Cogent Education最新文献

Investigating the influence of teacher professional identity on the pedagogical approaches to number concept instruction in the Foundation Phase 探讨教师专业认同对基础阶段数概念教学方法的影响

Cogent Education Pub Date : 2025-11-05 DOI: 10.1080/2331186x.2025.2574330

Gugulethu Ncube, Oluwatoyin Ayodele Ajani

{"title":"Investigating the influence of teacher professional identity on the pedagogical approaches to number concept instruction in the Foundation Phase","authors":"Gugulethu Ncube, Oluwatoyin Ayodele Ajani","doi":"10.1080/2331186x.2025.2574330","DOIUrl":"https://doi.org/10.1080/2331186x.2025.2574330","url":null,"abstract":"This qualitative study investigates how Foundation Phase teachers’ professional identities influence their approaches to teaching number concepts. Twelve teachers from Johannesburg East District were purposively selected to participate. Data were gathered through semi-structured interviews and classroom observations, and analysed thematically. Findings suggest that a strong, positive professional identity is closely linked to effective pedagogical practices. Teachers who viewed themselves as knowledgeable and nurturing—often adopting an in loco parentis role—demonstrated high levels of motivation, confidence, and relational warmth in their teaching. These educators were deeply committed to helping young learners grasp number concepts. In contrast, teachers whose professional identities were more aligned with administrative or social work roles often experienced role ambiguity and systemic pressures, which disrupted their instructional coherence. This misalignment between self-concept and classroom practice led to fragmented teaching and difficulty integrating core pedagogical principles. The study concludes that teachers’ self-perceptions significantly shape their instructional choices and effectiveness in mathematics education. It recommends that educational authorities prioritise ongoing professional development that not only enhances teaching competence but also fosters a coherent and positive professional identity among Foundation Phase teachers.","PeriodicalId":504590,"journal":{"name":"Cogent Education","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147910264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Benchmarking retention, progression, and graduation rates in undergraduate higher education across different time windows 对不同时间窗的本科高等教育的留校率、升学率和毕业率进行基准测试

Cogent Education Pub Date : 2025-05-07 DOI: 10.1080/2331186x.2025.2498170

Osama A. Marzouk

{"title":"Benchmarking retention, progression, and graduation rates in undergraduate higher education across different time windows","authors":"Osama A. Marzouk","doi":"10.1080/2331186x.2025.2498170","DOIUrl":"https://doi.org/10.1080/2331186x.2025.2498170","url":null,"abstract":"Students’ retention rates (RR), students’ progression rates (PR), and students’ graduation rates (GR) are statistical figures commonly used in higher education to monitor the performance of higher education institutions (HEI), academic programs (courses), or their students. Due to the variability in defining these quantitative quality metrics, their values should be interpreted carefully with a clear understanding of how they were computed to avoid misleading judgments and unfair comparisons. In the current study, we develop clearly-defined benchmarking retention, progression, and graduation rates by curating and processing (with the aid of descriptive statistics, nonlinear extrapolation, numerical relaxation, and regression analysis) well-documented public longitudinal raw data about undergraduate higher institutions over four recent consecutive cohorts. We particularly account for the variability in the desired time window over which some rates are reported. We also count for the presence of a pre-college bridging year of study (a foundational or preparatory postsecondary year) offered before the formal college program starts. Based on our outcomes, the overall bachelor’s degree benchmarking retention rate after one year of entry is 75.93%, the overall benchmarking progression rate after one year of entry is 75.22%, and the overall benchmarking graduation rate within 150% of the normal degree duration is 64.2%.","PeriodicalId":504590,"journal":{"name":"Cogent Education","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147906303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Generative artificial intelligence in pedagogical practices: a systematic review of empirical studies (2022–2024) 教学实践中的生成式人工智能：实证研究的系统回顾（2022-2024）

Cogent Education Pub Date : 2025-04-07 DOI: 10.1080/2331186x.2025.2485499

Wang Xiaoyu, Zamzami Zainuddin, Chin Hai Leng

{"title":"Generative artificial intelligence in pedagogical practices: a systematic review of empirical studies (2022–2024)","authors":"Wang Xiaoyu, Zamzami Zainuddin, Chin Hai Leng","doi":"10.1080/2331186x.2025.2485499","DOIUrl":"https://doi.org/10.1080/2331186x.2025.2485499","url":null,"abstract":"This systematic review explores how generative artificial intelligence (GenAI) technologies have been employed within pedagogical practices from 2022 to 2024, uncovering specific applications, benefits and challenges. This review draws on 28 empirical studies from top high-impact factor journals indexed in the Web of Science under ‘Education & Educational Research’ and ‘Education, Special’ (Journal Citation Reports). The analysis reveals that GenAI could improve instructional efficiency by providing prompt feedback and personalized learning materials, enhancing learners’ engagement and motivation, catalyzing idea generation and developing essential generic skills such as critical thinking and problem-solving. However, key challenges arise concerning potential inaccuracies, bias, threats to academic integrity and questions regarding GenAI’s overall efficacy in teaching and learning. This study suggests that teachers should wisely employ GenAI as a supplementary device, optimizing its advantages and addressing its drawbacks. This shows how important it is for teachers to keep learning and how important it is to look into the long-term effects, untapped uses and compatibility of GenAI with the Sustainable Development Goals, especially when trying to improve education.","PeriodicalId":504590,"journal":{"name":"Cogent Education","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147921290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 30

