning (PBL) framework. Working in groups of four to five members, the students provided business solutions framed in a post-oil development context. The results indicate tension points in the integration of the learning principles of PBL along the different phases of PBL, namely during the group formation and problem analysis phases. To tackle these tensions, we suggest early group formation and integrate formative feedback and progressive problem analysis. Our framework contributes to the debate on competence-based frameworks within the sustainability education literature. The framework can also serve as an inspiration for course designers in higher education.

Teacher educators use various measures to gauge pre-service teachers' knowledge, skills, and attitudes, including behavioral measures, self-report questionnaires, and interviews. These measures often fail to capture the granularities of the teaching and learning processes. As such, there has been a burgeoning and recent interest in the use of biometrics like eye tracking technology in teacher education. Eye tracking, as an objective measure, provides important insights to prepare pre-service teachers for addressing learner differences and developing engaging online and blended instruction, both of which seem critical during and after the COVID-19 pandemic. Therefore, one of the key goals for teacher education to achieve by 2025 is to expand the integration of eye tracking technology into teacher education. To fulfill this goal, the following steps are envisioned: 1) more eye tracking research in teacher education; 2) more use of eye tracking as a teaching tool; 3) more eye tracking instruction in graduate-level teacher education; 4) more teacher education programs having access to eye tracking technology. For successful implementation, training and research experience are needed to scaffold teacher education students to understand and integrate this technology into their teaching and research practices. Interdisciplinary collaborations are also encouraged among researchers in teacher education and other disciplines to overcome obstacles associated with access to the eye tracking technology.

Humanitarian migrants are amongst the most marginalised population groups in countries within the Global North, including Australia. An important channel for these migrants to successfully settle into the host society and improve their socio-economic outcomes is participation in the local education system, particularly in higher-education options. However, we know surprisingly little about the socio-demographic factors that structure inequalities in humanitarian migrants' access to (higher) education, with evidence from robust quantitative studies being particularly scarce. The present study fills this important gap in knowledge by analysing Australian longitudinal survey data ("Building a New Life in Australia;" n = 2109 migrants and 8668 person-year observations) by means of random-effect panel regression models. Key results indicated that higher English-language proficiency and pre-arrival education levels are core factors fostering greater engagement with the Australian higher-education system amongst humanitarian migrants. Humanitarian-migrant women in our sample exhibited a greater adjusted likelihood of being a student than humanitarian-migrant men. Altogether, our findings confirmed inequalities in accessing the Australian higher-education system amongst humanitarian migrants, and that policy attention is required to redress this situation. However, they also stress that a 'one size fits all' policy strategy may be neither sufficient nor appropriate to boost their education prospects.

Education in all societies is one of the requisites for changes and development, particularly in the current context influenced by globalization and rapid changes in which knowledge and technology became essential tools for life. In this context, Mozambique has been and continues promoting education, including Classroom Teaching Adult Education and Distance Adult Education (DAE) to satisfy people's learning needs and improve their capacities towards changes. DAE is considered a way to open opportunities of education for youth and adults who by different reasons cannot participate in classroom teaching. This study seeks to explore the perceptions of youth and adult students in DAE at Eduardo Mondlane University (EMU), about their learning process. The study applied qualitative approach, based on semi-structured interview administrated to twelve students from the 3rd and 4th years of the undergraduate program in Organization and Management of Education in Distance Education (DE) modality. The findings of this study point out that DAE is perceived as a relevant and useful modality of education, particularly for adult learners. However, the study identifies contextual challenges associated to individual and professional issues, pedagogical and organizational issues as well as gender division of labor within the families, impacting the student's performance in DE in the selected higher education institution.

