Journal articles on the topic 'Flexible e-service learning; curriculum development; social development'

The study aims to design a socio-scientific issues (SSIs)-based electronic learning (℮-LM) design framework. It is anchored to the SSI occurrences in teaching Science at a State University in Batangas province, Philippines. This SSI-based ℮-LM design framework will guide the ℮-LM development for teaching Science socio-contextually through flexible learning. The explanatory sequential mixed method design addressed the study’s goal. Initially, the existing SSIs in the science course curriculum were analyzed. Significant insights into the occurrence of existing SSIs, such as the appropriate teaching approaches, suitable teaching strategies, assessments, and ℮-LM design structure, were identified. The resulting least occurring SSI identified and factors affecting their existence comprised the salient features of the proposed e-LM design framework. Findings showed that lifelong learning issues, ethical issues, and sustainability issues were almost “no occurrences at all” SSIs in the analysis. These identified SSIs became the priority SSIs in ℮-LM design framework. Significant insights showed that flexible learning and socio-contextualization are suitable teaching approaches. Meanwhile, the teaching strategies that were found appropriate in the SSI inclusion include brain-netting, discovering scientific ideas, ℮-collaboration, and reflective thinking evaluation. The ℮-LM design framework proposed is called Brain-D℮CoR ℮-LM Framework. Applying the proposed ℮-LM design framework in teaching Science will encourage science facilitators to situate priority SSIs in teaching Science. This results in creating a balance in SSI inclusion. The least occurring SSIs, which are the priority SSIs, are given into focus. Furthermore, the proposed framework will aid students in learning science beyond the content, developing their skills, and enhancing their environmental concerns and social awareness.

The article is dedicated to service learning – a popular and innovative method of teaching and learning that aims at bridging the academic and non-academic environments, introducing students to real-life challenges faced by local community, enhancing students’ social responsibility, empathy, leadership etc. Service learning is a comprehensive holistic approach that mixes traditional academic learning with community engagement, research, civic education, value-based and life skills learning, nurturing inclusion and diversity. Community service is distinctly linked to the curriculum and the subject area of the study programme; theoretical learning is complemented by service that augments students’ specific and general (transversal) competences. Service should be genuine, meet the real needs of a community, merge learning with practical activity and target personal development of service beneficiaries who are actively engaged. Students, though they work under guidance and coordination of their teachers, are expected to play an active role in service learning planning, delivery, monitoring and evaluation; they should demonstrate leadership and agency during service learning. Service learning is a flexible and allowing for variability teaching and learning method, which precipitates its effectiveness and attractiveness. Implementation of service learning in Ukrainian universities seems rational and essential as it can provide impetus for revision and modernization of study programmes, complement cognitive learning with social-emotional learning, augment links with stakeholders, involve students into real-life problem-solving, influence their outlook and encourage students to change the world for the better.

The article discusses the issues of social-communicative competency development of higher institutions’ future instructors by means of web-oriented technologies. It presents the analysis of different scientific approaches to the organization of social-communicative training of higher institutions’ future instructors. The authors state that among the means of the above-mentioned competency development scientists distinguish information and communication technologies, particularly web-oriented, as carrying a significant didactic and communicative potential. Special focus is put on the essence of the social-communicative competency of higher institutions’ future instructors and on its structure (motivational and axiological component, cognitive, operational-pragmatist, personal components). The experience of LearningApps.org service, e-mail, and social networks’ application to the process of higher institutions future instructors’ social-communicative competency development is explained. The article gives examples of the LearningApps.org service’s implementation into real learning scenarios as a constructor for creating interactive multimedia exercises based on a variety of templates. The application of interactive exercises provides an opportunity to intensify cognitive motivation of master students, involve them in solving the discussed problems, develop communicative skills and reflection; gives a more flexible control of the acquired knowledge and skills. The example of the e-mail usage as a tool to implement a long-term project aimed at establishing professionally directed contacts with future teachers of higher educational institutions and psychologists who study at universities in Poland is provided. The peculiarities of the project work organization in social network environment, aimed at developing teamwork skills, information and communication skills for solving professional and social problems are revealed. The article underlines the expediency of extra-curricular activities (Skype workshops, webinars, etc.) for the development of spoken and interactive skills, as well as social intelligence of master students.

The role of both higher and secondary education at the present stage of development of the Republic of Azerbaijan is mainly measured by the tasks set for it, its transition to a democratic and rule-of-law state, to a market economy, the need to overcome the danger of the country lagging behind the world trends of economic and social development. The main goal of the modernization of education is to create a mechanism for the sustainable development of the education system. To achieve this goal, such important tasks as ensuring State guarantees of accessibility and equal opportunities for obtaining a full-fledged education and achieving a new modern quality of preschool, general and vocational education should be solved as a priority, among others. Within the framework of solving these tasks, the concept of modernization of Russian education at the senior level of general education provides for specialized training and the development of distance education. The model of a general education institution with specialized training at the senior level provides for the possibility of various combinations of academic subjects, which will provide a flexible system of specialized training. This system includes the following types of academic subjects: basic general education, specialized and elective. Elective courses are implemented at the expense of the school component of the curriculum and provide “support” for the study of the main profile subjects, as well as serve for intra-profile specialization of training and the construction of individual educational trajectories. Schools are faced with the task of developing elective courses. On the one hand, solving this problem requires highly qualified specialists, which is extremely difficult to provide, especially in rural areas. On the other hand, today schools, including rural ones, get access to high-speed Internet, therefore, we can say that there is a sufficient technical base for the development of distance learning, which will also solve the problems of specialized training.

AI is everywhere.  Popular list  of various  digital  tools  and resources  that  teachers and  students can  use in  the academe, including e-learning platforms, digital pinboards, collaborative tools, and lesson planning apps. Artificial Intelligence is a booming technological domain capable of altering every aspect of social interactions. In education, AI has begun producing new teaching and learning solutions that are now undergoing testing in different contexts. AI requires advanced infrastructures and an ecosystem of thriving innovators. Additionally, it has a profound and increasingly important role in education. Its applications are transforming how education is delivered, making it more personalized, efficient, and effective. It is inevitable in the education aspect that teachers were informed and aware on how AI works. Teachers nowadays must be adaptive, flexible, and relevant in this tech driven world. AI in the education sector provides personalization, automation, accessibility, and data-driven insights. These features contribute to improved learning outcomes, increased teacher efficiency, and a more responsive and effective education system, ultimately benefiting students and educators alike. To address the research gaps, this study explores the status, challenges and future directions of AI in teaching practice. Since the field of AI-based instruction is still developing, this study can contribute to the development of comprehensive AI-based instruction that allow teachers to participate in the working process.

Background and Aim: Higher education was responsible for cultivating talent cultivation, scientific research, social service, inheritance and innovation, and international exchange and cooperation. It was also a core principle and key work content that was jointly recognized by international organizations and the Chinese Ministry of Education. The opening of the Health Qigong Ba Duan Jin course at the core quality level, it did not only cultivated college students' dignified body shape and good movement coordination ability, so that college students' limbs become more upright, flexible, and soft, but also cultivated college students' firm will quality and comprehensive learning ability; in the design of the curriculum, it not only makes the physical education course curriculum richer, but also receives a better effect in cultivating the comprehensive ability of college students. These research objectives were 1) To develop Ba Duan Jin teaching program for general physical education courses of general physical education for female university students. 2) To identify the appropriate teaching methods and contents for teaching and learning Ba Duan Jin in general physical education for female university students. 3) To set an experiment on the developed Ba Duan Jin teaching program in general physical education for female university students, and to compare the effectiveness between the effective output of the developed Ba Duan Jin teaching program and the Traditional Health Qigong program on, 1) physical health 2) Ba Duan Jin skills and 3) general competencies. Materials and Methods: The population of this research was first-year university students in the second semester of the academic year 2023 at Guilin Tourism University. They were registered in the Health Qigong in general physical education course of general education. The teaching program was developed and experimented with through a two-group pretest-posttest design with 30 students of first-year students in each group. The experimental group was taught with the developed Ba Duan Jin teaching program and the control group was taught with the traditional health qigong program. The research operated for 12 weeks, three days a week with one and a half hours a day. The paired t-test was used to analyze data within the group and the independent t-test was used to analyze data between groups. Results: 1) Participated in the Ba Duan Jin teaching program could gain more significant improvement at a .05 level of significance than participating in the Traditional Health Qigong teaching program only on the Ba Duan Jin Skills and in a Physical pain of General Competency: But the other items of General Competency and All items in Physical fitness did not have any differences. 2) Subjects in the Experimental group who participated in the Ba Duan Jin teaching program accepted the teaching operation and process with a very high perception of the benefits and values of Ba Duan Jin, teaching method, and process and carried over the values of Ba Duan Jin for lifelong health exercise. Conclusion: In general, physical education for university students both Ba Duan Jin and Health Qigong could improve Physical Fitness, Qigong Skill, and General Competency but the Ba Duan Jin teaching program could improve some few variables in General Competency more than Heath Qigong, The Ba Duan Jin. The teaching program was very highly accepted perceived the value of exercise, operation, and process of the teaching program.

