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Journal articles on the topic 'Educational framework'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

EDGINTON, CHRISTOPHER R. "World Leisure's Educational Framework." World Leisure Journal 49, no. 3 (2007): 173–75. http://dx.doi.org/10.1080/04419057.2007.9674505.

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Ahmad, Omar, Irfan Ullah, and Jamshed Iqbal. "A multi-robot educational and research framework." International Journal of Academic Research 6, no. 2 (2014): 217–22. http://dx.doi.org/10.7813/2075-4124.2014/6-2/a.32.

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3

Kelsey, Catherine, and Sally Hayes. "A framework for educational leadership." Primary Health Care 22, no. 8 (2012): 16–19. http://dx.doi.org/10.7748/phc2012.10.22.8.16.c9321.

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4

Tsironis, Loukas K. "Educational websites quality assessment framework." International Journal of Decision Sciences, Risk and Management 10, no. 1/2 (2021): 51. http://dx.doi.org/10.1504/ijdsrm.2021.10041060.

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Tsironis, Loukas K. "Educational websites quality assessment framework." International Journal of Decision Sciences, Risk and Management 10, no. 1/2 (2021): 51. http://dx.doi.org/10.1504/ijdsrm.2021.117558.

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Paiva, Ana C. R., Nuno H. Flores, André G. Barbosa, and Tânia P. B. Ribeiro. "iLearnTest – Framework for Educational Games." Procedia - Social and Behavioral Sciences 228 (July 2016): 443–48. http://dx.doi.org/10.1016/j.sbspro.2016.07.068.

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7

Li, Yehan. "The Educational Assessment Framework Guided by Reconstructionist Educational Philosophy." Journal of Higher Education Teaching 2, no. 1 (2025): 229–39. https://doi.org/10.62517/jhet.202515134.

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In the rapidly evolving landscape of education, traditional assessment methods often fall short in capturing the holistic development of students, particularly in areas like social responsibility, critical thinking, and emotional intelligence. This paper presents an innovative educational assessment framework grounded in reconstructionist philosophy, designed to evaluate the integration of Social Emotional Learning (SEL) and Project-Based Learning (PBL) within arts education. By moving beyond conventional testing, this framework employs non-test instruments, sociometric techniques, and portfol

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Selhorst-Koekkoek, Mirjam, and Ellen Rusman. "Multidisciplinary Educational Design Framework to Facilitate Cross-Boundary Educational Design." International Journal of Mobile and Blended Learning 15, no. 2 (2023): 1–18. http://dx.doi.org/10.4018/ijmbl.319021.

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The development of multidisciplinary education requires people to communicate, learn, and design beyond the boundaries of their own domains. In this research, an education design framework is developed to facilitate and support university teachers in multidisciplinary educational design. In addition, it serves as an aid to potentially transform domain-specific action-oriented knowledge into domain-integrated action-oriented knowledge by supporting knowledge co-construction across domain boundaries. The educational design framework, grounded in seamless and hybrid learning paradigms and theory

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House, Ernest R. "A Framework for Appraising Educational Reforms." Educational Researcher 25, no. 7 (1996): 6–14. http://dx.doi.org/10.3102/0013189x025007006.

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THOMPSON, WINSTON C. "On Extending the Educational Goods Framework." Journal of Philosophy of Education 54, no. 5 (2020): 1364–70. http://dx.doi.org/10.1111/1467-9752.12511.

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Heineman, E., J. F. Hamming, and I. H. Borelrinkes. "SE10ï¿½THE EDUCATIONAL FRAMEWORK: IN PRACTICE." ANZ Journal of Surgery 79 (May 2009): A72. http://dx.doi.org/10.1111/j.1445-2197.2009.04930_10.x.

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Sangsawang, Thosporn. "Instructional Design Framework for Educational Media." Procedia - Social and Behavioral Sciences 176 (February 2015): 65–80. http://dx.doi.org/10.1016/j.sbspro.2015.01.445.

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Plomp, Tjeerd. "Conceptualizing a comparative educational research framework." Prospects 22, no. 3 (1992): 278–88. http://dx.doi.org/10.1007/bf02195950.

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14

Newman, Anne. "A DEMOCRATIC FRAMEWORK FOR EDUCATIONAL RIGHTS." Educational Theory 62, no. 1 (2012): 7–23. http://dx.doi.org/10.1111/j.1741-5446.2011.00432.x.