Universities skipped from face-to-face education on campuses to online education worldwide due to the outbreak of COVID-19 started in December 2019. But it remains unclear how effective online education was, given that most instructors and students had little experience with online education and with lack of technological resources. This study aimed to evaluate the online education offered by the universities during Pandemic COVID-19. Mixed research was conducted with randomly selected 500 university students and 24 instructors from various universities in North Cyprus between April 2020-August 2020. Students agreed with the 30 benefits of online education, and they stated serious obstacles that they faced during online lectures. Instructors mentioned their online teaching experiences and the obstacles they faced during the pandemic. Also, participant instructors made some suggestions for the government, universities, and instructors to improve and ensure the effectiveness of online education. This type of in-depth research can be carried out by all universities globally and the data will help all education leaders and management of the universities to determine the weak and strong points of their online education and re-manage and redesign their online education to meet the needs of students. Universities can produce solutions to mitigate their problems in online education and increase the quality of online education which can be accessed by all students.

Low physical activity and sedentary lifestyle have been contributing to overweight/obesity in children worldwide. In response to this, school health and physical education (HPE) programmes have been introduced to assist children to adopt and maintain healthy lifestyles. Teacher education colleges have been introducing training programmes to prepare teachers. Paro College of Education (PCE), Bhutan, is one such college where the HPE training programme was introduced in 2003. This paper reports on the impact of the HPE programme on the preservice teachers of PCE in relation to their personal and professional competencies. The participants were the final and second-year Bachelor of Education (primary) pre-service student teachers and Diploma in Physical Education and Sports Coaching students. Results revealed that the HPE programme had a significant impact on pre-service teachers' personal and professional competencies. Male participants were highly motivated to teach HPE as well as participating regularly in physical activities compared to their female counterparts. Further, the study revealed differences in personal and professional competencies, pedagogical knowledge, and self-efficacy beliefs amongst the pre-service teachers. Implications for the teacher training programme and recommendations for future research are presented.

Purpose: This paper aims to identify and investigate barriers to multicultural education in Iran. Design/methodology/approach: This research is a qualitative research that was done using the phenomenological method. Participants included all experts and key informants in the field of multicultural education in the country who were selected as a statistical sample in different stages of the research using purposeful sampling. The semi-structured interview was used to collect information. Two ways, including member checking and external auditing, were used to validate the information. The thematic analysis method (theme analysis), which is based on open and core coding, was used to analyze the data. Findings: The interview data revealed that barriers are generally identified in both structural and executive parts. The structural part had two main obstacles, political and scientific-professional, and the executive part had two technical and socio-cultural barriers. Also, barriers to multicultural education in curriculum design are the ideological education system, lack of a clear framework for multicultural education, etc. Furthermore, barriers to multicultural education in the curriculum implementation are hidden curriculum, the inability of teachers to implement multicultural education, etc. Finally, barriers to multicultural education in curriculum evaluation are misconception of evaluation and limited evaluation methods. Originality/value: To the best of the authors' knowledge, this study is the first one that presents the experts' viewpoints and experiences on the barriers to multicultural education in Iran.

Background: Migrants are the key population for tuberculosis (TB) transmission in China. However, it remains unknown how many migrants have received TB education and through what means. Objectives: To identify the rate and methods of TB education among migrants in China by using nationally representative data. Method: This study used secondary data analysis. The data were derived from the China Migrants Dynamic Survey 2014-2017. A total sample of 745,926 migrants was included in the following analysis. Information on TB education was collected through a self-report questionnaire. We used hierarchical logistic regression models to explore the relationship between the independent variables and the receipt of TB education. Results: Only 30.4% (n = 226,458) received TB education. Among all age-groups, participants between 65 and 69 years old had the highest TB education rate (33.4%). Bulletin boards (86.5%-91%), media (73% to 86.7%), and books/magazines (59.2%-67.4%) were the most common ways for migrants to receive TB education. Conclusions: Our study showed the rates of TB education in each region of China and indicated the significant disparity among the seven regions. Traditional media, off-line medical consultation, community advocacy, and bulletin boards should be the primary methods of delivering TB education. TB education campaigns targeting migrants with a low socioeconomic status should be actively promoted.