Aim/Purpose: This paper describes a technologies education model for introducing Simulation Learning and Extended Reality (XR) solution creation skills and knowledge to students at the tertiary education level, which is broadly applicable to higher education-based contexts of teaching and learning. Background: This work is made possible via the model’s focus on advancing knowledge and understanding of a range of digital resources, and the processes and production skills to teach and produce playable educational digital content, including classroom practice and applications. Methodology: Through practice-based learning and technology as an enabler, to inform the development of this model, we proposed a mixed-mode project-based approach of study within a transdisciplinary course for Higher Education students from the first year through to the post-graduate level. Contribution: An argument is also presented for the utility of this model for upskilling Pre-service Teachers’ (PSTs) pedagogical content knowledge in Technologies, which is especially relevant to the Australian curriculum context and will be broadly applicable to various educative and non-Australian settings. Findings: Supported by practice-based research, work samples and digital projects of Simulation Learning and XR developed by the authors are demonstrated to ground the discussion in examples; the discussion that is based around some of the challenges and the technical considerations, and the scope of teaching digital solutions creation is provided. Recommendations for Practitioners: We provide a flexible technologies teaching and learning model for determining content for inclusion in a course designed to provide introductory Simulation Learning and XR solution creation skills and knowledge. Recommendation for Researchers: The goal was to provide key criteria and an outline that can be adapted by academic researchers and learning designers in various higher education-based contexts of teaching and inclusive learning design focused on XR. Impact on Society: We explore how educators work with entities in various settings and contexts with different priorities, and how we recognise expertise beyond the institutional interests, beyond discipline, and explore ‘what is possible’ through digital technologies for social good and inclusivity. Future Research: The next step for this research is to investigate and explore how XR and Simulation Learning could be utilised to accelerate student learning in STEM and HASS disciplines, to promote knowledge retention and a higher level of technology-enhanced learning engagement.

Research into networked learning has until recently focused on specific technologies, or specific interventions in learners' practice, or specific environments designed for learning. This was appropriate in an era when the technology used by learners was largely defined by the institutions in which they chose to study. Whether from a business process perspective - justifying the investment in digital technologies - or from a participative perspective - exploring how learners experienced the new digital offering - the technologies themselves were often the starting point simply because they were in every sense a 'given'. Today's learners are independently networked. Institutionally-provided technologies are not their only options, and among well-resourced learners they are often the least-favoured. The curriculum as manifested through institutional web pages, bibliographies, lecture notes and scheduled tasks is only one route to the advertised outcomes: digitally wised-up learners will be exploiting many others. This makes it less easy - and less relevant - to construct research around the technologies themselves or around technical/curricular innovations. We are now observing learners as they participate in a range of social and educational practices, supported by an array of personal, public and institutional technologies. How do they experience their learning in this new environment? And what practices and beliefs characterise an'effective' e-learner? The UK's Joint Information Systems Committee (JISC) has a strong track record of funding development projects in e-learning, many of which have been evaluated for their impact on learners. For the JISC, investigating learners' experiences in a more holistic way became a priority because of the need to develop systems and standards that fit the learning lifestyles of this'net generation'. A comprehensive review of literature (Sharpe et al. 2005) found that learners' perspectives on e-learning were poorly represented even in research claiming to place learners' experience at its heart. There was a particular need for studies that looked at learners' experiences beyond the boundaries of individual programmes or technical environments. Following recommendations from this review, two projects were funded specifically to elicit learners' experiences across different programmes of study and modes of technology use (Creanor et al. 2006 and Conole et al. 2006). Using innovative and participative methods, they identified some trends. Learners are living complex and time-constrained lives. In these circumstances efficient and flexible access to learning materials, experts and communities are increasingly important. Learners make frequent use of technology both at home and within their institution. They use the internet as the first port of call for information in their lives and expect to be able to locate and download relevant resources for their study. This fits with Frand's observation that for the 'Net Generation' 'computers are not a technology but a given' (Frand, 2000). Similarly, many learners are used to establishing technology-mediated conversations and expect frequent and responsive communications in support of their study. Again this corresponds to Frand's Net Gen characteristics of 'staying connected' and 'zero tolerance for delays'. Personalisation and choice are key aspects of technology use in learners' lives that they expect to transfer to their study. There is an'underworld' of informal learning which is not mandated or supported by the institution but frequently enabled and sustained by use of technology. Effective e-learning involves complex strategies in which personal beliefs, motivations and affective issues are a factor as well as access and skills. This last point illustrates how, within the general trend toward digital literacy, learners show enormous diversity. As Thorpe et al. point out in their paper here, learners are still highly influenced by their past experiences of learning, it is just that in considering this history we must now include their different experiences with e-learning, with social networks, and with personal technologies. To the existing challenges of learner-centred research we must add the complexity of learners' relationships with and through technology, considering that they too are open to development and change. The projects presenting papers at this symposium are part of a second phase of JISC funding, designed to add detail to this broad picture of diversity and change. The projects have the common aims to: investigate how learners experience and participate in learning in technology-rich environments; investigate the strategies, beliefs and intentions of learners who are effective in learning in technology -rich environments (recognising that effectiveness is a complex and contested idea); develop methodologies for eliciting the learner experience, drawing on the relevant technologies where appropriate. Although the projects engage in regular collaborative events and have a shared wiki for research outcomes http://mw.brookes.ac.uk/display/JISCle2/Home the four papers offer different viewpoints on the research process. Jefferies et al. explore in more detail the innovative and participative research methods the projects have adopted, and which continue to evolve. They discuss the use of video and audio diaries and the implications of allowing participants to control the technologies they use for data capture as part of the research process. This project is following participants over two years of study and identifying critical moments in their emerging practices and identities as e-learners. First-year learners in transition to higher education are the focus of Hardy et al.'s research. Their paper explores some of the practicalities of data collection and offers insights into new students' expectations. They suggest that while most undergraduates arrive with already-high levels of IT competence and confidence, they tend to be conservative in their approaches to university study. Learners involved in this project maintained a clear separation between technologies for learning and for social networking. Thorpe et al. situate their research in the context of well-established literatures on student learning in general, on work-based and informal learning, and on communities of practice. In dealing with learners as subjects of and in their own learning contexts, they argue that we can also learn from the methodological frameworks offered by identity theory and activity theory. They present early data from learners on two practice-based courses, and contrast their experiences with the educational intentions expressed by their course tutors. Finally, Childs and Espinoza-Ramos offer a draft typology of learners' preferences, suggesting a complex inter-dependency of choices around physical spaces for learning, levels of social engagement in learning, and supportive technologies. The symposium will offer an opportunity to hear updates from these projects as well as exploring the issues raised in their presented papers.

