Education & Pedagogy

The COVID-19 pandemic has changed the way instructors teach and students learn. Rather than receiving education face-to-face on-campus, remote online education emerged as an alternative solution. If implemented properly though, online education can have its positive impact on the teaching and learning processes. Online education, however, may have its deficiencies, especially in terms of mental health. This paper is a follow-on study comparing students' perceptions towards remote online education versus their perceptions towards on-campus education as regards mental health specifically. Involving sixty-two engineering students at a private university in Dubai, where this study was implemented, the researchers utilized a questionnaire focusing on both online and on campus education models, which was conducted during the COVID-19 lockdown time and on-campus education following the lockdown period. Based on the study's findings, most respondents were in favor of on-campus education, particularly in relation to its impact on student mental health.

The practice of including students with disabilities in art education has existed longer than efforts to increase access to general academic instruction. However, most teacher education programs do not offer sufficient coursework or field experiences in training pre-service art teachers to teach students with disabilities. To examine how pre-service art teachers are trained to provide inclusive art instruction, semi-structured interviews were conducted with art education faculty and instructors across six institutions in the Midwest of United States and interview data were systematically analyzed at three levels, including within case, cross case, and conversation. Results indicate that while all programs offer a required course related to special education, exposure to students with disabilities in field experiences is limited and collaboration between art teachers and special education teachers or paraprofessionals is not emphasized. Recommendations for strengthening teacher education programs in teaching art to students with disabilities are offered based on study findings.

Most studies of sex education center on local Anglo-Euro-American contexts, tracing the origin of sex education to a coordinated response to the spread of venereal diseases. These neglect the circumstances in which sex education developed in the developing world between the 1950s and 1980s: a growing collective anxiety about rising birth rates that culminated in the adoption of population control measures. This paper examines the "glocal" history of population-centered sex education in the developing world in the 1960s and 1970s, through the case study of Singapore. Examining the emergence of the first sex education curriculum in post-independence Singapore between 1966 and 1973, I argue that population-centered sex education that emerged in Singapore was intimately connected with global population politics. Analysis of how the policy was formulated shows that the Singapore state reacted to both domestic and global concerns. In connecting local developments to global contexts, this paper gestures toward the possibilities of studying the global history of population-centered sex education.

In the Czech Republic there has been a growing interest in education in nature ["výchova v prírode"] in connection with accreditation as a field of study. Outdoor experiential educator Jan Neuman, who died in April 2021, was instrumental in the development and formalisation of Czech education in nature programmes over the past 50 years. The aim of this review is to highlight the culturally unique, holistic and multi-disciplinary approaches of the concept of education in nature within the Czech environment, comparing this term with outdoor education internationally. Such cross-referencing of different cultural and indigenous variants aims to enhance outdoor physical activity opportunities in natural environments. We define education in nature in the Czech Republic and highlight the historical development of education in nature, with a focus on "turistika" activities, summer camps ["tábory"], and holistic dramaturgy approaches that elaborate on the cultural heritage and unique Czech approach to education in nature.

Although education is acknowledged as an important tool to address climate change, only some countries refer to education within their Nationally Determined Contributions (NDCs). Using a mixed-methods approach, we explore the question of how countries frame education within their climate pledges. First, we examine NDCs with a discourse network analysis (DNA) to identify country framings of education and climate change and potential discourse coalitions among countries. Education is most often referred to as an instrument to adapt to climate change and to a lesser extent as an instrument to mitigate climate change. Second, we use a regression analysis to complement the DNA results. We find that countries with a higher exposure to climate change impacts are more likely to mention education, which explains the prevalence of the adaptation framing. Moreover, we find that countries with a higher GDP per capita are less likely to include education within their NDCs. These results confirm the traditional divide between Annex 1 and non-Annex 1 countries also with regard to education in NDCs.