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Najna Nazir M K and Ambili Antharjanam. "BIG DATA FRAMEWORK FOR EDUCATIONAL ANALYSIS." international journal of engineering technology and management sciences 7, no. 2 (2023): 860–65. http://dx.doi.org/10.46647/ijetms.2023.v07i02.096.

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Huge amounts of educational data are being produced, and a common challenge that many educational organizations confront, is finding an effective method to harness and analyze this data for continuously delivering enhanced education. Nowadays, the educational data is evolving and has become large in volume, wide in variety and high in velocity. This produced data needs to be handled in an efficient manner to extract value and make informed decisions. For that, the proposed system confronts such data as a big data challenge and presents a comprehensive platform tailored to perform educational b

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16

Cai, Jinfa, Anne Morris, Charles Hohensee, et al. "Choosing and Justifying Robust Methods for Educational Research." Journal for Research in Mathematics Education 50, no. 4 (2019): 342–48. http://dx.doi.org/10.5951/jresematheduc.50.4.0342.

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In our recent editorials (Cai et al., 2019a, 2019b), we discussed the important roles that research questions and theoretical frameworks play in conceptualizing, carrying out, and reporting mathematics education research. In this editorial, we discuss the methodological choices that arise when one has articulated research questions and constructed at least a rudimentary theoretical framework. Just as the researcher must justify the significance of research questions and the appropriateness of the theoretical framework, we argue that the researcher must thoroughly describe and justify the selec

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17

Osipov, Michael, Larisa Nadrshina, and Maria Erofeeva. "Methodological framework as a means of designing educational products." Applied psychology and pedagogy 9, no. 4 (2024): 126–38. http://dx.doi.org/10.12737/2500-0543-2024-9-4-126-138.

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Frameworks are one of the most relevant tools for designing educational products today. Despite the various sources devoted to the definition of the framework, it should be noted that there is no unified understanding of this concept. In the Russian educational field, the framework is used as a tool for solving various kinds of tasks. The working concept of a "Methodological framework" is to define it as a ready-made methodological tool that allows you to systematically solve highly specialized tasks in the design of educational products. The paper describes the stages of designing a methodolo

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18

Kumar, S. Anupama. "Edifice an Educational Framework using Educational Data Mining and Visual Analytics." International Journal of Education and Management Engineering 6, no. 2 (2016): 24–30. http://dx.doi.org/10.5815/ijeme.2016.02.03.

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19

Bamber, John. "Framing educational groupwork." Groupwork 14, no. 2 (2013): 80–94. http://dx.doi.org/10.1921/gpwk.v14i2.563.

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This article sets out a framework for groupwork that is educational in the Freirian (1972) sense of education for liberation as opposed to domestication. It reworks the idea of ‘critical social science’ (Carr and Kemmis, 1986), to describe a form of practice which is not an event but a process of working towards a preferred future. The three-stage process is illustrated with reference to a case study in which the work moves beyond personal development and consciousnessraising to social action. The article may encourage others to consider their own experience more carefully, or to engage critic

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Coleman, Adrienne, and Traci Ellis. "E2: Equity and Excellence Framework." Athens Journal of Education 10, no. 4 (2023): 611–46. http://dx.doi.org/10.30958/aje.10-4-4.

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Both the United States and the United Nations have identified, examined, and put out a call to action to address the educational inequities that have disproportionately and negatively affected racially minoritized students, as well as those from a lower socioeconomic background, and poorer countries. Data from the Nations Report Card and the Global Monitoring Report provide evidence of disparities in academic performance and access to equitable educational resources. The outcome of these inequities impacts countries throughout the world, as their residents will not possess the skills and knowl

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Schad, Michael L., Moe Debbagh Greene, and Monty Jones. "A Review of Theory, Theoretical and Conceptual Frameworks in Educational Technology." International Journal on E-Learning 20, no. 2 (2021): 187–98. https://doi.org/10.70725/449939rcidku.

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Several theoretical and conceptual frameworks have been developed to guide research that aims to examine the application and use of technology in education. These frameworks facilitate the process of generating knowledge in the evolving field of educational technology. However, research indicates that the study of educational technology is under-theorized. Many studies in educational technology make vague references to theory in conceptualizing research and in collecting and analyzing data. Moreover, the terms theoretical framework, conceptual framework and literature review are often used int

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Musah, Mohammed Borhandden. "Islamic Educational Planning: Profiling the Conceptual Framework." International Journal of Religion 5, no. 4 (2024): 321–29. http://dx.doi.org/10.61707/x5mxw957.