Postgraduate medical training started with the apprenticeship model. This system heavily relied on tradition and subjectivity. In the middle of the 20th century, there was a gradual shift to an objective-based structure which had its roots in the works of Ralph Tyler and Benjamin Bloom. As a result, the curriculum became focused on predefined objectives in the cognitive, psychomotor, and affective domains. This drive was aimed to standardize the learning criteria across various centers and align the tools for assessment for postgraduate medical students.1In our country, the College of Physicians and Surgeons Pakistan (CPSP) has been the main center of postgraduate medical education since its inception in 1962. With both local and foreign-trained faculty members, it was one of the first centers to start training in Medical Education in collaboration with the World Health Organization in 1979.2 Various supervisor workshops and certifications by the Department of Medical Education helped equip the faculty with the tools required for curricular development.3 Thus new curricula in each discipline were developed and were called “structured training programs”. They were based on the objective approach and largely focused on summative assessments with very few formative assessments.4In the last two decades, new evidence and methods of postgraduate teaching and assessment have evolved in the west.5 Due to technological enhancements in patient care and vast development in the scientific pool of medical knowledge, there was a demand to define outcome-based competencies that strongly align with the demands of the workplace. As a result, competency-based curriculum models were developed which “de-emphasized time-based training and promised greater accountability, flexibility, and learner-centeredness”.1 CANMEDS (Canadian Medical Education Directives for Specialists) and ACGME (Accreditation Council for Graduate Medical Education) are two of the most popular systems having a competency-based framework which has been developed and successfully implemented in North America.Competency-based programs differ from objective-based ones in the fact that instead of prescribing how to teach or learn, they focus on the demonstration of various competencies required for practice. A competency-based curriculum must exhibit “teacher-learner relationship and responsibility, workplace-based assessment approach, alignment of competencies with criterion-referenced assessment, and flexible training duration”. 6 The system focuses on the attainment of competencies by the trainee to determine readiness for unsupervised practice rather than the length of their training.The structure of a competency-based curriculum is not based solely on objectives but rather uses defined Entrustable Professional Activities (EPAs) which align the teaching and assessment at the workplace with the competency frameworks. Another key aspect of this curricular structure is milestones which are based on the skill development framework of Dreyfus and Dreyfus.1 Both these key elements ensure that the trainee has attained the desired level of clinical skill to practice.The teaching of these competencies is often done in a workplace setting. Assessments employ Work Place Based Assessment (WPBA) tools such as Directly Observed Procedural Skills (DOPS) for procedural skills, Mini Clinical Evaluation Exercises (Mini-CEX), and Chart Based Recall (CBR) for clinical reasoning skills and 360-degree feedback for professionalism, interpersonal and communication skills. The system also caters to the extent of differential achievement of learners by offering targeted help to trainees in form of regular formative feedback which is an essential component of WPBAs.7As with other, in vogue ideas of medical education, the College of Surgeons and Physicians Pakistan was the first to develop a competency-based curricular framework nearly a decade ago. It was centered on patient care and involved professionalism, pedagogy, and advocacy as essential competencies to be acquired by the specialists.4,8 One key area where the CPSP fellowship program has developed since then is the development of portfolios 9 in the form of an electronic log (e-log) system for regular monitoring of training. The e-log system also includes reflections by supervisors and trainees which is a step in the right direction.10 Other technological solutions such as learning management systems, mobile applications, simulation, and social media if added could further enhance student learning and engagement.11,12 A close inspection of the current fellowship and membership structured training programs of CPSP reveals that despite the claim of running a competency-based framework, none of the key features of this system like defined EPAs, milestones, and WPBA strategies exist. Also, there is a lack of curricular alignment with the core competencies. So, it is difficult to consider it as a competency-based framework of postgraduate medical education in a true sense.Other medical universities in the country have relatively recently developed their Master of Surgery (MS) and Doctor of Medicine (MD) curricula. Wide variations exist in their induction, teaching & learning, assessment, and evaluation criteria. Also, limited literature is available to study their curricular structural design. Instead of adopting the new competency-based framework, most have chosen to retain the archaic objective-based curricular model. Unfortunately, with no guidelines from the nascent Pakistan Medical Commission, most programs tend to evolve in the light of the Higher Education Commission’s curriculum recommendations which are based on the older objective-based approach.13Rawalpindi Medical University right from its inception had the vision to develop a University Residency Program for post-graduate studies in Medicine, Surgery, and allied disciplines based on ACGME competency-based curriculum. Under this program, we train hundreds of trainees with regular monitoring via workplace-based assessment and 360-degree feedback forms. These are evaluated by the Quality Enhancement Cell in 6 monthly cycles with feedback provided to the trainees, supervisors, and administration. The trainee is also required to log cases and activities with reflections in their logbooks. Each clinical case is also added to their online portal for record and evaluation. These regular formative tools with monitoring and feedback help the trainee assess their weaknesses, supervisors plan their trainee's progress and administration take decisions for improvement. Formative assessments are done at the end of each year comprising of MCQ, SAQ, and OSCE formats. At the end of the program, a comprehensive summative assessment is also conducted to certify competence.Nine years ago, Wasim Jafri14 wrote that “The competency-based model provides an exceptional opportunity for Pakistani postgraduate medical institutes”. We believe that today Rawalpindi Medical University is a pioneer among the medical sector universities in providing this excellent opportunity to its trainees and supports other partnering universities in developing competency-based curricula.

This descriptive quantitative study discusses the instructors’ implementation of the flexible learning guidelines during the pandemic as perceived in their self-assessment results. Assessing how the instructors dealt with the flexible learning modality will lead to better curricular planning and implementation in higher education in the new normal. Using a survey rating scale and checklist, the respondents rated their own implementation of the flexible guidelines. A self-assessment process can facilitate curricular and instructional improvements on the part of the instructor, upgrading the professional stance of these teachers and achieving the standard guidelines set along the way. Results showed that the instructors are Always implementing the flexible learning guidelines specifically on the general guidelines, requirements and qualifications for flexible learning, implementing policies and procedures on facilitating online teaching, social-emotional learning, rules and discipline, teacher organization and communication, assessment, support services, and adherence to data privacy. Yet, the instructors had a lower rating on assessment which means a need for support on online assessment. Also, the instructors expressed their concerns on the LMS, virtual synchronous platform, access and connectivity, students’ concerns, and general concerns on teachers’ coursework and online learning. It is recommended to conduct impact studies on flexible learning and to provide further professional development sessions to enrich the curriculum and instruction needs of instructors.

Service-learning can be defined as a pedagogical approach that attempts to integrate community service in the academic curriculum. Through service-learning, students engage in organised activities designed to meet community needs and, at the same time, enhance their intellectual, social, and ethical development (Porter Honnet Poulsen, 1989). The synergy between learning and civic engagement distinguishes service-learning as an educational approach that, beyond forming students for particular professional skills, has the goal to prepare them for practical community-based problem solving. From a methodological point of view, it places community-improvement and social-engagement in the centre of the learning process, while reinforcing students’ cross-disciplinary skills, as critical thinking, co-creation or community building (Billig, Root, Jesse, 2005).

Service-Learning combines a university study programme with a service experience that aims to respond to social problems in the area. Through this experience in which students play a leading role, they acquire stronger disciplinary and transversal skills and a greater sense of civic responsibility. Empathy is clearly among the soft skills that seem to benefit from SL, as shown by some studies compared in a meta-analysis. It is not easy to organise effective SL activities as they entail a significant commitment for the university, which is called upon to review its curriculum and carry out its Third Mission. In Italy, virtuous examples include the projects organised by the Department of Psychology of the University of Turin. Service-Learning: uno strumento di engagement civile e sviluppo dell’empatia negli studenti universitari. Il Service-Learning coniuga un programma di studio universitario con un’esperienza di servizio che intende rispondere ai problemi sociali del territorio. Lo studente, attraverso questa esperienza che lo vede protagonista, ottiene maggiori competenze disciplinari ma anche trasversali e un maggior senso di responsabilità civica. Tra le soft skills che sembrano beneficiare del SL rientra sicuramente l’empatia, come dimostrano alcuni studi confrontati in una meta-analisi. Non è semplice organizzare attività di SL efficaci poiché comportano un grande impegno per l’Università, chiamata a ripensare il proprio curriculum e svolgere la Terza Missione. In Italia, tra gli esempi virtuosi, si possono annoverare i progetti organizzati dal Dipartimento di Psicologia dell’Università di Torino.