The recent economic success of China has been largely driven by the entrepreneurial potential cultivated within its education sectors. However, higher education institutions' efforts in fostering entrepreneurship and innovation seem not to meet employees' expectations. Among issues of entrepreneurship education at China universities and vocational colleges are incomprehensive teaching content and students' weak innovative ideas. Thus, an urgent examination of entrepreneurial education within Chinese higher education is necessary. Through a systematic literature review, this study explores the evolution of entrepreneurial education within Chinese higher education institutions, with a particular focus on vocational colleges. Drawing upon past studies, this study proposes strategic interventions to enhance the entrepreneurship curriculum, including the integration of practical experiences, strengthening teacher competency, fostering industry-academic partnerships, and digitalizing educational approaches. Ultimately, it advocates for a comprehensive reform to align entrepreneurial education programmes with the evolving needs of China's entrepreneurial system, thus ensuring the cultivation of a new generation of innovative and enterprising individuals to drive economic prosperity.

This study examines the challenges and benefits of collaboration between museums and schools in enhancing esthetic education in China. It begins by providing an overview of the development of children's esthetic education in China and explores the significance of integrating museum resources into school esthetic education. Through qualitative interviews, this study elucidates the current dynamics and challenges of museum-school partnerships in esthetic education in China, subsequently proposing strategic recommendations to address these challenges and enhance collaborative efforts. This study advocates for the establishment of interactive bridges across multiple channels between museums and schools, merging offline and online experiences, and strengthening the integration and sharing of esthetic education resources. This study aims to stimulate further dialogue between formal and informal esthetic education, leading to broader exploration and reflection on the collaboration between Chinese museums and schools, both of which are currently undergoing reform and experimentation.

The connection between the name "Daryl Siedentop" and the model "Sport Education" has evolved over the past three decades to become a prominent brand of physical education. This paper attempts to capture the influence of Sport Education, not only within school physical education, but in ways and arenas far beyond Daryl's original imagination. It is now used in university physical education courses and teacher preparation programs, in summer camps, and there is evidence of some use in after-school and community sports settings. This evolution has manifest pedagogical iterations of the model far beyond the essential features articulated in his initial vision, and teachers, students, prospective teachers, and coaches have all found a renewed vigor in their sport experience. The paper describes some of these "beyond" iterations of the model as a tribute to how Sport Education has served to realize multiple objectives for multiple practitioners in ways beyond his original aspirations.

Earth's biodiversity decline poses critical biocultural challenges, including food sovereignty and climate change adaptation. Teacher education can play a pivotal role in addressing biodiversity care. This study explores how preservice teachers learn about biodiversity care in teacher education programs, focusing on local biocultural contexts to ensure inclusive and equitable quality education pertinent to local communities. Conducted across three diverse Education Faculties in Chile, qualitative methods such as questionnaires, syllabi analysis, and interviews were employed. Findings reveal that preservice teachers primarily acquire biodiversity knowledge through natural sciences courses, albeit with variations across Faculties. The study highlights the importance of situated perception in connecting biodiversity education to the everyday experiences of preservice teachers. It also underscores the ethical and political dimensions of biodiversity education, including participation, interdependence, social commitment, and integration into daily life. Recommendations include fostering collective responsibility, contextualizing teaching methods, incorporating hands-on projects, and modeling responsible biodiversity stewardship in teacher education.

Purpose: The purpose of this study is to analyze the first major federal education policy, the Elementary and Secondary Education Act of 1965, and the most recent federal policy, the Every Student Succeeds Act of 2015, through a Black critical theory (BlackCrit) lens to understand better how these educational policies have served as antiblack projects. Furthermore, this study locates examples of educational Freedom Dreams in the past and present to imagine new possibilities in Black education. Design/methodology/approach: By analyzing education policy documents and history through BlackCrit methods, the authors expose how education policy is inherently an antiblack project. Freedom Dreams catalyze possibilities for future education. Findings: The data confirms that while these policies purport equity and accountability in education, they, in practice, exacerbate antiblackness through inequitably mandated standardized testing, distributed funding and policed schooling. Originality/value: This paper applies BlackCrit analysis of education policy to reimagine Black educational possibilities.

