72 research outputs found
Modification of the drug resistance of emerging milk-borne pathogens through sodium alginate-based antibiotics and nanoparticles
No full textStreptococcus agalactiae and Klebsiella pneumoniae are emerging as major milk-borne pathogens. Additionally, resistance to antibiotics of pathogens is of concern. Therefore, this study investigated the prevalence and drug resistance of S. agalactiae and K. pneumoniae in mastitis milk samples and assessed the antimicrobial potential of sodium alginate (G)-stabilized MgO nanoparticles (M) and antibiotics (tylosin [T] and ampicillin [A]) against both of these pathogens. A total of n = 200 milk samples from cattle were collected using purposive sampling, and standard microbiological approaches were adopted to isolate target bacteria. Parametric and non-parametric statistical tests were used to analyze the obtained data. Four preparations, GT (gel-stabilized tylosin), GA (gel-stabilized ampicillin), GTM (tylosin and MgO nanoparticles stabilized in gel), and GAM (ampicillin and MgO nanoparticles stabilized in gel), were evaluated against both bacteria through well diffusion and broth microdilution method. The analysis revealed that 45.24% (95/210) of the milk samples were positive for mastitis, of which 11.58% (11/95) were positive for S. agalactiae and 9.47% (9/95) were positive for K. pneumoniae. S. agalactiae had a significantly higher zone of inhibition (ZOI) than K. pneumoniae against penicillin, tetracycline, and amoxicillin, whereas the opposite was observed against imipenem and erythromycin. All gel (G)-based preparations showed an increase in the percentage of ZOI compared with antibiotics alone, with GTM presenting the highest of all, i.e., 59.09 and 56.25% ZOI compared with tylosin alone against S. agalactiae and K. pneumoniae, respectively. Similarly, in a broth microdilution assay, the lowest MIC was found for K. pneumoniae (9.766 ± 0.0 μg/mL) against GTM, followed by GT, GAM, and GA after incubation for 24 h. A similar response was noted for preparations against S. agalactiae but with a comparatively higher MIC. A significant reduction in MIC with respect to incubation time was found at 8 h and remained until at 20 h against both pathogens. The cytotoxicity of the MgO nanoparticles used in this study was significantly lower than that of the positive control. Overall, this study found that K. pneumoniae and S. agalactiae appeared higher in prevalence and antimicrobial resistance, and sodium alginate-based antibiotics and MgO nanoparticles were effective alternative approaches for tackling antimicrobial resistance
THE INFLUENCE OF AI USAGE AND DIGITAL INFORMAL LEARNING IN ENHANCING ISLAMIC TEACHER’S EFFECTIVENESS IN SOUTHERN PAKISTAN
No full textAt the time, when the world is going through the period of accelerated technological development, the instructional effectiveness of teachers is very important to satisfy the requirements of the modern education, especially in the context of the linguistic and culturally diverse environment. Digital informal learning and Artificial Intelligence (AI) have become the disruptive tools to help teachers enhance their teaching activities, in particular, in the under-resourced schools. Although interest in the AI-based education is increasing, few studies have examined the combination of AI tools and digital informal learning to enhance the overall effectiveness of instruction among teachers in the Islamic secondary schools of Southern Pakistan. This quantitative research question is how AI tools can enhance English language proficiency, how digital informal learning can enhance cultural awareness, and how the two can enhance the instructional effectiveness of teachers. The survey of 450 Islamic secondary school teachers was conducted with the use of a purposive sample and the survey was carried out with the help of a structured questionnaire using SPSS (2021) with descriptive statistics and independent sample t -tests. The results indicate that AI solutions can significantly improve English language proficiency that is important in effective teaching, whereas digital informal learning helps to develop cultural awareness, allowing educators to work with different learners. These tools are combined, and they have a positive influence on the effectiveness of instruction, increasing the quality of lesson delivery, student behaviour, and classroom management. The research provides the education policy recommendation to incorporate AI and digital tools in teacher training programs, which provides an insight to policymakers and education leaders and developers of EdTech to empower teachers in linguistically