Exploring Online Preschool Programs in children’s academic preparation for elementary school: a case study in Indonesia 探索在线学前教育项目对儿童小学学业准备的影响：以印度尼西亚为例

Cogent Education Pub Date : 2024-11-29 DOI: 10.1080/2331186x.2024.2433818

Nurhayati Nurhayati, Siti Hawa Lubis, Mohammad Rindu Fajar Islamy, Achmad Faqihuddin

{"title":"Exploring Online Preschool Programs in children’s academic preparation for elementary school: a case study in Indonesia","authors":"Nurhayati Nurhayati, Siti Hawa Lubis, Mohammad Rindu Fajar Islamy, Achmad Faqihuddin","doi":"10.1080/2331186x.2024.2433818","DOIUrl":"https://doi.org/10.1080/2331186x.2024.2433818","url":null,"abstract":"The COVID-19 pandemic has transformed preschool education, expanding beyond traditional methods to include digital learning innovations, even in early childhood education. This study investigates the implementation of Islamic education through an Online Preschool Program in Indonesia. Using a qualitative approach, the research involved 20 parents as participants over eight months. Data were collected through interviews, observations, and document analysis and analyzed using NVIVO 12 software in conjunction with Miles and Huberman’s framework. The findings highlight the diverse online preschool programs available, parents’ motivations for and challenges in enrolling their children, and the perceived benefits and impacts on both parents and children. Key results show that the Online Preschool Program effectively supports parents in integrating Islamic education at home while also contributing to children’s intellectual, social, and religious development and enhancing their readiness for formal schooling. This study fills gaps in previous research by providing an in-depth analysis of the role of online preschool programs in Islamic education during early childhood.","PeriodicalId":504590,"journal":{"name":"Cogent Education","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147915122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Study of emotional intelligence and leadership competencies in university students 大学生情绪智力与领导能力的研究

Cogent Education Pub Date : 2024-10-11 DOI: 10.1080/2331186x.2024.2411826

Jorge López González, Jesús M. Martínez González, Maven Ingebor Lomboy Finsterbusch, Luis Expósito

{"title":"Study of emotional intelligence and leadership competencies in university students","authors":"Jorge López González, Jesús M. Martínez González, Maven Ingebor Lomboy Finsterbusch, Luis Expósito","doi":"10.1080/2331186x.2024.2411826","DOIUrl":"https://doi.org/10.1080/2331186x.2024.2411826","url":null,"abstract":"This article examines the relationship between emotional intelligence and ethical leadership competencies among university students. The research hypothesis was that emotional intelligence correlates positively with the exercise of good leadership. To this aim, a study was carried out with 1101 university students from Chile, Mexico and Spain who responded to a questionnaire on emotional intelligence (WLEIS) and a questionnaire on leadership competencies (LID) that measures understanding of reality, self-control and team harmonisation. The results show a positive correlation between emotional intelligence and leadership, although with significant differences by country and degree programs, but not in relation to gender. The research contribution is particularly relevant. Firstly, there are few studies on emotional intelligence and ethical leadership competencies carried out in the university student environment. Secondly, the study provides evidence of the predictive validity of emotional intelligence, in particular ‘use of emotions’, on leadership competencies. This finding points to the importance of teaching emotional intelligence in order to develop the leadership competencies of university students.","PeriodicalId":504590,"journal":{"name":"Cogent Education","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147900552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Exploring digital competences in Zimbabwean secondary schools using a multimodal view: a hermeneutical phenomenography study 以多模态视角探索津巴布韦中学的数字能力：诠释学现象学研究

Cogent Education Pub Date : 2024-08-10 DOI: 10.1080/2331186x.2024.2387911

I. M. Dabengwa, Sibonile Moyo, Smart Ncube, Tinashe B. Gashirai, Daga Makaza, Paul Makoni, Notice Pasipamire, G. K. Chademana, Mufudzi Mafoti, Stonard Mapfumo, Dzikamayi Mandaza

引用次数: 0

Marital satisfaction of college of education tutors within the greater Accra region: the influence of emotional intelligence and other factors 大阿克拉地区教育学院辅导员的婚姻满意度：情商和其他因素的影响

Cogent Education Pub Date : 2024-08-09 DOI: 10.1080/2331186x.2024.2389324

E. Aidoo, Ronald Osei Mensah, Bernice Oteng

引用次数: 0

From saving to budgeting: unpacking the impact of a culturally relevant financial literacy summer program- $mart money 从储蓄到预算：解读与文化相关的金融知识暑期课程--$mart money 的影响

Cogent Education Pub Date : 2024-08-09 DOI: 10.1080/2331186x.2024.2387900

Renee Gibert, Imani Adams, Sungwoo Kang

引用次数: 0

Unveiling the strands of professional stagnation: Genesis, bolstering & ramifications in public sector educational organization 揭开专业停滞的面纱：公共部门教育组织的成因、促进和影响

Cogent Education Pub Date : 2024-08-09 DOI: 10.1080/2331186x.2024.2387923

Muhammad Shahid, Muhammad Uzair-ul-Hassan, I. Parveen