Futurity Education最新文献

{"title":"EFL Pre-service Teachers’ Enactment of Agentic Capacities in their Online Pedagogical Practicum","authors":"","doi":"10.57125/fed.2024.09.25.05","DOIUrl":"https://doi.org/10.57125/fed.2024.09.25.05","url":null,"abstract":"The global COVID-19 pandemic has significantly changed how education is delivered and accessed. In the evolving landscape of pre-service teachers’ pedagogical practicums within teacher education programs, both teacher educators and school supervisors continue to follow traditional national bilingual policies and curricula. These frameworks, often marked by discourses of accountability, control, and prescription, fail to address the post-pandemic realities faced by second and foreign language student-teachers. Factors influencing the pre-service teachers’ capacities to take initiative and make decisions in online pedagogical practices have not yet been thoroughly explored. This case study aimed to explore how 16 pre-service teachers exercised their agency in their online EFL pedagogical practicum classes and the factors that influenced their actions. Data were gathered through surveys, focus groups, recorded class observations, whole-class discussions, and teacher’s journal. The findings suggested that an intermediate competence on educational software enabled EFL pre-service teachers’ agentic capacities, which were manifested in transformative online teaching strategies centered on learners. Likewise, the lack of computer-mediated communication literacy, bad perceptions towards online teaching, unstable connection, and unequal power relations with school practicum teachers related to textbook coverage and impossibility to address social issues critically restricted their agentic capacities. These findings urge teacher educators, practicum supervisors, and curriculum developers to incorporate innovative, teacher agency-based policies, designs, and practices in both face-to-face and online instructional environments. Doing so will raise pre-service teachers’ awareness and empower them in decision-making processes during their pedagogical practicum, ultimately contributing to societal transformation through remote education.","PeriodicalId":427861,"journal":{"name":"Futurity Education","volume":"4 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141335707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflective Study on the Shift of Teachers’ Perception Towards ICT Integration in English Teaching","authors":"","doi":"10.57125/fed.2024.09.25.03","DOIUrl":"https://doi.org/10.57125/fed.2024.09.25.03","url":null,"abstract":"This reflective study investigated the transformation of English language teachers' perceptions of Information and Communication Technology (ICT) integration into English teaching throughout the COVID-19 pandemic. Two groups of English instructors from junior and senior high schools in Jepara Regency and Semarang City participated in this study. Data collecting methods included surveys and interviews. The findings indicated a considerable shift in teachers' views towards ICT integration, from a stage of limited integration before the pandemic, where its use was not widespread, to becoming an essential tool during the pandemic, relied upon as the main mode of instruction. Following the pandemic, there was a reevaluation of its significance and priority, leading to a reassessment of its role in education and teaching methodologies. After the pandemic, ICT integration has become essential for both online and hybrid learning and has gained widespread recognition for its importance in education. During the COVID-19 outbreak, online learning became the main way of teaching. After the pandemic, some teachers went back to in-person classes, but the use of technology remained important. This shows that teachers still need good training to use technology well. The findings indicated that many forms of technology for teaching are hard for both Indonesian students and teachers. Hence, it indicated the vital role of continuous training and support for educators to adjust and adapt their ICT integration into teaching English. By providing ongoing learning opportunities and assistance, teachers can better adapt to the changing educational environment which makes schools better for both students and teachers.","PeriodicalId":427861,"journal":{"name":"Futurity Education","volume":" 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141366774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultural Intelligence and Ethnocultural Empathy Among Psychology Students in Serbia: Insights and Perspectives","authors":"","doi":"10.57125/10.57125/fed.2024.06.25.08","DOIUrl":"https://doi.org/10.57125/10.57125/fed.2024.06.25.08","url":null,"abstract":"Cultural intelligence is of great importance for effective communication between members of different cultures, but also for the possibility of better adaptation to other cultural environments. Ethnocultural empathy is necessary to better understand the emotions and needs of members of other cultures. Ethnocultural empathy also involves the understanding and effectively communicating with individuals from different cultural backgrounds. This study aimed to assess the intercultural competencies of psychology students in terms of cultural intelligence and ethnocultural empathy. The Cultural Intelligence Scale, with 20 items, and the Ethnocultural Empathy Scale, with 30 items, was used for data collection. As such, participants completed questionnaires that included basic socio-demographic questions and questions corresponding to each item on the scale. The questionnaires were completed in both online and printed form. The sample included 100 psychology students from various universities in Serbia. A detailed statistical analysis was conducted in order to detect all results elements of importance. A significant correlation was detected between cultural intelligence and ethnocultural empathy. Dimensions of cultural intelligence through which the correlation was manifested were shown to be metacognitive and motivational one. Determination of cultural