and culturally diverse areas.At the time, when the world is going through the period of accelerated technological development, the instructional effectiveness of teachers is very important to satisfy the requirements of the modern education, especially in the context of the linguistic and culturally diverse environment. Digital informal learning and Artificial Intelligence (AI) have become the disruptive tools to help teachers enhance their teaching activities, in particular, in the under-resourced schools. Although interest in the AI-based education is increasing, few studies have examined the combination of AI tools and digital informal learning to enhance the overall effectiveness of instruction among teachers in the Islamic secondary schools of Southern Pakistan. This quantitative research question is how AI tools can enhance English language proficiency, how digital informal learning can enhance cultural awareness, and how the two can enhance the instructional effectiveness of teachers. The survey of 450 Islamic secondary school teachers was conducted with the use of a purposive sample and the survey was carried out with the help of a structured questionnaire using SPSS (2021) with descriptive statistics and independent sample t -tests. The results indicate that AI solutions can significantly improve English language proficiency that is important in effective teaching, whereas digital informal learning helps to develop cultural awareness, allowing educators to work with different learners. These tools are combined, and they have a positive influence on the effectiveness of instruction, increasing the quality of lesson delivery, student behaviour, and classroom management. The research provides the education policy recommendation to incorporate AI and digital tools in teacher training programs, which provides an insight to policymakers and education leaders and developers of EdTech to empower teachers in linguistically and culturally diverse areas
ISLAMIC EDUCATION MANAGEMENT: INTEGRATION OF HOLISTIC APPROACHES IN FORMAL AND NON-FORMAL EDUCATION
No full textEvery educational institution requires effective management in its operations. Good management ensures that the institution achieves success and is capable of delivering optimal educational quality. This study discusses factors that affect the implementation of Islamic Education management across various educational levels, particularly in both formal and non-formal education. The research employs a qualitative approach by combining various methodologies and data sources to provide a deeper understanding of Islamic Education management, utilizing descriptive analysis. The findings indicate several factors that influence the success of Islamic Education management, including leadership, human resources (HR), infrastructure, curriculum, and stakeholders. Meanwhile, non-formal education plays a significant role in the overall education system, particularly in meeting the needs of communities that are not reached by formal education. Formal and non-formal education complement each other in shaping competent and qualified individuals. Although both differ in structure, curriculum, and implementation methods, they share the same goal: to enhance the potential of individuals and society.
Keywords: Islamic Education Management; Holistic Approach; Formal Education; Non-formal Education; Qualitative Research.
Abstrak
Setiap lembaga pendidikan memerlukan manajemen yang efektif dalam operasionalnya. Manajemen yang baik akan menjamin keberhasilan lembaga dan mampu memberikan mutu pendidikan yang optimal. Penelitian ini membahas faktor-faktor yang mempengaruhi penerapan manajemen Pendidikan Islam di berbagai jenjang pendidikan, khususnya pada pendidikan formal dan nonformal. Penelitian ini menggunakan pendekatan kualitatif dengan menggabungkan berbagai metodologi dan sumber data untuk memberikan pemahaman yang lebih mendalam tentang manajemen Pendidikan Islam, dengan menggunakan analisis deskriptif. Hasil penelitian menunjukkan beberapa faktor yang mempengaruhi keberhasilan manajemen Pendidikan Islam, antara lain kepemimpinan, sumber daya manusia (SDM), sarana prasarana, kurikulum, dan pemangku kepentingan. Sementara itu, pendidikan nonformal memegang peranan penting dalam sistem pendidikan secara keseluruhan, khususnya dalam memenuhi kebutuhan masyarakat yang tidak terjangkau oleh pendidikan formal. Pendidikan formal dan nonformal saling melengkapi dalam membentuk individu yang kompeten dan berkualitas. Meskipun keduanya berbeda dalam struktur, kurikulum, dan metode pelaksanaan, keduanya memiliki tujuan yang sama, yaitu meningkatkan potensi individu dan masyarakat.