This article considers a series of ideas disturbing the conventional wisdom that decrees education an essential force in saving the world. Taking Morton's descriptions of hyperobjects seriously, we consider his radical idea that the world has ended amidst the eco-political depredations of the Anthropocene. Accordingly, we claim that education in modernity most properly belongs - materially and ideologically - with technological enframing and the rise of biopower. In other words, what is taken almost universally as the sacred realm of education is, in fact, a contributory factor in the global eco-ontological crisis. Morton describes global warming, plastics and nuclear arsenals as hyperobjects: viscous, nonlocal entities that exist in temporal and spatial planes vastly different from our own immediate worlds. They are the threatening, difficult to access entities that express the Anthropocene. While most will propose that education will be vital in combating looming ecological apocalypse, we consider that education is a hyperobject itself. Education, we opine, is aligned with the forces and conditions that have generated the present crisis. This is because education embodies the same qualities as the hyperobjects of modernity; according to any rigorous historical ontology, education as we know it must be seen as the most extensive expression of a dangerous biopower that is beyond control. If this position is to be taken seriously, education is not merely impotent in combatting ecological catastrophe, but is a key apparatus supporting the Anthropocene. Education is thus another element of the end of the world.

Purpose: Career education and employability have become Australian university curriculum and pedagogy priorities to meet the changing world of work and federal government parameters linking higher education funding to graduate employment outcomes. This conceptual paper aims to present the hypothesis that emphasis on integrating career education in the curriculum can provide an opportunity to embed future-thinking concepts by reframing future-focussed career education practice to futures focussed. It proposes that using a Futures Senses lens to expand current career pedagogy liberates career education from individualised cognitive decision-making and self-analysis; to include the affective, collective imagining, ancestral voices and innate gifts. Design/methodology/approach: A suite of five career education pedagogical tools that have been embedded by the author in the curriculum of an enabling education course in a regional Australian university; are described, analysed and reconceptualised using the Futures Senses. A Causal Layered Analysis provides a layered comparison of future-focussed and futures focussed career education. Discussion: The discussion reflects on current pedagogical practice by the author and indicates pragmatic implications for applying a future-focussed approach to career education practice. Implementation of these reimagined activities provides an opportunity for future qualitative research. Originality/value: Opportunity exists to leverage rising institutional demands and political agendas of integrating career education in the tertiary curriculum, as a means of embedding futures concepts, thinking and pedagogy. The reimagined activities are a pragmatic offering that can be used by educators to initiate and nurture futures thinking.

At least since the UN Convention on the Rights of People with Disabilities, deaf children worldwide have a right to education not only in the spoken and written language of their country, but also in the national sign language. The pedagogical use of a sign language in European schools for the deaf began in the 1980s and has since evolved significantly. This paper presents a survey of 39 European countries that documents the status of bimodal bilingual education using a spoken and a signed language. Data was collected through an expert survey on the three dimensions policies, practices and cultures of bimodal bilingual education and an analysis of relevant legal documents. The results reveal that bimodal bilingual education is increasingly implemented in deaf education but is not fully established all over Europe. In many countries, bimodal bilingual education is limited to special schools and is rarely offered in inclusive mainstream schools. Implementation processes are similar across Europe: Programmes are primarily initiated by parents, teachers or the deaf community but educational policies lag behind the practices at schools. Legal foundations (e.g. curricula and professionalization for the use of sign languages) guarantee the sustainability and quality of bimodal bilingual education.

With compulsory distance education in Turkey during the pandemic, the positive and negative effects of distance education have been investigated. In this study, the views of 256 students (162 males, 94 females) with a mean age of 21.5±3.457, studying in various departments in the primary field of sports sciences at state (n = 95) and foundation (n = 161) universities, on distance education and face-to-face education. It was taken with the Attitudes towards Distance Education Scale and compared statistically. In addition to frequency and distribution analysis, an Independent Sample T-Test was applied for statistical analysis, and the confidence interval was determined as 95% (p < 0.05). As a result of the research, it was seen that the students found face-to-face education more effective. It was noted that students who found face-to-face teaching more effective than other students agreed with the view that distance education is not engaging with a significant difference (p < 0.05). The same students also stated that they disagreed with the opinions that qualified results can be obtained from distance education applications. According to students ' opinions, this study provides educators with information about some of the missing points of distance education compared to face-to-face teaching. The minus points of distance education can be detailed with surveys to be made with more participants.