European Journals of Education Studies
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SOCIAL SKILLS DEVELOPMENT FOR THE INTEGRATION OF PRESCHOOLERS WITH ASD IN MAINSTREAM EDUCATION
Get PDFWith each passing year, it is found that there is a growing need for methods and strategies to make education more efficient, methods that correspond to the particularities and developmental needs of children. A special category that requires a varied and distinct approach is preschoolers with ASD; they often find it harder to adapt to the structured environment of the kindergarten, and they fail to communicate effectively or make friends as easily as their peers of the same age. They may also find it difficult to interpret what others are thinking and feeling, and to recognize their own emotions. As a result of these deficits, emotional problems such as anxiety and stress can appear, which often lead to unwanted behaviors (tantrums, meltdowns). The aim of this research was to develop and implement a personalized intervention program in order to improve social skills to facilitate the successful integration of preschoolers with ASD in mainstream education. After calculating the size of the effect to demonstrate the effectiveness of the proposed personalized intervention program, an r=.91 for social reciprocity and an r=.90 for social interaction were obtained, which means that the personalized intervention program had a strong effect. Article visualizations
9–10-YEAR-OLD STUDENTS' IDEAS ABOUT LIGHT AS AN ENTITY: TEACHING PERSPECTIVES
Get PDFThe child, even when very young, has ideas about physical concepts and phenomena, and these ideas play a role in the learning experience. For the physicist, light is an entity that propagates in space from a source that interacts with objects it encounters in its path and then produces various perceptible effects. Data from relevant research shows that 4 to 12-year-old children have ideas that do not correspond to the school scientific models. In this research, we study the ideas of 9-to 10-year-old children about the concept of light. 134 primary school children (69 female and 65 male) participated in this study. The directive individual interview was the technique we used in our research. Results show that 9-10 years old children used different categories of light ideas. Article visualizations
EXPLORING THE IMPACT OF THE FLIPPED CLASSROOM ON STUDENT ENGAGEMENT IN HIGHER EDUCATION: A QUANTITATIVE APPROACH
Get PDFThe flipped classroom has been increasingly implemented in higher education, as it emphasizes participatory and student-centered learning. The purpose of this study was to quantitatively investigate the effectiveness of this model in the course Lifelong Learning and Education at the University of Patras. The study involved 87 fourth-year students who attended two-thirds of the course through the flipped classroom method, while the remaining part was delivered using traditional and experiential teaching approaches. Data were collected through a questionnaire based on the structure and dimensions of the UK Engagement Survey (UKES), which derives its theoretical and methodological framework from the National Survey of Student Engagement (NSSE). The instrument was adapted to the Greek context, and selected items were used following official authorization. The questionnaire was administered both before and after the intervention to record changes in student engagement. Data analysis was conducted using a paired-samples t-test, which revealed statistically significant improvements in key dimensions of student engagement. Specifically, findings indicated enhanced collaboration with peers, increased interaction with the instructor, improved course organization, and a strengthened sense of learning community. Additionally, positive changes were observed in the development of critical thinking and self-regulation skills, though not to the same extent. Overall, the results demonstrate that the implementation of the flipped classroom substantially contributed to enhancing the quality of the learning experience, fostering both intrinsic motivation and sustainable student engagement. The study highlights the pedagogical value of the approach and underscores the need for further research, enriched instructional design, and institutional support in order to promote the systematic adoption of the flipped classroom in Greek higher education. Article visualizations
LUSAKA, ZAMBIA SCIENCE TEACHERS' OPINIONS ON BIODIVERSITY