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Islamic educational planning has not received adequate attention from scholars, despite being one of the earliest educational systems contributing to intellectual and human development. This study aims to analyse Qur’anic verses and hadiths associated with educational planning to develop a comprehensive framework. The study reveals a five-dimensional Islamic educational planning framework, including spiritual, mental, material, and individual growth dimensions. The findings suggest the need for further empirical investigations to quantitatively develop survey instruments for each of the five d

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23

Bhatt, Rakeshh Mohan. "Framework for Educational Competence with Emerging Scenario." International Journal of Computer Science and Information Technology 8, no. 1 (2016): 103–8. http://dx.doi.org/10.5121/ijcsit.2016.8108.

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24

Mich, Ornella, Patrizia Maria Margherita Ghislandi, Paolo Massa, Vlad Mardare, Tommaso Bisutti, and Daniela Giacomozzi. "A Framework for Educational Robotics in Kindergarten." International Journal of Digital Literacy and Digital Competence 12, no. 2 (2021): 1–32. http://dx.doi.org/10.4018/ijdldc.287624.

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This systematic review defines a framework for educational robotics in kindergarten. We performed our search in online databases via keyword search and snowball sampling. At the end of the process, we analyzed 46 papers. In-depth analysis of them has led to the identification of a four dimensions framework: (1) design and execution of robotics curricula: most of them used programmable floor robots, like Bee-Bot, but also more sophisticated tools, like KIBO; and tend to be created from scratch, often designed and carried out by researchers directly; (2) design and implementation of the research

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McCart, Amy B., Wayne S. Sailor, Jamie M. Bezdek, and Allyson L. Satter. "A Framework for Inclusive Educational Delivery Systems." Inclusion 2, no. 4 (2014): 252–64. http://dx.doi.org/10.1352/2326-6988-2.4.252.

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Abstract This article introduces a theoretical framework for an inclusive educational delivery system to increase academic, behavioral, and social outcomes for all students with a variety and range of abilities. The framework is a fully braided delivery system that brings together evidence-based practices for individual school systems and structures, district and state education policy, and family and community engagement. We describe (a) systemic and structural challenges to inclusive education, (b) the framework and its evidence-based features, and (c) a technical assistance resource that bu

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Meshu, Tesfayee, and Sanjiv Rao G. "Framework for Securing Educational E-Government Service." International Journal on Cybernetics & Informatics 5, no. 4 (2016): 29–37. http://dx.doi.org/10.5121/ijci.2016.5404.

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27

Hazen, Benjamin T., Yun Wu, Chetan S. Sankar, and L. Allison Jones-Farmer. "A Proposed Framework for Educational Innovation Dissemination." Journal of Educational Technology Systems 40, no. 3 (2012): 301–21. http://dx.doi.org/10.2190/et.40.3.f.

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28

Lyons, Jo. "A Framework for Educational Psychology Service Delivery." Educational Psychology in Practice 15, no. 3 (1999): 158–66. http://dx.doi.org/10.1080/0266736990150302.

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29

Sukhomlynova, Olena, Tetiana Lysenko, Olha Rembach, Viktoriia Pavelko, and Yurii Kovalchuk. "Implementing interdisciplinary methods in the educational framework." Cadernos de Educação Tecnologia e Sociedade 17, se3 (2024): 61–72. https://doi.org/10.14571/brajets.v17.nse3.61-72.

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The article aims to study the principles and ways of implementing the interdisciplinary approach into the educational process. The research is based on empirical experience in teaching at higher education institutions, an analysis of educational programmes of higher educational institutions in Ukraine, a survey of medical university lecturers, as well as a pedagogical experiment on the effectiveness of the interdisciplinary approach conducted at Ivano-Frankivsk National Medical University among second-year students of the Dentistry programme. The control group studied two separate subjects, “F

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Ashraf, Hafsa, Mamdouh Alenezi, Muhammad Nadeem, and Yasir Javid. "Security assessment framework for educational ERP systems." International Journal of Electrical and Computer Engineering (IJECE) 9, no. 6 (2019): 5570. http://dx.doi.org/10.11591/ijece.v9i6.pp5570-5585.