Kata Kunci: Manajemen Pendidikan Islam; Pendekatan Holistik; Pendidikan Formal; Pendidikan Nonformal; Penelitian Kualitatif.
the Gender-based differences in AI usage and their impact on digital competency acquisition among Islamic teachers in Southern Pakistan: english
No full textThe study looks at how men and women in Southern Pakistan teaching Islamic subjects use AI tools and what impact this has on their digital competencies. Now that AI is used in schools, knowing how gender affects people’s ability to use these tools is necessary for ensuring that digital transformation in religious education is inclusive. There are three main objectives that drove the study. There are three main objectives: to study how AI is influenced by gender among Islamic teachers; to evaluate whether men or women are more skilled in digital use in Islamic education; and to find out whether digital talent rises as a result of using AI in teaching contexts. A survey device, used in conjunction with a quantitative research method, was deployed to collect information from 150 male and 150 female Islamic teachers. Gender differences were studied using descriptive statistics and independent sample t-tests, while multiple regression was carried out to determine if AI use played a role in increasing digital skills. The survey results indicated that males use AI more than females and that the reverse is true for digital tasks. In addition, using AI tools was shown to strongly influence digital competency development in both populations, indicating that this usage can help with greater improvements in digital skills. These results suggest ways in which policymakers, curriculum designers, and educational leaders can enhance digital literacy in religious education, especially among people from disadvantaged areas
Functional skills gap: The role of artificial intelligence and teachers\u27 digital competence in South Pakistani Islamic schools
No full textThe gap in teachers\u27 functional skills in utilizing artificial intelligence and digital competencies remains a major issue in Islamic schools in Southern Pakistan. Gender variations show differences in technological adaptation abilities, so that AI integration has not had an equal impact on improving functional pedagogical practices. This study aims to analyze the influence of digital competence and AI use on the functional skills of Islamic school teachers in Southern Pakistan and to examine the moderating role of gender in this relationship. This quantitative research with a cross-sectional survey design involved 450 Islamic school teachers in South Punjab using a Likert scale questionnaire to analyze the relationship between digital competence, AI use, and functional skills, as well as to identify gender-based differences in technology integration. This study concludes that the integration of AI and digital competence in Islamic education in Southern Pakistan is influenced by gender factors, with female teachers being more effective at converting AI into functional teaching skills. These findings call for gender-sensitive, inclusive, and sustainable professional development policies. This research contributes by strengthening empirical evidence of the role of gender in AI integration, enriching gender-perspective organizational theory, and offering a conceptual basis for gender-sensitive professional development policies for Islamic teachers
the Gender-based differences in AI usage and their impact on digital competency acquisition among Islamic teachers in Southern Pakistan: english
No full textThe study looks at how men and women in Southern Pakistan teaching Islamic subjects use AI tools and what impact this has on their digital competencies. Now that AI is used in schools, knowing how gender affects people’s ability to use these tools is necessary for ensuring that digital transformation in religious education is inclusive. There are three main objectives that drove the study. There are three main objectives: to study how AI is influenced by gender among Islamic teachers; to evaluate whether men or women are more skilled in digital use in Islamic education; and to find out whether digital talent rises as a result of using AI in teaching contexts. A survey device, used in conjunction with a quantitative research method, was deployed to collect information from 150 male and 150 female Islamic teachers. Gender differences were studied using descriptive statistics and independent sample t-tests, while multiple regression was carried out to determine if AI use played a role in increasing digital skills. The survey results indicated that males use AI more than females and that the reverse is true for digital tasks. In addition, using AI tools was shown to strongly influence digital competency development in both populations, indicating that this usage can help with greater improvements in digital skills. These results suggest ways in which policymakers, curriculum designers, and educational leaders can enhance digital literacy in religious education, especially among people from disadvantaged areas
The impact of digital literacy skills on functional skills in secondary Islamic school teachers: a case study of district Kot Addu, South Pakistan
No full textThis qualitative assessment explores the effects of
adopting digital literacy on the functional ability
amongst Islamic secondary school teachers in the
District of Kot Addu, South of Pakistan. Realizing the
growing role of technology as a part of teaching and
learning process the purpose of the research will be to
determine the state of digital readiness of these educators
and identify possible challenges in using technology in
teaching practice and preparing preservice teachers.
Through semi structured interviews and focus group
discussions data were obtained from a purposive sample
of first year teachers across different contexts to
understand their experiences and issues encountered.