Get PDFThis study aims to examine the knowledge, attitudes, and opinions of secondary school science teachers working in Lusaka, Zambia, regarding biological diversity. The conservation of biodiversity is recognized as a fundamental component of sustainable environmental education, and teachers’ competencies in this area are of critical importance for fostering public awareness. The research was conducted using a qualitative research design, and semi-structured interviews were carried out with 30 science teachers from eight different secondary schools in Lusaka. The data obtained were analyzed using content analysis. The findings revealed that while teachers possess limited knowledge of the scientific foundations of biodiversity, they exhibit a high level of awareness regarding its value and conservation. Furthermore, the teachers were able to identify both anthropogenic and natural threats to biodiversity and offered educational, legal, and societal recommendations for its preservation. In this context, the study is expected to contribute to the enhancement of biodiversity education and the development of teacher training programs. Article visualizations
EMPLOYMENT OUTCOMES AND TRAINING RELEVANCE OF SPORTS MANAGEMENT GRADUATES AT DANANG SPORTS UNIVERSITY, VIETNAM
Get PDFThis study investigates the employment outcomes of graduates majoring in Sports Management at Danang Sports University from 2015 to 2020. Using a structured survey distributed to 78 alumni, the research examines employment status, job relevance to training, satisfaction levels, and future learning needs. Results indicate that 80.77% of graduates were employed, with 48.71% working in roles directly aligned with their training. While the majority expressed satisfaction with their current employment, gaps were identified in areas such as foreign language proficiency and professional practice. The findings emphasize the need for curricular revisions that better align with labor market demands and support graduates in enhancing their competencies. Article visualizations
THE PSYCHOLOGICAL SUFFERING IN THE MOTHERHOOD OF CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD)
Get PDFThis research aims to understand the dimensions that constitute the psychological suffering of mothers of children diagnosed with Autism Spectrum Disorder (ASD), based on their subjective experiences and the adaptations required by atypical motherhood. Motherhood, often shaped by social and personal idealizations, undergoes a significant rupture when the child is diagnosed with a developmental disorder. The diagnosis of ASD demands emotional, practical, and identity reorganization, requiring the construction of new meanings for the mother–child bond and for the maternal experience itself. Moreover, since the responsibility of care often falls primarily on the mother, there is an increased physical and emotional burden, which may trigger feelings such as guilt, exhaustion, and frustration. The main objective of this study is to analyze the factors that affect the psychological suffering of these women, based on three analytical axes: (1) the journey of motherhood and the discovery of ASD; (2) the impacts of the diagnosis and the adaptation processes; and (3) coping strategies and mental health care. Structured interviews were conducted with two mothers and qualitatively analyzed in light of specialized literature on motherhood, identity, overload, and care. The data reveal different ways of experiencing the diagnosis and daily demands, but converge on the perception of an intense process of subjective resignification and life reorganization. This study aims to contribute theoretical and practical reflections that promote welcoming, listening, and care for mothers of children with atypical development, emphasizing the importance of support networks and psychological strategies tailored to their specific experiences. Article visualizations
PRIVACY EDUCATION OF ADOLESCENTS WITH MENTAL DISABILITY AND REVIEW OF DRAWING ANALYSIS OF INDIVIDUALS AT RISK FOR ATTENTION DEFICIT DISORDER AND HYPERACTIVITY DISORDER (ADHD)