intelligence and ethnocultural empathy by intercultural competencies were examined. The study demonstrates that proficiency in communicating in other languages is the primary factor predicting both ethnocultural empathy and the influence of exposure to different cultures. The effect of experiencing other cultures on ethnocultural empathy may be partially influenced by one's ability to communicate effectively in multiple languages. This study offered a fresh perspective on a previously researched topic, considering the impact of changing contexts and social structures on its outcomes. It provided insights into how these changes have influenced the subject on a global scale. Practical changes in educational approaches indicated by this study results are needed to help psychology students become more culturally aware and empathetic, which impacts overall cultural diversity development.","PeriodicalId":427861,"journal":{"name":"Futurity Education","volume":"46 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140665804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Fourth Industrial Revolution: Overcoming Digital Divides in Zimbabwean Rural Learning Ecologies","authors":"","doi":"10.57125/fed.2024.06.25.07","DOIUrl":"https://doi.org/10.57125/fed.2024.06.25.07","url":null,"abstract":"The Covid-19 pandemic has accelerated the adoption of Fourth Industrial Revolution (4IR) practices and the growth of distance education, leading to fast technological advancements in educational institutions worldwide. The implications of this evolution on students in rural areas and their surrounding environments are ambiguous, presenting various obstacles within the educational sphere, particularly concerning rural learning environments. This study investigated the 4IR's potential to bridge digital divides and ensure equitable access to education in rural Zimbabwe, identifying prospects, challenges, and best practices. The research examined the impact of 4IR techniques on the academic performance of rural students using desktop exploration. It also highlighted educational opportunities for rural learning environments and emphasises the importance of localised collaboration. The link between e-learning and rural contexts in education, using secondary data from previous research was also examined. The study identified patterns and trends in implementing 4IR methodologies in education by using the content analysis to systematically scrutinise and interpret a large amount of textual data. The results indicated that student performance was impacted by technical, practical, and psychological impediments, additionally, academic and emotional decline due to remote learning was evident. Moreover, the study revealed that, despite challenges, 4IR methods offer multiple advantages, including enhanced information accessibility, distance learning opportunities, collaborative initiatives, personalised learning experiences, and teacher empowerment. To maximise these opportunities, the research recommended strategies such as infrastructure enhancement, resource accessibility, teacher professional development, curriculum adjustments, and collaborative efforts between public and private entities. Ultimately, the study proposed that rural environments can harness 4IR techniques in order to facilitate the quality of education and provide students with necessary digital skills by overcoming obstacles and taking advantage of opportunities.","PeriodicalId":427861,"journal":{"name":"Futurity Education","volume":" 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140690080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Remote Online Collaborative Learning for Knowledge Co-Creation Through WhatsApp in an ODL Programme","authors":"","doi":"10.57125/fed.2024.06.25.06","DOIUrl":"https://doi.org/10.57125/fed.2024.06.25.06","url":null,"abstract":"Open education fosters accessible and continuous learning by enabling individuals to engage in learning activities anytime and anywhere, through the use of social networking sites. This allows mature, working learners or professionals to construct their knowledge through collective intelligence that is associated with self-directed learning and socio-constructivism. Viewing the use of WhatsApp for ubiquitous learning through an adult education perspective may enable learners to actively engage in collaborative online learning and enhance their understanding through knowledge construction. This is based on the Pedagogy, andragogy, and Heutagogy (PAH) Continuum. The purpose of this study was to explore lecturers' perceptions of the use of WhatsApp for the co-creation of knowledge by learners. Interview data from 15 contingent lecturers using WhatsApp for the co-creation of knowledge among learners in an undergraduate programme shed light on both the advantages and obstacles faced, which might give insights to other lecturers of emerging open education institutions in the developing world where open education is the driving force for liberalizing education. A qualitative interpretive approach was used for data analysis. This study found that WhatsApp remote online collaborative learning bridges the gap between formal and informal learning and enriches the quality of learner-led content that is more contextualised and relevant for the professional growth of learners in open education. It was also found that learners experience emancipatory learning through collaboration and interactivity based on the student-centeredness approach. However, the major challenges were a lack of accountability of learners due to free-riders of the generated knowledge, and their inability to use OERS for self-directed learning and to respect the ethics of online media use. The study strongly recommends a review of the ODL institutional principle of providing one prescribed reading material for each module.","PeriodicalId":427861,"journal":{"name":"Futurity Education","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140698836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Harnessing Artificial Intelligence’s Potential in Rural Education Research: An Application of