Students' attitudes towards distance education can be shaped by the compatibility of their learning styles with this new educational environment. The study aimed to investigate whether various variables and e-learning styles predict student's attitudes towards distance education. The present research was conducted on 387 students enrolled in the education faculty of a state university in Turkiye. The Distance Education Attitude Scale and the E-Learning Styles Scale were used to gather information about participants' gender, preferences for the type of education, monthly internet package, and purposes of internet use. This research is a type of relational research that determines the prediction of relationships between quantitative variables. Stepwise multiple regression analysis was employed in the research. Findings show that the preferred type of education, gender, visual-auditory learning style, and independent learning style predict the attitude toward distance education. In conclusion, this research sheds light on how student-centered distance education models can evolve in the process of digital transformation in education.

Educational policies tend to be shaped by the interaction of sociohistorical contexts with global forces, for which the issues of diversity and inclusion in music education are particularly complex. This study examines how inclusivity is conceptualised in the field of music education in both Luxembourg and Japan. Reviewing the historical construction and distinctive characteristics of national music education systems, we analyse how the notion of inclusive music education is understoood, and identify current opportunities and obstacles towards full inclusion of diverse students. The study applies the analytical frameworks of (i) global influences and isomorphism, (ii) "historical" institutionalism, and (iii) Göransson and Nilholm's typology of inclusive education. Based on analyses of curricula and policies, and interviews with (music) teachers in schools and organisations, we determined that unequal access to music education remains, and standardised approaches often hinder participation of diverse students while cross-sector partnerships offer new opportunities for inclusion.

This longitudinal qualitative study delves into the nuanced dynamics of postsecondary education access and choice for 23 rural Black students during their senior year of high school. Employing a multifaceted methodological approach encompassing interviews, visual data, and geospatial data, this research illuminates conditions that influence postsecondary education access and opportunity for rural Black youth. Results highlight how postsecondary education opportunity for rural Black students is shaped by local Black social networks, institutional contexts and climates, proximity to hometown, postsecondary education costs and affordability, as well as the intersecting forces of class, racial, and spatial inequities. This study also demonstrates how participants' meaning making of these conditions changed over time, thereby influencing their postsecondary education trajectories and decision-making processes. This research contributes insights into the shifting dynamics, meaning making, and forces that shape postsecondary education access for rural Black youth over time, providing implications for creating more equitable postsecondary education opportunities for rural Black youth.

Using a qualitative case study of the Polish higher education system, the article problematises the relationship between higher education and the public good. It emerges from an international comparative study including 11 national cases and contributes to the growing body of literature on the cultural specificities of the public good(s) in national higher education systems. Seeing the public good as a holistic ideal, transcendent to the higher education reality, it traces different meanings with which it is filled by main actors of the system: policymakers, representatives of collegial bodies, faculty and managers at two public universities (33 semi-structured interviews). The article discusses the public good in Poland in four areas: its general definition, the state's role in higher education, and national and global contributions. Contradictions exposed in the study of Polish higher education's discourses on the public good (national vs. global; state vs. academic community; mass higher education vs. elite higher education) serve the purpose of further elaborating the concept.

English as a foreign language (EFL) education has become increasingly ubiquitous in Eastern Asian early childhood education (ECE) settings, but the studies on this phenomenon have not been thoroughly reviewed. This scoping review investigates the scope and findings of the current literature regarding this under-researched phenomenon. Through a five-step protocol, 17 empirical studies published during 2012-2022 are included. Findings indicate that: (1) there are four major research areas: education policy, education technology, teacher and teacher education, and curriculum and pedagogy; (2) Hong Kong receives the most research attention; (3) teachers' knowledge and beliefs, implementing early EFL education, and effects of interventions constitute three prominent research themes. This review also identified research gaps and highlighted the need for more quantitative research on early EFL education in other parts of Asia, the planning and implementation of EFL policies in micro-level contexts, and in-service educators' beliefs and practises.