Get PDFMany individuals with intellectual disabilities find it difficult to express their feelings and thoughts about sexual (intimacy) education. The way to make it easier should be to help them express their feelings through pictures. Therefore, the aim of this study is to examine the views of individuals with mild, moderate and severe adolescent Mental Disability (MD) and Attention Deficit Hyperactivity Disorder (ADHD) on privacy education. A descriptive survey model was used in the study. A total of 25 individuals with MD and ADHD risk, 15 boys and 10 girls, aged 11-24 years, participated in the study in Prizren-Center and Mamusha provinces of Kosovo (Bosniak, Albanian and Turkish). A total of 3 data collection tools were used in the study. The “Personal Information Form” consisting of 10 questions, “Draw a Girl” (DW) and “Draw a Boy (DB)” consisting of 15 questions and the third data collection tool, “MDADHD Risk Individual’s Expert Picture Analysis Form (MDADHDRIEPA)”, consisting of 2 questions, were used as data collection tools. As a result of the self-assessment of the 'What is the boy in the drawing doing?' in the 'DB' test of the 22 individuals with MD and ADHD risk by the 3 Picture Analyzer, it was concluded that most of the boys talked to the girl; a few of them touched or kissed the girl. As a result of the 'DG' self-assessment tests, most of the results were obtained in which the girl in the drawing sat and talked with her lover; a few of the results were obtained in which the girl in the drawing met with men and dressed up. When the different views of the same test were analyzed, the following results were obtained: 10 of the participants of the “with whom do they live” view were in boarding school (with a girl and a boy friend), and the result of the “do they know each other?” view showed that the girl and the boy knew each other and most of the reasons for knowing each other were dating. 6 of the participants drew the drawings in accordance with the 'DB' and 'DG' guidelines. However, it was determined that the drawing was against privacy education. Article visualizations
ALTERNATIVE APPROACH IN PRESCHOOL EDUCATION: AN EXAMINATION OF TEACHER, PARENT, AND ADMINISTRATOR OPINIONS IN FOREST SCHOOLS / OKUL ÖNCESİ EĞİTİMDE ALTERNATİF BİR YAKLAŞIM: ORMAN OKULLARINDA ÖĞRETMEN, VELİ VE YÖNETİCİ GÖRÜŞLERİNİN İNCELENMESİ
No full textThe forest school philosophy is based on a nature-based approach and includes activities centered on active learning in a natural environment within forest schools. Unlike the traditional education system, forest schools are an alternative educational approach that supports holistic development, allows for flexible learning, and provides opportunities for children to learn outdoors using nature. This study aimed to examine the opinions of administrators and teachers working in schools that implement forest school practices in Turkey, as well as the parents of children attending these schools. To achieve this purpose, answers were sought to questions concerning the following: the differences between classroom and outdoor activities in forest school practices and preschool education practices conducted in compliance with the Ministry of National Education (MEB) curriculum; the importance and necessity of forest schools; the need to increase sample practices; the qualifications required to become a forest school educator; and what kind of efforts can be made to raise awareness about the development of forest schools. The phenomenological design, a qualitative research method, was used in this study. The research population consisted of schools in Turkey that implement forest-preschool practices. Of these, seven administrators and 30 teachers working in two public and three private forest preschools that could be reached, as well as 83 parents whose children attended these schools, formed the sample group. The results of the study determined that parents, administrators, and teachers prefer forest schools because they differ from other educational institutions by implementing a student-centered learning approach. While these participants, who consider holistic development important for children, represent a group with high awareness of forest schools, they also drew attention to the difficulties experienced in finding qualified staff. Orman okulu felsefesi, doğa temelli bir yaklaşıma dayanmaktadır ve orman okulları kapsamında doğal bir ortamda aktif öğrenmeye odaklanan etkinlikleri içermektedir. Geleneksel eğitim sisteminden farklı olarak orman okulları, bütüncül gelişimi destekleyen, esnek öğrenmeye olanak tanıyan ve çocuklara doğayı kullanarak açık havada öğrenme fırsatları sunan alternatif bir eğitim yaklaşımıdır. Bu çalışmada, Türkiye’de orman okulu uygulamalarını hayata geçiren okullarda görev yapan yönetici ve öğretmenlerin, ayrıca bu okullara devam eden çocukların ebeveynlerinin görüşlerinin incelenmesi amaçlanmıştır. Bu amaç doğrultusunda; orman okulu uygulamaları ile Millî Eğitim Bakanlığı (MEB) müfredatına uygun olarak yürütülen okul öncesi eğitim uygulamalarında sınıf içi ve açık hava etkinlikleri arasındaki farklar, orman okullarının önemi ve gerekliliği, örnek uygulamaların artırılma ihtiyacı, orman okulu öğretmeni olabilmek için gerekli nitelikler ve orman okullarının gelişimine yönelik farkındalığın artırılması için yapılabilecek çalışmalar gibi sorulara cevap aranmıştır. Çalışmada nitel araştırma yöntemlerinden olgubilim (fenomenoloji) deseni kullanılmıştır. Araştırmanın çalışma grubunu, Türkiye’de orman-okulu uygulamalarını hayata geçiren okullar oluşturmuştur. Bu kapsamda ulaşılan iki devlet ve üç özel orman anaokulunda görev yapan yedi yönetici ile 30 öğretmen ve bu okullara devam eden çocukların 83 velisi araştırmanın örneklemini oluşturmuştur. Araştırma sonuçlarına göre; ebeveynler, yöneticiler ve öğretmenler, öğrenci merkezli öğrenme yaklaşımını benimsemeleri nedeniyle orman okullarını diğer eğitim kurumlarından farklı bulmaktadır. Çocuklar için bütüncül gelişimi önemli gören bu katılımcıların, orman okullarına ilişkin yüksek farkındalığa sahip oldukları ancak nitelikli personel bulma konusunda yaşanan zorluklara da dikkat çektikleri belirlenmiştir. Article visualizations
AWARENESS LEVEL OF AUDITORY RELATED DISEASES AND MEASURES OF LESSENING THE HEALTH NOISE ISSUES AMONG INDUSTRIAL WORKERS IN OSUN EAST, OSUN STATE, NIGERIA
Get PDFThis study specifically determined the types of auditory-related diseases and the mitigation measures of health noise issues that could be used to reduce the health issues among workers in Osun East. A descriptive survey design was adopted for this study. A multi-stage sampling technique was used for the study. Two hundred and fifty (250) workers (both male and female) were selected from the selected industries in the study area. A self-structured questionnaire was used to gather information for the study. The study was validated by experts in the area of speciality and found reliable with test re-test method and yielded 87 a significance level. Findings revealed that 64.6% respondents were aware of health-related diseases, and 62.4% indicated that there are measures that can lessen health-related diseases. At the same time, 60.8% of the respondents stated that they had experienced various auditory-related diseases. Lastly, there was a significant relationship between the auditory-related diseases and the measures of lessening health issues among industrial workers. The study concluded that industrial workers need to be more diligent and measures of health-related diseases should be adhered to in the study areas. It was recommended that provision for lessening measures, such as first-aid box and equipment, safety gadgets should be made available to the workers and siting of industries around the residential areas should be eradicated. Article visualizations
DEVELOPING AND USING DIGITAL LEARNING RESOURCES IN TEACHING NATURAL AND SOCIAL SCIENCES AT THE PRIMARY LEVEL: A SURVEY STUDY IN THAI NGUYEN PROVINCE, VIETNAM
Get PDFDigital transformation in education has emerged as an inevitable trend in improving the quality of teaching and learning. Particularly, in the context of Vietnam’s 2018 General Education Curriculum, the integration of digital learning resources (DLRs) into teaching has become an urgent requirement to foster students’ competencies and qualities. This study investigates the development and use of DLRs in teaching Natural and Social Sciences at the primary level, focusing on grade 3 in Thai Nguyen province. Employing a descriptive survey design, data were collected from 118 teachers and 160 students through questionnaires, interviews, and classroom observations. Quantitative data were analyzed using descriptive statistics, while qualitative insights were obtained from interviews and observations. Findings reveal that most teachers acknowledged the importance of DLRs; however, challenges such as limited time, inadequate facilities, insufficient funding, and teachers’ technological skills hindered their effective use. Meanwhile, students demonstrated a highly positive attitude, affirming that DLRs made lessons more engaging and easier to understand. The study also proposed a number of measures for designing and using DLRs in primary education to enhance interactivity, motivation, and self-learning ability. These results highlight the critical role of DLRs in modernizing education and provide practical recommendations for policymakers, schools, and teachers to optimize digital resource integration. Article visualizations