ChatGPT-4","authors":"","doi":"10.57125/fed.2024.06.25.05","DOIUrl":"https://doi.org/10.57125/fed.2024.06.25.05","url":null,"abstract":"This exploratory study delved into the capabilities of Artificial Intelligence (AI) to enhance rural education research. Specifically, it sought to operationalise the research agenda outlined by the National Rural Education Association of the United States of America and involve scholar-practitioners in conducting research that could influence policy and practice in rural education. The study explored the opportunities of AI applications, specifically the ChatGPT-4, in generating initial study ideas for the Policy and Funding support theme within the National Rural Education Association Research Agenda – 2022-2027. The focus was on meeting the needs of racially and linguistically diverse students in rural educational settings. The ChatGPT-4 successfully generated five relevant research problems/study topics, nine research questions, and identified three possible theoretical frameworks. Four limitations were identified: (1) inaccuracy of the leading scholars, (2) the lack of contextual understanding, (3) the lack of domain expertise, and (4) a potential over-reliance on automated assistance. The results of this study highlighted the potential of ChatGPT-4 as an effective tool for researchers in the early stages of their projects. It was found that the ChatGPT-4 efficiently provided relevant research topics, questions, and theoretical frameworks. As such, it may provide several advantages in the initial research process including accuracy in generating research problems, saving time, reducing cognitive workload, and enhancing idea generation. Since the tool expedited idea generation, it may free up researchers to concentrate on other aspects of research such as critical thinking and analysis. However, the limitations included inaccuracies in identifying leading scholars, the lack of contextual understanding, insufficient domain expertise, and the risk of excessive dependence on automation. This suggests that caution should be used when utilising AI to support research as human expertise in content, context, and methodology is vital for conducting thorough research.","PeriodicalId":427861,"journal":{"name":"Futurity Education","volume":"11 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140715691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational Innovation and Digital Transformation: Interconnection and Prospects for Ukraine","authors":"","doi":"10.57125/fed.2024.06.25.04","DOIUrl":"https://doi.org/10.57125/fed.2024.06.25.04","url":null,"abstract":"The integration of educational innovation and digital transformation has become increasingly crucial in reshaping educational landscapes globally. In the context of Ukraine, where the education system faces numerous challenges, understanding the interconnection between these concepts is paramount for driving meaningful change and fostering socio-economic development. This research aims to explore the interconnection between educational innovation and digital transformation, specifically focusing on its implications and prospects for Ukraine's education sector. The research employs a comprehensive literature review approach, drawing upon scholarly works and empirical studies related to educational innovation and digital transformation. Comparative analyses and impact assessment studies are utilized to provide a nuanced understanding of the complex dynamics at play. The study reveals the critical significance of embracing educational innovation and digital transformation in Ukraine. It highlights the potential of digital technologies to enhance teaching and learning practices, improve educational outcomes, and foster socio-economic development. Furthermore, the results identify key factors and opportunities associated with the integration of digital initiatives, offering insights into effective strategies and policy interventions. In conclusion, educational innovation and digital transformation represent more than fleeting trends; they are essential routes toward cultivating a robust, flexible, and globally competitive education system in Ukraine. Through embracing innovation, nurturing digital literacy, and placing a premium on educational reform, Ukraine can assert its leadership in educational excellence and secure the prosperity of forthcoming generations. The findings of this research provide valuable guidance for policymakers, educators, and stakeholders in Ukraine's education sector. By understanding the implications of educational innovation and digital transformation, stakeholders can enact evidence-based reforms, implement effective interventions, and propel Ukraine towards a more prosperous and knowledge-driven future.","PeriodicalId":427861,"journal":{"name":"Futurity Education","volume":"52 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140733550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Student and Teacher Factors Influencing Students’ Performance in Mathematics","authors":"","doi":"10.57125/fed.2024.06.25.03","DOIUrl":"https://doi.org/10.57125/fed.2024.06.25.03","url":null,"abstract":"Research on academic performance in mathematics has used different factors to assess how well students do in the subject. This study specifically looked at the gender differentials performance in mathematics at Senior High Schools. Data were gathered from 500 students in their final year of school and 15 mathematics teachers through a survey. Statistical methods like descriptive statistics, inferential statistics, and probit regression were used analyse the data. The results showed that males had an average score of 39.01 on the mathematics Achievement Test, while females had an average score of 31.95. Also, the results of Spearman's correlation indicated a significant relationship [0.63(p=0.002) and -0.58 (p=0.000)] between student gender and mathematics performance. There was a statistically significant difference (t (486), =-1.44, p=0.005) in the mean scores between gender. Finally, probit regression analysis showed that student self-confidence