Research outcomes show that there is a moderate digital
competence across all participants with evident intention
of professional growth hindered by shortage of
resources, lack of training opportunities, and
organizational culture that is not inclined toward the use
of technology. The implications of this study for
professional practicum are that professional
development should focus on these challenges to support
the development of teachers’ competencies related to the
use of digital technologies. In conclusion, it is important
to state that the studies reiterate the importance of using
the Digital Literacy for supporting inclination to relevant
and effective teaching learning environment in Islamic
education
The impact of Digital literacy on ICT self-efficacy in Islamic secondary school teachers in District Kot addu South Pakistan
No full textDigital literacy is the skill of using digital technologies in order to find, assess and produce
relevant information and products. ICT self-efficacy refers to self-confidence in instructional use of
Information and Communication Technology tools.This paper focuses on effects of Digital Literacy on
ICT self-efficacy of teachers in Islamic secondary schools in District Kot Addu South Pakistan. Hence,
probing into how digital literacy affects teacher’s self efficacy when using ICT in teaching becomes
relevant given rising push on adoption of technology in learning. The results are expected to contribute
to the body of knowledge regarding professional development needed to support appropriate
incorporation of technology into teaching practices.It seeks to alert professional development
providers on the potential of impacting teacher confidence and competence on using technological
tools in instruction. This paper presents a qualitative investigation concerned with the effects of digital
literacy on ICT self-efficacies of teachers in the Islamic secondary schools in District Kot Addu, South
Pakistan. The research sought to establish the present level of use of, and confidence in use of information communication technology among teachers; personal computer/Internet literacy skills;
and correlation between these skills and attitude towards the use of ICT in teaching. In this study, data
was collected through use of semi structured interviews and focus group discussions with fifteen
teachers from five Islamic secondary schools. Finally, through analyzing themes identified in the crosscase analysis, it was shown that although most teachers adopted digital literacy and were comfortable
with technological tools, they lacked adequate knowledge on how to incorporate digital technologies
with higher complexity into their teaching practice. In addition, the study showed that the profile of
digital literacy influenced ICT self efficacy, the need to address with immediacy and desire the
continuing professional learning to improve on it. The study has therefore called for enhanced training
that not only increases computer literacy skills but also the level of self-confidence in the use of ICT in
teaching to enhance teaching practices in era of technology.The professional development programs
should then focus on developing the skills that would increase ICT self efficacy among teachers so as
to increase the level of self confidence in integration of technology in teaching and learning practice
The Role of Chatgpt and Generative Artificial Intelligence in Shaping the Future of Islamic Teacher\u27s Effectiveness in Southern Pakistan
No full textA Generative Artificial Intelligence (AI) technology like ChatGPT is becoming an effective asset in changing how people worldwide study in the new age of the fast-paced technological revolution. Nevertheless, its translation to pedagogy in rural and religious settings is poorly investigated. This paper examines the use of ChatGPT and generative AI to improve teacher effectiveness in secondary schools in the region of Southern Pakistan and on gender-based analyses. Even though the concept of AI-based education has become an item of interest to the entire world, there is a significant research gap in the application of AI in the classroom, the preparedness of the instructional staff, and gender disparities in under-resourced education settings in, such as Kot Addu. This will be determined by research that seeks to (1) establish the level of ChatGPT and AI adoption among teachers in Islamic secondary schools, (2) how generative AI is affecting teacher effectiveness, lesson planning, and student interaction, and (3) the differences in the perceptions and application of these tools by male or female teachers. A structured questionnaire was further used in a quantitative method of research administered to a group of 440 Islamic secondary school teachers in the Kot Addu District. The analysis of the data was performed using the SPSS 2021, where descriptive statistics, t-test, and correlation analysis were used. The most significant results demonstrate average rates of AI integration, which positively impact instructional innovation and teacher-student interaction. It\u27s interesting to note that there were gender differences, with male teachers using the generative AI tools more actively and with a little more confidence than their female counterparts. In order to empower all educators, the research article highlights the necessity of inclusive digital policies and targeted training activities. These findings have practical ramifications for education executives and policymakers who wish to bridge the digital divide in the context of Islamic education in southern Pakistan
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