Problem solving skills are very important in supporting social development. Children with problem solving skills can build healthy relationships with their friends, understand the emotions of those around them, and see events with other people's perspectives. The purpose of this study was to determine the implementation of playing unplugged coding programs in improving early childhood problem solving skills. This study used a classroom action research design, using the Kemmis and Taggart cycle models. The subjects of this study were children aged 5-6 years in Shafa Marwah Kindergarten. Research can achieve the target results of increasing children's problem-solving abilities after going through two cycles. In the first cycle, the child's initial problem-solving skills was 67.5% and in the second cycle it increased to 80.5%. The initial skills of children's problem-solving increases because children tend to be enthusiastic and excited about the various play activities prepared by the teacher. The stimulation and motivation of the teacher enables children to find solutions to problems faced when carrying out play activities. So, it can be concluded that learning unplugged coding is an activity that can attract children's interest and become a solution to bring up children's initial problem-solving abilities.
 Keywords: Early Childhood, Unplugged Coding, Problem solving skills
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<strong><em>Abstract</em></strong> <em>The educational landscape in India is undergoing a profound transformation driven by key trends reshaping learning spaces. This article explores the emerging trends influencing the future of education in India, focusing on digital transformation, hybrid learning, student-centered pedagogy, and inclusive education. The integration of digital technologies, such as e-learning platforms, smart classrooms, and online resources, is enhancing accessibility and quality, especially in remote and underserved regions. The COVID-19 pandemic accelerated the adoption of online learning, highlighting the need for improved digital infrastructure and bridging the digital divide. Hybrid and blended learning models, combining in-person and online education, are gaining popularity, offering flexibility and personalized learning experiences. This trend is particularly relevant in India's diverse context, providing students with varied learning opportunities that cater to their individual needs. Student-centered pedagogy, emphasizing active learning, critical thinking, and collaboration, is gaining traction, fostering greater student engagement and ownership of their learning. Additionally, inclusive education practices aim to ensure access to quality education for all, including students with disabilities and those from marginalized communities, by providing adaptive learning resources and promoting social equity. Despite the progress, challenges related to digital access, teacher training, and educational inequality persist. By embracing these trends and addressing existing barriers, India can create a more inclusive, innovative, and globally competitive education system for the future.</em> <strong><em>&nbsp;</em></strong> <strong><em>Keywords</em></strong><em>: Digital Transformation, Hybrid Learning, Blended Learning, Student-centered Pedagogy, Inclusive Education, Educational Technology, Personalized Learning, India, E-Learning, Educational Innovation, Access to Education.</em> -------------------------------------------------------------------------------------------------------------------- &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; w &nbsp; <strong>Received-</strong>19/12/2024,<strong> Accepted</strong>-08/01/2025,<strong> Published Date</strong>-31/01/2025 <strong>&nbsp;</strong> <strong>&nbsp;</strong> <strong>INTRODUCTION</strong> The landscape of education in India is experiencing a paradigm shift, driven by various social, economic, technological, and policy changes. With an increasingly diverse and young population, India is at a crossroads in terms of rethinking how education should be delivered and how learning spaces should evolve to meet the needs of future generations. As the country strives to position itself as a global leader in education, it is essential to look closely at the key trends reshaping learning spaces. Traditionally, learning spaces in India have been defined by physical classrooms, with teachers delivering lessons primarily through lectures and textbooks. However, this model is becoming outdated as technological advancements and pedagogical innovations reshape what it means to learn and teach. These transformations are not just about introducing new tools but also about fostering new ways of thinking, designing, and interacting with education. The integration of technology, a focus on personalized learning, the rise of hybrid models, and the promotion of inclusive and student-centred education are just a few of the trends that are radically changing learning spaces across the country. This article explores the key trends reshaping learning spaces in India, examining how they are influenced by global shifts in education while addressing local needs and challenges. We will delve into the increasing role of digital learning, hybrid classrooms, inclusive education, collaborative learning spaces, and flexible learning environments. By understanding these trends, we can gain insight into how they are transforming the way Indian students experience education and how they prepare for the future. <strong>&nbsp;</strong> <strong>1. DIGITAL TRANSFORMATION IN EDUCATION: BRIDGING THE DIVIDE</strong> <strong>Introduction of Digital Tools and E-Learning Platforms</strong> One of the most significant trends reshaping education in India is the integration of digital technologies into learning spaces. The adoption of e-learning platforms, smart classrooms, and other digital tools has become a crucial part of modern education. These tools are not only enhancing the quality of education but are also making it more accessible, especially for students in remote and rural areas. Platforms like BYJU&rsquo;s, Vedantu, Khan Academy, and Unacademy have revolutionized the learning experience by offering interactive lessons, video content, assessments, and real-time feedback. These platforms cater to students from kindergarten to higher education, providing access to high-quality content that is often unavailable in traditional classrooms, particularly in underdeveloped areas. Moreover, Massive Open Online Courses (MOOCs) such as SWAYAM and NPTEL have expanded access to courses from top universities globally, promoting lifelong learning and skill development. The digital transformation in education is also visible in the increasing use of smart classrooms. Equipped with projectors, interactive whiteboards, and internet-enabled devices, these classrooms allow teachers to incorporate multimedia, simulations, and interactive content into their lessons, making learning more engaging and effective. The integration of digital tools is enabling a shift from traditional rote learning to more active, personalized, and engaging learning experiences. <strong>Impact of COVID-19 and the Expansion of Online Learning</strong> The COVID-19 pandemic significantly accelerated the adoption of online learning in India. As schools and colleges were forced to close their doors, educational institutions swiftly shifted to online platforms. While the initial transition posed challenges related to infrastructure, digital literacy, and internet access, it also provided a unique opportunity for educators and students to explore new forms of learning. Platforms like Google Meet, Zoom, and Microsoft Teams became central to lesson delivery while learning management systems (LMS) allowed for the virtual sharing of resources, assignments, and assessments. The pandemic highlighted the digital divide in India, particularly in rural areas, where students lacked access to reliable internet and devices. However, it also led to a broader recognition of the need for digital infrastructure and training. Government initiatives such as the <em>Diksha</em> platform, which provides digital educational resources for teachers and students, played a crucial role during the pandemic. These platforms have not only kept education alive during times of crisis but have also set the stage for more permanent changes in the way education is delivered across India. <strong>2. HYBRID AND BLENDED LEARNING: THE FUTURE OF EDUCATION</strong> <strong>Blended Learning Models in India</strong> Blended learning, which combines in-person and online instruction, is rapidly gaining ground in India. By integrating the best aspects of both face-to-face and virtual learning, blended learning models provide students with greater flexibility, accessibility, and personalized learning experiences. This trend is particularly relevant in a country as large and diverse as India, where geographical and logistical challenges can impede traditional forms of education. The blended learning model allows students to attend physical classes while simultaneously accessing online resources, videos, and collaborative platforms. This flexibility ensures that learning continues outside the classroom and provides students with an opportunity to engage with content at their own pace. Furthermore, it enables educators to incorporate a variety of teaching methods and resources, catering to students' diverse learning needs. In schools, the use of digital platforms to supplement traditional teaching methods is becoming increasingly common. For example, teachers can use digital tools to assign homework, conduct quizzes, and monitor student progress while also engaging students in face-to-face interactions during physical classes. At the higher education level, universities and colleges are increasingly adopting hybrid models to deliver courses. Students have the option to attend lectures in person or online, depending on their preferences and circumstances. <strong>Flexibility and Accessibility</strong> The flexibility offered by blended learning is particularly advantageous for students in rural and underserved regions of India, where access to quality education and infrastructure remains a challenge. Blended learning models can bridge the gap between urban and rural education by offering students the chance to engage with high-quality educational content remotely. Additionally, the flexibility of online learning allows students to balance their studies with other commitments, such as work or family responsibilities. However, the success of blended learning models hinges on access to digital resources, such as reliable internet connections and devices. Government initiatives like <em>PMGDISHA</em> (Pradhan Mantri Gramin Digital Saksharta Abhiyan) are working towards increasing digital literacy and internet penetration, which are essential for the widespread adoption of blended learning. <strong>3. STUDENT-CENTERED PEDAGOGY: EMPOWERING LEARNERS</strong> In contrast to traditional teacher-centered approaches, student-centered pedagogy focuses on the learner's role in the educational process. This shift emphasizes active learning, personalized instruction, and the development of critical thinking skills. Student-centered approaches are being increasingly adopted in Indian classrooms, transforming how students engage with content and their teachers. <strong>Personalized Learning</strong> Personalized learning is a critical aspect of student-centered pedagogy. In a personalized learning environment, education is tailored to each student's individual needs, interests, and learning styles. This approach empowers students to take ownership of their learning and progress at their own pace. It allows educators to provide targeted interventions, whether to support struggling learners or challenge advanced students. In India, personalized learning is often facilitated through digital platforms. Tools like BYJU&rsquo;s, Khan Academy, and ClassDojo enable students to engage with content that is customized to their specific needs. AI and learning analytics are increasingly being used to assess students' strengths and weaknesses, providing valuable insights for both teachers and learners. <strong>Active Learning and Collaboration</strong> Active learning is another critical component of student-centered pedagogy. It involves engaging students in the learning process through activities such as group discussions, problem-solving tasks, and hands-on experiments. In active learning environments, students are not passive recipients of knowledge but are instead encouraged to explore, question, and apply what they have learned. Collaboration is a central element of student-centered learning. Indian schools and universities are increasingly incorporating group projects, peer-to-peer learning, and collaborative tools into the curriculum. This fosters skills such as teamwork, communication, and leadership, which are essential in today&rsquo;s globalized world. <strong>4. INCLUSIVE EDUCATION: ENSURING ACCESS FOR ALL</strong> Inclusive education is one of the most important trends reshaping learning spaces in India. It emphasizes the importance of providing equal educational opportunities for all students, regardless of their background, socio-economic status, or abilities. Inclusive education seeks to address the needs of diverse learners, including those with disabilities, students from marginalized communities, and those with different learning needs. <strong>Inclusive Pedagogy and Accessibility</strong> In the context of inclusive education, teachers are encouraged to adopt flexible teaching methods that cater to the diverse needs of students. This includes modifying the curriculum, using assistive technologies, and creating an environment that supports all learners. In India, the <em>Right to Education Act</em> (RTE) has played a significant role in ensuring that children have access to quality educationregardless of their abilities. The use of assistive technologies, such as screen readers, speech-to-text software, and learning apps, is helping students with disabilities access the curriculum. Many schools provide specialised resources and support staff to ensure that students with disabilities can fully participate in classroom activities. <strong>Social and Economic Inclusion</strong> Inclusive education also focuses on social and economic inclusion. In India, this is particularly important for students from marginalized communities, such as those from low-income backgrounds or from underrepresentedcastes and tribes. Initiatives like scholarships, free textbooks, and midday meal programs have been implemented to reduce the barriers that prevent these students from accessing education. Additionally, inclusive education promotes a more tolerant and equitable society where diversity is celebrated, and all individuals are given the opportunity to succeed. By focusing on equity and accessibility, inclusive education helps to create a more just and inclusive society in India. <strong>CONCLUSION</strong> The transformation of learning spaces in India is a dynamic and ongoing process. Driven by technological advancements, changing pedagogical practices, and a growing emphasis on inclusivity and personalization, the future of education in India is bright. The key trends discussed in this article&mdash;digital transformation, hybrid learning, student-centered pedagogy, and inclusive education&mdash;are reshaping how students learn, where they learn, and who has access to education. However, challenges remain, including the digital divide, the need for teacher training, and ensuring equal access to resources for all students. By addressing these challenges and embracing these emerging trends, India can continue its journey toward creating an education system that prepares students for the future&mdash;one that is equitable, innovative, and globally competitive.