and self-esteem significantly affected their performance at 5%. Similarly, school-related factors like the learning atmosphere and teaching methods have a significant impact on students' academic performance, just as teacher-related factors including expertise in the subject matter and experience also play a crucial role in influencing performance. It was therefore recommended that teachers develop positive strategies to bridge this yawning gender gap in mathematics.","PeriodicalId":427861,"journal":{"name":"Futurity Education","volume":"522 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140787861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Augmented Educational Reality: Integrating AR Technologies into the Future Learning Process","authors":"","doi":"10.57125/fed.2024.03.25.04","DOIUrl":"https://doi.org/10.57125/fed.2024.03.25.04","url":null,"abstract":"In today's educational landscape, augmented reality opens up new perspectives for transforming learning approaches. The integration of augmented reality through AR technologies into the future educational process is defined not only as a technological step forward but also as a step towards innovative, more effective learning adapted to the needs of the modern world. The integration of augmented reality technologies into the educational process contributes to the improvement of teaching methods, providing interactive and immersive learning environments. This, first and foremost, enhances the motivation of education seekers, fosters creativity, and improves the quality of education in educational institutions. The purpose of this study is to analyse and systematise the features of integrating AR technologies into the future educational process and identify trends in their further development. The following research methods were used: analysis, synthesis, and systematisation of literary sources; inductive method. Data from various sources were summarised, classified, and analysed to identify trends in the further integration of AR technologies in education. The results of the study confirmed the wide range of opportunities that open up as a result of the use and integration of AR technologies into the future educational process. The analysis showed both the advantages and disadvantages of using AR technologies, highlighting the potential of these technologies. The study revealed the current state of integration of AR technologies into educational processes. The current trends that determine the directions of further integration of AR technologies in the future educational process are highlighted, paying attention to the key aspects of the development of these technologies in the modern educational environment. The conclusions emphasise the importance of integrating AR technologies into the future educational process, which opens up a wide range of opportunities for improving the quality of education. The need for further research and improvement of these technologies to ensure their effectiveness and accessibility in the educational sphere is emphasised. In further research, it is important to investigate in more depth the impact of AR technologies on the learning process of different age and educational groups. Also, studying the optimal methods of implementing AR technologies and their impact on the formation of the learning environment is a key area for future research.","PeriodicalId":427861,"journal":{"name":"Futurity Education","volume":"4 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139593148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parental Involvement and Children Acquisition of Literacy and Numeracy Skills in Uganda","authors":"","doi":"10.57125/fed.2024.03.25.03","DOIUrl":"https://doi.org/10.57125/fed.2024.03.25.03","url":null,"abstract":"The aim of the study was to investigate the relationship between parental involvement and children’s acquisition of literacy and numeracy skills in Uganda. The objectives of the study were threefold; to examine the level of competence in children’s literacy and numeracy skills; to establish the relationship between parental involvement and children’s competences in literacy and numeracy skills as well as to predict parental factors in determining children’s competences in literacy and numeracy skills in Uganda. Secondary data from Uwezo 2021dataset were analysed using descriptive statistics, the correlational coefficient and logistic regression analysis was used to explore the levels of competence in literacy and numeracy skills among children, the association between competence levels in literacy and numeracy and parental involvement was analysed; as well as parental factors as predictors in children’s acquisition of literacy and numeracy skills were investigated. The study findings revealed that children in Uganda were at different competence levels in literacy and numeracy. Parental involvement in children’s education also significantly enhanced the acquisition of basic literacy and numeracy skills. However, there was a low positive correlation between parents’ participation in reading with their children and acquisition of literacy and numeracy skills. Noteworthy, findings revealed that numeracy skills of 4-16-year-olds increased with TV and mobile telephone access in households. In conclusion, parental factors play a significant role in predicting the development of literacy and numeracy abilities among children in Uganda. The odds ratio for increased literacy skills was lower in male-headed households but higher in households with parents who completed Ordinary School Certificate, Advanced School Certificate, and tertiary diploma/degree. Thus, the Ministry of Education and Sports should provide free adult education to parents in order to encourage them to be involved in their children’s education. The findings of this study inform education policy review to enhance children’s acquisition of basic skills in literacy and numeracy.","PeriodicalId":427861,"journal":{"name":"Futurity Education","volume":"51 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139532967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}