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The educational ERP systems have vulnerabilities at the different layers such as version-specific vulnerabilities, configuration level vulnerabilities and vulnerabilities of the underlying infrastructure. This research has identified security vulnerabilities in an educational ERP system with the help of automated tools; penetration testing tool and public vulnerability repositories (CVE, CCE) at all layers. The identified vulnerabilities are analyzed for any false positives and then clustered with mitigation techniques, available publicly in security vulnerability solution repository like CCE

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31

Fernández-Gallego, Beatriz, Manuel Lama, Juan C. Vidal, and Manuel Mucientes. "Learning Analytics Framework for Educational Virtual Worlds." Procedia Computer Science 25 (2013): 443–47. http://dx.doi.org/10.1016/j.procs.2013.11.056.

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32

Levin, Henry M. "A Comprehensive Framework for Evaluating Educational Vouchers." Educational Evaluation and Policy Analysis 24, no. 3 (2002): 159–74. http://dx.doi.org/10.3102/01623737024003159.

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Major policy debates have arisen around the subject of educational vouchers as an alternative for financing and organizing elementary and secondary education. To a large degree, comparisons between vouchers and the traditional system of educational finance and school operations have been limited to one or two dimensions of education such as the relative impact of a particular system on achievement test scores. This article describes a comprehensive, evaluative framework that draws upon a larger range of goals that have been posed for education in a democratic and free society. These criteria i

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33

Johnson, Genevieve M. "An Ecological Framework for Conceptualizing Educational Risk." Urban Education 29, no. 1 (1994): 34–49. http://dx.doi.org/10.1177/0042085994029001004.

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34

Koumi, J. "Narrative Screenwriting for Educational Television: a framework." Journal of Educational Television 17, no. 3 (1991): 131–48. http://dx.doi.org/10.1080/1358165910170302.

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35

Estrellado, Carie Justine, and Glen Millar. "ChatGPT: Towards Educational Technology Micro-Level Framework." International Journal of Science, Technology, Engineering and Mathematics 3, no. 4 (2023): 101–27. http://dx.doi.org/10.53378/353035.

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The study explores the role of ChatGPT in the development of a micro-level framework for Educational Technology (EdTech). This study employed an inductive research design particularly a Constructivist Grounded Theory (CGT) approach from thirty-four private secondary high school teachers in the Philippines. To gather insights from specific participants, a semi-structured interview format was utilized. The instrument went through face validation from two experts well-versed in education research, instrumentation, and three-stage prompts. In addition, using JAMOVI software, Fleiss’ Kappa was used

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Hébert, Audrey, Adrianne R. Bischoff, Wyman Lai, Philip T. Levy, and Patrick J. McNamara. "Educational Framework for Trainees in Neonatal Hemodynamics." Journal of the American Society of Echocardiography 37, no. 2 (2024): 270–71. http://dx.doi.org/10.1016/j.echo.2023.12.001.

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Hafsa, Ashraf, Alenezi Mamdouh, Nadeem Muhammad, and Javid Yasir. "Security assessment framework for educational ERP systems." International Journal of Electrical and Computer Engineering (IJECE) 9, no. 6 (2019): 5570–85. https://doi.org/10.11591/ijece.v9i6.pp5570-5585.

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The educational ERP systems have vulnerabilities at the different layers such as version-specific vulnerabilities, configuration level vulnerabilities and vulnerabilities of the underlying infrastructure. This research has identified security vulnerabilities in an educational ERP system with the help of automated tools; penetration testing tool and public vulnerability repositories (CVE, CCE) at all layers. The identified vulnerabilities are analyzed for any false positives and then clustered with mitigation techniques, available publicly in security vulnerability solution repository like CCE

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38

Kyriopoulos, Dimitrios. "A Framework for Collaborating for Educational Change." European Journal of Innovative Studies and Sustainability 1, no. 2 (2025): 53–60. https://doi.org/10.59324/ejiss.2025.1(2).06.

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Educational change is most effective and sustainable when it is collaborative, inclusive, and grounded in a shared vision. This framework proposes a holistic approach to fostering collaboration among key stakeholders—educators, students, families, policymakers, and community partners—to drive meaningful and equitable transformation in education. Anchored in principles of shared leadership, co-design, continuous learning, and equity, the framework emphasizes participatory processes, data-informed decision-making, and iterative improvement. It outlines ten interconnected components that guide st

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Dimitrios, Kyriopoulos. "A Framework for Collaborating for Educational Change." European Journal of Innovative Studies and Sustainability 1, no. 2 (2025): 53–60. https://doi.org/10.59324/ejiss.2025.1(2).06.