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The Development of Javanesenese Songs Containing Character Values as a Learning Medium of Early Childhood Education. Widyaparwa, 44(1), 1–9.&#x0D; Yang, L. H., Kleinman, A., Link, B. G., Phelan, J. C., Lee, S., &amp; Good, B. (2007). Culture and stigma: Adding moral experience to stigma theory. Social Science and Medicine, 64(7), 1524–1535. https://doi.org/10.1016/j.socscimed.2006.11.013&#x0D; Zeidler, Dana L; Keefer, M. (2003). the Role of Moral Reasoning on Socioscientific Issues and.&#x0D; &#x0D; &#x0D;

ffects of Enrichment Programs from Parents’ Perspectives Academic programs outside of school contexts can be beneficial for all students. Enrichment programs come in a variety of forms, including tutoring services and homework help, topic-focused activities like STEM clubs or language competitions, recreational activities, and programs that focus on academic challenges, among others [1,2]. Some enrichment programs are designed for students of all academic abilities, while others are centered on developing the strengths of high-ability students [2]. Students can engage in enrichment programs during the school day, after school, on weekends, or during school breaks like summer camps [1,3,4]. Enrichment programs are one option for meeting the unique needs of students with gifts and talents, and they are widely adopted in educational settings because of their flexibility [5].Enrichment programs encompass a broad range of instructional options, including activities, experiences, and even subject areas beyond the regular curriculum, through which these students can cultivate their curiosity and capabilities [6].No matter the type, enrichment programs tend to provide exploratory activities and emphasize independent projects, which foster students’ higher-level thinking processes and creativity [7,2].Researchers argued that enrichment programs are an effective way of developing not only students’ cognitive abilities but also their personal and social abilities [8,9]. Given this, [2] examined 26 articles published from 1985 to 2014 in a meta-analysis to find evidence of the effectiveness of enrichment programs. She used a random effects model to find that enrichment programs have a significantly positive impact on both academic achievement (g = 0.96, 95% CI [0.64, 1.30]) and socioemotional development (g = 0.55, 95% CI [0.32, 0.79]) for students with gifts and talents. With these findings in mind, we examined the effectiveness of an enrichment program from parents’ perspectives concerning both academic and affective outcomes. Literature Review Opportunities beyond the school One-size-fits-all instruction obstructs the achievement of students with high potential [10,11] and undermines their passion [12]. Feldhusen JF [13] mentioned that supplementary services such as out-of-school gifted programs can fill the missing pieces of these students’ education. By offering an academically challenging curriculum and providing sufficient socioemotional support, out-of-school programs can support the talents of students with gifts and talents in a unique way [14]. Programs particularly designed for students with gifts and talents tend to have more hands-on activities, discussions, and problem-solving work [11]. It is a great fit for these students as they not only prefer to choose their own learning activities rather than participating in a task selected by the teacher but also perform better with flexible and unstructured assignments [15]. In a study of a German elementary extracurricular enrichment program designed for gifted students, [16] found that students who participated in the enrichment program earned higher grades in German and math, compared to their peers who did not attend the program. Researchers noted students’ grades were significantly higher than their peers-who were also identified as gifted-even when students did not participate in enrichment classes focused on those specific topics. Enrichment programs also influence students’ career interests and desires to attend college, particularly for students who are traditionally underrepresented in gifted programs or in their communities [17- 20]. In addition to improving academic achievement, enrichment programs can help students develop life skills. Hertzog NB [21] studied 50 college students who had experienced gifted programs during their elementary or secondary school period. According to her study, these students reported they have learned study management skills while completing challenging tasks in gifted programs. They also mentioned that they established higher self-esteem, an enjoyment of learning, as well as healthy work ethic through those programs. These students additionally noted that the teachers in gifted classes were more enthusiastic, treated them with higher levels of respect, and held higher expectations for them compared to their teachers in non-gifted classes. Another unique aspect of enrichment programs is that they can allow students from many different backgrounds to participate together and learn from each other [22,23]. Jen E, et al. [22] interviewed 77 gifted middle and high school students from one multicultural enrichment program about their experiences in the affective small group discussions offered in the H

The use of web-based learning is not a new phenomenon in the world of education nowadays. There is a lot of research on web-based learning that shows the result of learning processes that are effective, interesting ang dynamic, flexible to access, choose on time and cheap. In the development of web-based learning (e-learning) as a study to overcome the problem of social competence in teacher education has not been widely done. This idea responds to the ownership of student social competence in teacher education which tends to be less than optimal. For this reason, web-based social competency training is proposed as an alternative solution to improve the social competence of pre-service teacher students. This research is used to develop web media with cooperative learning strategies that will be used for pre-service teacher social competency training. The main objective of this research is to develop web media that is suitable for training. The use of Research and Development methods (R&amp;D) with the beginning of qualitative descriptive research and followed by evaluation. Qualitative research to collect data and information about research objects, situations and environmental settings and describe the stages of web development is followed by evaluation of media experts, material experts, learning experts and linguists. The results of this study are decent web media, using expert judgment on the site www.sosial-klub.com. Future improvements and study plans include developing a web-based training model with cooperative learning strategies to be implemented.