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Educational change is most effective and sustainable when it is collaborative, inclusive, and grounded in a shared vision. This framework proposes a holistic approach to fostering collaboration among key stakeholders—educators, students, families, policymakers, and community partners—to drive meaningful and equitable transformation in education. Anchored in principles of shared leadership, co-design, continuous learning, and equity, the framework emphasizes participatory processes, data-informed decision-making, and iterative improvement. It outlines ten interconnected components t

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40

Riyanto, Sugeng. "KERANGKA PENGEMBANGAN SITUS CANDI LOSARI: Kajian Awal untuk Pengembangan Penelitian, Pendidikan, dan Kepariwisataan." Berkala Arkeologi 28, no. 1 (2008): 46–56. http://dx.doi.org/10.30883/jba.v28i1.354.

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Archaeological research in Losari Temple site also implicates how the site should be developed. There are three frameworks: research framework, educational framework, and tourism framework. Research framework is related to Losari Temple and how its information or its data may support archaeological research or other disciplines. A framework for education is related to how the information may support educational program. In the framework for tourism there are four most important aspects: how to preserve the site, how to present the information, how to manage the access and accomodation, and how

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Rahimah Abd Halim. "Towards an Enhanced Adaptive Learning Framework: Integrating Blended Learning and Educational Technology." Journal of Information Systems Engineering and Management 10, no. 6s (2025): 228–40. https://doi.org/10.52783/jisem.v10i6s.716.

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The quality of education today significantly impacts student performance and academic achievements. Adaptive learning has emerged as a strategic approach to enhance educational quality by replacing conventional one-size-fits-all methods, which often fail to address diverse student needs. However, existing adaptive learning frameworks predominantly rely on e-learning platforms, despite many educators still favouring face-to-face instruction in the classroom as their primary platform. Therefore, this research article aims to propose an adaptive learning framework that integrates a blended learni

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Sreeramana, Aithal. "The Study of New National Institutional Ranking System using ABCD Framework." International Journal of Current Research and Modern Education (IJCRME) ISSN (Online): 2455 - 5428 1, no. 1 (2016): 389–402. https://doi.org/10.5281/zenodo.161077.

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The institutions of higher education in India are in need of infusion of quality and clarity on the approach of building world-class educational institutions in the Indian context and environment. New benchmarks of quality need to be defined to help overall system to move up on the quality spectrum. Research assessment and national ranking of Indian educational institutions can play an important role in improving performance and quality of academic institutions. Recently, the Ministry of Human Resource Development, Govt. of India has identified various criteria and parameters that have global

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Hangyál, Zsófia. "Border Crossing of an Educational Policy Towards an Analytical Framework to Study Educational Transfer." Acta Universitatis Sapientiae, Philologica 11, no. 3 (2019): 175–89. http://dx.doi.org/10.2478/ausp-2019-0033.

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AbstractThis paper aims to better understand the process of educational transfer from Western countries to developing ones by proposing an analytical framework. The framework, besides counting for the major challenges of a specific educational transfer, also proposes to analyse some of the factors of different cultural-educational contexts that may help or burden institutional innovation. The framework had been tested by case study research focusing on the educational transfer of liberal arts colleges from the Netherlands to China. In the cities of Chongqing and Taigu, two undergraduate colleg

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Roland, Damian. "Proposal of a linear rather than hierarchical evaluation of educational initiatives: the 7Is framework." Journal of Educational Evaluation for Health Professions 12 (June 24, 2015): 35. http://dx.doi.org/10.3352/jeehp.2015.12.35.

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Extensive resources are expended attempting to change clinical practice; however, determining the effects of these interventions can be challenging. Traditionally, frameworks to examine the impact of educational interventions have been hierarchical in their approach. In this article, existing frameworks to examine medical education initiatives are reviewed and a novel ‘7Is framework’ discussed. This framework contains seven linearly sequenced domains: interaction, interface, instruction, ideation, integration, implementation, and improvement. The 7Is framework enables the conceptualization of

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1Velmurugan.L and 2Sivanesan.D. "BIG DATA FRAMEWORK FOR EDUCATIONAL INSTITUTIONS – A REVIEW." International Journal of Advances in Engineering & Scientific Research 5, no. 3 (2018): 62–71. https://doi.org/10.5281/zenodo.10780805.