Objective: This study aims to define and assess the essential soft skills required for social workers, with a focus on the self-assessment of students and professionals in Bulgaria. The research addresses the growing demand for flexible and transferable skills in social work, particularly in the context of evolving societal challenges and regulatory standards. By identifying key competencies, the study seeks to bridge the gap between academic training and real-world practice, offering insights for curriculum development and professional training programs. Theoretical Framework: Grounded in established theories of competence (McClelland, Boyatzis) and experiential learning (Kolb), this study emphasizes the integration of knowledge, skills, and attitudes in professional practice. It also aligns with the European standards for social work, particularly the Global Definition of Social Work by the International Federation of Social Workers (IFSW), highlighting the importance of soft skills in achieving social justice and human rights. Method: A mixed-methods approach was employed, combining a comprehensive literature review with a survey of 100 social work professionals and 120 students enrolled in bachelor’s and master’s programs in Bulgaria. The survey assessed key soft skills, including communication, teamwork, problem-solving, and time management, using a balanced self-assessment scale. Data were analyzed using descriptive statistics and thematic analysis to identify patterns and trends. Results and Discussion: The study provides valuable insights for social work education, emphasizing the need for practical, experiential learning opportunities to better prepare students for real-world challenges. It also highlights the importance of continuous professional development for practicing social workers to maintain and enhance their competencies. The findings align with European regulatory frameworks, offering a foundation for future policy and curriculum development. Research Implications: The study successfully bridges theoretical frameworks with practical applications, which is a significant achievement. By identifying competencies that align with regulatory standards (e.g., the Ordinance on the Quality of Social Services), the research provides actionable insights that can inform policy, curriculum design, and professional practice in social services. Originality/Value: This study contributes to the literature by offering a comprehensive framework for assessing soft skills in social work, tailored to the Bulgarian context but applicable globally. It bridges the gap between theory and practice, providing actionable recommendations for educators, policymakers, and practitioners. By aligning with international standards, the study underscores the universal importance of soft skills in social work and their role in promoting social justice and human rights.

Learning materials that may bridge the understanding of intelligent and good citizenship in a global context are necessary for the majority of generation Z students enrolled in the University of Bengkulu's Elementary School Pre-Service Teacher Education program. Students who take the Global Perspective course are prepared to be globally aware and ready to adjust to the changing global landscape. The study employs a methodical Dick, Carey &amp; Carey development model, which entails procedures such as learning objective identification, learning analysis, student characteristic analysis, formulation of specific learning objectives, creation of learning materials, learning strategies, assessment instrument development, and formative and summative evaluations. This e-module was designed after a study of the requirements for economic citizenship literacy. Aspects like financial education, social skills, knowledge economy, democratic citizenship, and economic literacy are all included in citizenship literacy. This study finds that Elementary School Pre-Service Teacher Education students at the University of Bengkulu should benefit from improved digital citizenship abilities in the context of the 4.0 era thanks to the interactive e-module Project Citizen. Thus, in addition to enhancing digital literacy, this curriculum also fosters creativity, critical thinking, and other abilities necessary in the digital age.

Higher Education Institutions are facing a challenging situation: how to introduce concepts such as Sustainability or the Circular Economy into their curricula. This study presents how to organize a Computer Reuse Program, an educational proposal for the Reuse, Repair, Refurbishment, Remanufacture and Recycling of computers into a Curriculum and a case study. The proposal is based in the Service-Learning methodology, by which students develop technical and professional skills while undertaking a project that has a direct and real impact on society. Students work on old or broken computers provided by donors, thereby acquiring technical skills. These now flawlessly functioning computers are donated to NGOs and other non-profit organizations, thus endowing the equipment with a much longer life as well as reducing e-waste, one of the fastest-growing waste streams in the world. As a case study, this paper presents the UPC Computer Reuse Program, carried out at Universitat Politècnica de Catalunya UPC-BarcelonaTech. Since the program started in 2004, some 2500 computers have been donated to 359 different organizations in 29 countries, and more than 5200 students have participated. The paper analyzes the impact of the program on society, on the reduction of e-waste, on the environment and on student awareness regarding social justice and sustainability.

This study aims to provide implications for improving teacher education programs for elementary pre-service teachers by analyzing the importance and performance differences, as well as educational needs of their competencies in the intelligent information society. To achieve this, an online survey was conducted with 299 elementary pre-service teachers, and various analyses were performed, including paired sample t-tests, Importance-Performance Analysis (IPA), Borich needs analysis, and The Locus of Focus model analysis. These analyses identified competencies requiring enhancement and derived educational priorities for each competency. The results revealed, firstly, that all aspects of competencies for elementary pre-service teachers in the intelligent information society were statistically significantly higher in importance than in performance. Secondly, the analysis of the differences in importance and performance of competencies in the intelligent information society identified competencies falling under the ‘Concentrate Here' category, including development of teacher expertise (F), adptation to social paradigm shifts (F), and curriculum reorganization (D). Thirdly, according to Borich's need analysis and The Locus of Focus model analysis, the top educational needs among competencies for elementary pre-service teachers in the intelligent information society were adapting to changes in social paradigms (F) and development of teacher expertise (F) as the first priority, establishing and managing learning ecosystems (D) and interpreting and utilizing big data (E) as the second priority, and curriculum reorganization (D) and customized learning design (D) competencies as the third priority. Based on these results, the study discusses implications for improving teacher education programs for future teachers by understanding the competencies required for elementary pre-service teachers in the intelligent information society.

Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood.&#x0D; Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education&#x0D; References:&#x0D; Allday, R. A., Hinkson-Lee, K., Hudson, T. 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In today's context of globalisation and rapid development of information technology, lifelong learning has become an important concept to cope with social change and technological innovation. The purpose of this paper is to explore how to construct an effective adult education system under the perspective of lifelong learning in order to improve individual quality and promote social progress. Firstly, this paper starts from the theoretical foundation of lifelong learning, explains its definition, characteristics and development history, and explores the far-reaching influence of Piaget's cognitive development theory, Bruner's discovery learning theory and Gagne's learning condition theory on adult education. By analysing the current situation of adult education, this paper reveals the major problems currently faced, including uneven distribution of educational resources, insufficient motivation for learning and a disconnect between curriculum and actual needs. In order to cope with these challenges, this paper proposes the principle of constructing a learner-centred education system, which emphasises the flexibility and adaptability of the education model. Specific implementation strategies include government policy support, promotion of diversified education models and comprehensive learner support services. This paper also demonstrates the experiences of Germany and South Korea in policy support, social synergy and education model innovation through successful case analyses at home and abroad, which provide useful reference for other countries and regions. Finally, the paper summarises the key points in building an adult education system and looks forward to future development trends, emphasising the impact of technological progress and globalisation on adult education. Overall, the theoretical framework and implementation strategies proposed in this paper provide a scientific basis and practical guidance for building an efficient, flexible and diversified adult education system. Through in-depth understanding and application of these theories and methods, the quality and coverage of adult education can be effectively enhanced, the widespread implementation of the concept of lifelong learning can be promoted, and the all-round development of individuals and the sustainable progress of society can be fostered.

AbstractBackgroundHealth professions education curricula are undergoing reform towards social accountability (SA), defined as an academic institution's obligation to orient its education, service and research to respond to societal needs. However, little is known about how or which educational experiences transform learners and the processes behind such action. For example, those responsible for the development and implementation of undergraduate medical education (UGME) programs can benefit from a deeper understanding of educational approaches that foster the development of competencies related to SA. The purpose of this paper was to learn from the perspectives of the various partners involved in a program's delivery about what curricular aspects related to SA are expressed in a UGME program.MethodsWe undertook a qualitative descriptive study at a francophone Canadian university. Through purposive convenience and snowball sampling, we conducted 16 focus groups (virtual) with the following partners: (a) third‐ and fourth‐year medical students, (b) medical teachers, (c) program administrators (e.g., program leadership), (d) community members (e.g., community organisations) and (e) patient partners. We used inductive thematic analysis to interpret the data.ResultsThe participants' perspectives organised around four key themes including (a) the definition of a future socially accountable physician, (b) socially accountable educational activities and experiences, (c) characteristics of a socially accountable MD program and (d) suggestions for curriculum improvement and implementation.ConclusionsWe extend scholarship about curricular activities related to SA from the perspectives of those involved in teaching and learning. We highlight the relevance of experiential learning, engagement with community members and patient partners and collaborative approaches to curriculum development. Our study provides a snapshot of what are the sequential pathways in fostering SA among medical students and therefore addresses a gap between knowledge and practice regarding what contributes to the implementation of educational approaches related to SA. We emphasise the need for educational innovation and research to develop and align assessment methods with teaching and learning related to SA.

<strong>Abstract</strong> <strong>&nbsp;</strong> <strong><em>Indian Knowledge Systems (IKS), which include philosophy, education, science, the arts, and governance, is a rich source of traditional knowledge that prioritizes self-reliance, ethical behavior, holistic living, and harmony with the natural world. Mahatma Gandhi, a modern-day visionary, offered a revolutionary framework for societal advancement by incorporating these timeless ideas into his beliefs in social justice, sustainability, and education. This essay explores the connections between Gandhian philosophy and IKS, emphasizing their continued applicability in addressing modern issues like environmental degradation, educational reform, and international injustices. Examining IKS from a Gandhian perspective highlights how traditional knowledge and contemporary innovations can be combined to produce long-lasting answers. Proposing an integrative paradigm, the paper imagines a future in which technological advancement and indigenous knowledge coexist, promoting ecological balance, equitable growth, and a peaceful international community.</em></strong> <strong>&nbsp;</strong> <strong>Introduction</strong> &nbsp; The huge body of knowledge found in Indian Knowledge Systems (IKS) spans many different fields, such as philosophy, education, science, the arts, and governance. The holistic worldview of IKS, which has its roots in ancient traditions, emphasizes self-reliance, ethical living, harmony with environment, and interconnection. Deep insights into sustainable life and the search for knowledge that goes beyond materialistic objectives are provided by these systems. IKS has gained prominence as a framework for sustainable and equitable development in the modern day, when issues like social injustices, environmental disasters, and educational chaos are becoming more severe. A key player in India's independence movement and a visionary leader, Mahatma Gandhi struck a profound chord with Indian knowledge systems. His life and work demonstrated a blend of contemporary pragmatism and traditional Indian wisdom. Gandhi was greatly influenced by traditional Indian values, which included self-reliance (Swadeshi), truth-seeking (Satya), and nonviolence (Ahimsa). He thought that the social, economic, and environmental issues of his era might be resolved by reviving and utilizing IKS in conjunction with modern inventions. Gandhi's ideas are still very applicable in the twenty-first century since they provide a framework for rethinking education and development. IKS and Gandhian principles come together to form a strong foundation for sustainable development and holistic life. Both place a strong emphasis on integrating moral principles into all aspects of life and support an educational system that fosters moral ideals, character, and practical skills in addition to academic knowledge. By fusing work, education, and ethics, Gandhi's Nai Talim (Basic Education) demonstrated this unity and promoted the value of hard effort and lifelong learning. Regarding IKS, this is consistent with traditional Indian teaching approaches that prioritize hands-on learning and education that is focused on the community. Gandhian philosophy and the ideas of IKS offer useful answers to today's problems, which include ecological degradation, educational disparity, and the loss of cultural legacy. For instance, Gandhi's idea of ecological stewardship and modest life is reflected in IKS's emphasis on living in balance with nature. Likewise, IKS's community-based methods align with Gandhi's emphasis on decentralized development, encouraging inclusive and sustainable local solutions. Applying these ideas in contemporary settings has the ability to close the gap between conventional thought and contemporary developments. This essay aims to investigate the relationship between Gandhian principles and Indian knowledge systems, arguing for their applicability in tackling today's pressing international concerns. The conversation seeks to demonstrate the transformative potential of fusing old wisdom with contemporary activities by examining their shared values and distinctive contributions. The study imagines a time when these all-encompassing strategies promote ecological balance, educational reform, and sustainable development, creating a society based on moral principles and peaceful cohabitation. &nbsp; <strong>The Essence of Indian Knowledge Systems</strong> &nbsp; IKS provides a multifaceted viewpoint in which knowledge is transformational rather than just transactional. Important principles consist of: &nbsp; <strong>1. Holistic Learning: </strong> The emphasis of ancient Indian education, which was exemplified by institutions like Takshashila and Nalanda, was on holistic learning that combined spiritual and material knowledge. This method aimed to raise people who developed their intelligence, morals, and character in a balanced way. A variety of subjects, including as philosophy, mathematics, medicine, and the arts, were taught to the students in addition to moral and spiritual lessons. Producing well-rounded people who could pursue enlightenment and personal development while also addressing society concerns was the goal. By encouraging pupils to think critically, be disciplined, and pursue lifelong learning, teachers (gurus) developed an educational system that integrated spiritual insight with practical skills, promoting cultural growth and societal well-being. &nbsp; <strong>2. Sustainability and Ecology: </strong> The harmonious coexistence of humans and nature is emphasized in ancient Indian literature such as the Atharva Veda, which promote ecological balance and sustainable living. They emphasize how crucial it is to protect biodiversity, maintain natural resources, and practice environmental stewardship. Ancient Indian agriculture relied heavily on techniques like crop rotation, organic farming, and water conservation to maintain soil fertility and long-term harvests. A profound awareness of ecological preservation is demonstrated by practices like rainwater gathering and sacred grove maintenance. Because they provide tried-and-true answers to contemporary environmental problems and foster ecosystem resilience and sustainability, these old methods and ideologies are becoming more and more important today. <strong>&nbsp;</strong> <strong>3. Ethical Framework: </strong> The word Dharma or the principle of righteousness, is the ethical basis that guides the behavior of individuals and society in Indian Knowledge Systems (IKS). Based on moral, spiritual, and ecological awareness, Dharma emphasizes the alignment of actions with universal harmony and justice, promoting responsibility towards self, society, and nature, and fostering sustainable coexistence. The Bhagavad Gita and Manusmriti are among the ancient texts that emphasize the importance of adhering to Dharma in both personal and professional spheres. This ethical framework ensures fairness, compassion, and balance, preventing the exploitation of individuals or resources. By incorporating Dharma, IKS offers timeless guidance for promoting environmental sustainability and societal well-being &nbsp; <strong>4. Community-Centric Approach: </strong> Indian customs place a strong emphasis on a community-centric attitude, giving the welfare of the group precedence over personal goals. These traditions, which have their roots in ideas like Sarvodaya (the benefit of all) and Vasudhaiva Kutumbakam (the world as one family), promote inclusivity, cooperation, and shared prosperity. This philosophy is reflected in customs including joint family arrangements, resource sharing, and community farming. Social cohesiveness and group decision-making are promoted via festivals, customs, and village councils (panchayats). This strategy assures that progress benefits everyone, especially excluded groups, and reduces socioeconomic inequities. These tried-and-true ideas provide important guidance for attaining just and sustainable societal development in a period of increasing individualism. <strong>&nbsp;</strong> <strong>Gandhian Ideals and Their Roots in IKS</strong> <strong>&nbsp;</strong> The ideas of IKS and Mahatma Gandhi's ideology are very similar. Indigenous knowledge is the foundation of his support for Swaraj (self-rule), Sarvodaya (welfare for all), and Swadeshi (self-reliance). Important elements consist of : &nbsp; <strong>1. Education and Nai Talim: </strong> Gandhi's Nai Talim (Basic Education) approach reinterpreted education by fusing intellectual and moral growth with practical skills. Inspired by the ancient Gurukul system, it placed a strong emphasis on combining the hands, heart, and brain to promote holistic growth. Gandhi promoted craft-based education, which connected learning to real-world situations through activities like weaving, gardening, and spinning. This method sought to develop students' independence, social awareness, and ethical foundation. Nai Talim promoted worker dignity and social harmony by tying academic study to constructive employment. In contemporary settings, it continues to be a trailblazing paradigm for inclusive and socially conscious education. &nbsp; <strong>2. Sustainability and Non-Violence: </strong> Gandhi's fight against industrial exploitation and his idea of a simple life are in line with the sustainable customs that are ingrained in Indian culture. His support of ecological harmony, simplicity, and non-consumerism is consistent with traditional customs that placed a high value on harmony with the natural world. The teachings of Buddhism and Jainism, two essential elements of Indian Knowledge Systems (IKS), are the foundation of the Gandhian principle of ahimsa, or non-violence. Ahimsa encourages empathy and reverence for all living things, including the environment. Gandhi's focus on non-violence highlights how all beings are interconnected and promotes a morally sound strategy for addressing social and environmental issues. &nbsp; <strong>3. Economic Self-Reliance: </strong> Gandhi exemplifies the Swadeshi ethic by supporting Khadi and village industries and promoting economic independence through community empowerment and local resources. Gandhi