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<strong>ABSTRACT</strong> The information of institutions is increasing enormously in the context of students, instructors, and researches etc., Institutions of higher education deals theses information by their own approaches. There are plenty of software mechanisms are available to handle the information of educational institutions. Big data and analytics applications are needed in all activities of educational institutions in the context of instructions, information system, administration etc, already being felt and should not be ignored. This paper reviews potential help of Big Data in edu

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Heerschap, Corey, Ella Cavallin, Matthew Karasmanis, Kiana Mccauley, and Britney Butt. "The Canadian Wound Care Education Framework." Canadian Journal of Wound, Ostomy and Continence 1, no. 1 (2025): 23–32. https://doi.org/10.63354/cjwoc.v1i1.13439.

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Purpose This article aims to outline a conceptual framework for the development of wound care knowledge and illustrate how members of the interprofessional health care team can enhance their understanding and practice of wound management within the Canadian context. Methods We used a qualitative descriptive research design with a qualitative content analysis approach for this study. A review of the literature regarding professional education frameworks combined with an exhaustive search of Canadian wound care education programs, guided the data collection of this study. To guide the developmen

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47

Вотинов, Александр Андреевич, and Надежда Владимировна Романова. "CONCEPTUAL FRAMEWORK OF EDUCATIONAL WORK IN EDUCATIONAL ORGANIZATIONS OF THE FPS OF RUSSIA." Vestnik Samarskogo iuridicheskogo instituta, no. 3(39) (October 15, 2020): 97–102. http://dx.doi.org/10.37523/sui.2020.39.3.016.

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В данной статье авторы рассматривают вопросы организации и проведения воспитательной работы в образовательных организациях ФСИН России и ее значение в профессиональном становлении будущих офицеров уголовно-исполнительной системы. Авторами формулируются основные цели и задачи воспитательной работы, а также раскрываются применяемые формы и методы. На примере Самарского юридического института ФСИН России представлен анализ организации данной работы в вузах ФСИН России. Акцентируется внимание на приоритетных направлениях воспитательной работы в ведомственных вузах, которая имеет некоторые специфич

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Adewale, Muyideen Dele, Ambrose Azeta, Adebayo Abayomi-Alli, and Amina Sambo-Magaji. "Empirical Investigation of Multilayered Framework for Predicting Academic Performance in Open and Distance Learning." Electronics 13, no. 14 (2024): 2808. http://dx.doi.org/10.3390/electronics13142808.

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Integrating artificial intelligence (AI) in open and distance learning (ODL) necessitates comprehensive frameworks to evaluate its educational implications. Existing models lack a robust multilayered analysis of AI’s impact on educational outcomes in ODL. This study introduces a Multilayered Process Framework designed to predict academic performance in ODL and enhance inclusivity, aligning with UNESCO’s 2030 educational goals. The current research employed structural equation modelling (SEM) to analyse the impact of AI adoption, focusing on the initial layers of the process framework. Prelimin

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Liu, Yipeng. "Educational Inequality in the Context of China's Educational Expansion." Lecture Notes in Education Psychology and Public Media 52, no. 1 (2024): 46–53. http://dx.doi.org/10.54254/2753-7048/52/20241515.

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Since the conclusion of World War II, the topic of educational growth has garnered global interest, including in China. While the education expansion program has given several benefits and advantages to China, there are still many faults in the strategy. This paper examines the issue of educational inequality within the framework of educational growth in China. The paper examines educational inequity in China within the framework of educational growth, focusing on four key areas: educational inequity stemming from socio-economic factors, urban-rural disparities, insufficient secondary educatio

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Namburi, Venkata Lakshmi, Karamvir Singh, Trisha Reddygari, Niteesh Kumar S, and Venkata Satya Sai Varun Dudipala. "Advancing Educational Insights: Explainable AI Models for Informed Decision-Making." International Journal for Research in Applied Science and Engineering Technology 12, no. 3 (2024): 1130–38. http://dx.doi.org/10.22214/ijraset.2024.59026.

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Abstract:

Abstract: Over the past two decades, the integration of machine learning (ML) techniques within educational frameworks has garnered significant attention. However, despite its widespread adoption, there remains a dearth of research focusing on developing AI systems with a core emphasis on interpretability and explainability. This paper seeks to bridge this gap by proposing an advanced framework that not only predicts students' performance accurately but also offers reliable and interpretable results tailored for career counseling. The framework merges the concepts of ML and Explainable AI (XAI

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