aimed to improve rural economies, encourage local craftsmanship, and lessen reliance on imported commodities by promoting the manufacture of hand-spun fabric and small-scale companies. The ideas of Indian Knowledge Systems (IKS), which prioritize decentralized and independent economies, are consistent with this vision. IKS supports community-driven, sustainable development models that use local resources to address community needs, developing resilience and economic independence while advancing social and environmental well-being. &nbsp; <strong>4. Spirituality in Action: </strong> Gandhi saw spirituality not as a set of rituals but as a living, practical experience. Texts such as the Bhagavad Gita, which highlights the significance of living in line with one's highest principles and selfless action (Karma Yoga), served as motivation for him. According to Gandhi, genuine spirituality shows up in day-to-day activities via dedication to the truth, non-violence, and service to others. Indian Knowledge Systems (IKS), which emphasize the incorporation of spiritual ideas into everyday life, are characterized by this idea of spirituality as action. Gandhi's strategy emphasizes how spirituality ought to direct moral behaviour, social justice, and individual development in practical settings. <strong>Contemporary Relevance of Gandhian Ideals and IKS</strong> &nbsp; The fusion of IKS with Gandhian principles in the present day provides answers to urgent global issues. Important application areas consist of: &nbsp; <strong>1. Education Reform: </strong> Modern schooling frequently places a strong emphasis on rote memorization, which inhibits creativity and critical thinking. By combining the holistic approach of Indian Knowledge Systems (IKS) with Gandhian ideas of experiential learning, education can change to promote creativity, moral reasoning, and problem-solving abilities. As seen by his idea of Nai Talim, Gandhi's emphasis on experiential learning motivates pupils to actively interact with their surroundings, fostering the development of moral character and practical knowledge. This is supported by IKS, which emphasizes self-awareness, connection, and the growth of a well-rounded person. These methods can be combined to develop pupils who are not only knowledgeable but also able to think critically and act morally. &nbsp; <strong>2. Sustainable Development: </strong> The ecological issues of the world necessitate a change to environmentally conscious, sustainable behaviours. Gandhian ideals, which emphasize non-exploitation and simple life, are consistent with the philosophy of Indian Knowledge Systems (IKS), which promotes sustainable solutions. Gandhi's dedication to self-reliance and environmentally sustainable methods, such organic farming and handcrafting, goes hand in hand with IKS's ingrained reverence for the natural world. When combined, these frameworks support organic farming, renewable energy, and conservation-based urban design. We can build resilient communities that successfully address today's environmental issues by incorporating these ideas into contemporary development techniques. These communities will strike a balance between ecological well-being and social and economic advancement. <strong>3. Inclusive Economy: </strong> Because the international economy frequently sustains exploitative regimes, inequality has increased. By highlighting local economies, cooperative structures, and ethical trade, a Gandhian-IKS framework provides a transformative approach. Gandhi encouraged community-driven economic growth by emphasizing self-sufficiency through Khadi and village businesses, which lessens dependency on international exploitation. IKS backs these concepts by appreciating decentralized economies and just, sustainable methods. Through the promotion of cooperative ownership and ethical commerce, this framework aims to establish fair economic structures that give social welfare, environmental conservation, and local empowerment top priority. In contrast to the existing economic model, it promotes inclusive growth and lessens systemic inequalities. &nbsp; <strong>4. Mental and Physical Health: </strong> Ayurveda and yoga's comebacks demonstrate the Indian Knowledge Systems' (IKS) enduring value in fostering holistic health, which emphasizes the union of the mind, body, and spirit. Together with Ayurveda's natural healing methods, yoga's focus on physical postures, breathing exercises, and meditation provides a holistic approach to wellness. In addition to these activities, Gandhi's principles of self-discipline, balance, and simplicity promote a way of living that supports mental and physical health. Amidst contemporary lifestyle problems like stress and chronic illness, this Gandhian-IKS viewpoint offers a balanced and sustainable route to health, promoting resilience and general well-being. &nbsp; <strong>Challenges in Reviving IKS Through Gandhian Ideals</strong> &nbsp; Although IKS and Gandhian ideals have great promise, their incorporation into modern systems is hampered by a number of issues: &nbsp; <strong>1. Westernization of Knowledge: </strong> Traditional knowledge systems are frequently marginalized by the predominance of Western paradigms in administration and education, which results in a one-size-fits-all strategy that ignores different cultural viewpoints. While indigenous and local knowledge systems, including those in agriculture, medicine, and spirituality, are either ignored or underestimated, Western forms of science, technology, and governance have been given precedence in many countries. In addition to undermining cultural identities, this marginalization reduces the possibility of finding different, situation-specific answers to today's problems. Societies can develop more inclusive, sustainable, and culturally appropriate frameworks for governance and education by acknowledging and incorporating traditional knowledge systems. &nbsp; <strong>2. Documentation and Standardization: </strong> Formalizing and incorporating Indian Knowledge Systems (IKS) into mainstream frameworks is extremely difficult because a large portion of IKS is still undocumented or fragmented. Traditional knowledge, which is transmitted orally, through regional customs, and through community-based education, frequently lacks systematic recording or written records. It is challenging to retain, research, and use IKS in modern situations due to the lack of standardized formats. Furthermore, attempts to incorporate IKS into contemporary frameworks for development, policymaking, and education are hampered by its lack of official acknowledgment. Efforts must be directed on recording, conserving, and standardizing IKS in order to overcome this and guarantee their inclusion in future social advancements while honouring their indigenous context. &nbsp; <strong>3. Cultural Disconnection: </strong> Cultural alienation has increased as a result of rapid urbanization and globalization, particularly among younger generations. Traditional values, customs, and languages are being progressively disregarded in favour of contemporary, Westernized lifestyles as cities grow and the impact of the world grows. Cultural identity may erode as a result of younger people's inability to relate to or value indigenous customs due to their frequent exposure to global media and technology. The preservation of traditional knowledge, arts, and customs is at risk due to this gap. In order to overcome this, initiatives must be made to protect and promote indigenous traditions, giving future generations a sense of pride and continuity in the face of global change. &nbsp; <strong>4. Policy and Implementation Gaps: </strong> Although the importance of Indian Knowledge Systems (IKS) is becoming more widely acknowledged, turning these insights into workable policies is still a difficult task. IKS integration into contemporary frameworks for development, education, and governance calls for a great deal of work, cross-sector coordination, and alignment. It can be challenging for policymakers to reconcile traditional knowledge with modern demands, especially when it comes to formalizing and standardizing indigenous traditions. In order to execute policies effectively, academic institutions, governmental organizations, and local communities must work together and establish mechanisms for documenting, preserving, and promoting IKS in a way that is both pertinent and flexible enough to be used in contemporary settings. &nbsp; &nbsp; <strong>Pathways for Revival and Integration</strong> &nbsp; To overcome these obstacles, a multifaceted strategy is necessary: &nbsp; <strong>1. Policy Interventions: </strong> For ancient wisdom to be preserved and applied in contemporary settings, governments must give Indian Knowledge Systems (IKS) top priority when developing policies related to education, health, and the environment. Incorporating Indian customs and cultural knowledge into the curriculum is emphasized in the National Education Policy (NEP) 2020, which provides a potential foundation. It supports a comprehensive educational strategy that incorporates IKS with contemporary scientific knowledge, encouraging sustainability, moral principles, and community-driven growth. Governments can promote a more inclusive, sustainable, and culturally sensitive approach to national progress and well-being by coordinating health, education, and environmental policies with IKS. &nbsp; <strong>2. Research and Documentation: </strong> Bridging the gap between ancient wisdom and contemporary science requires systematic attempts to record and validate traditional knowledge. We may conserve important insights that have been refined over generations by meticulously documenting indigenous practices, such as those in agriculture, medicine, and environmental management. This documentation can serve as a basis for scientific investigation, presenting fresh viewpoints on resource management, sustainability, and health. Traditional knowledge has legitimacy and significance in modern circumstances when it is validated using exacting scientific methodologies. By ensuring that traditional knowledge is combined with contemporary advancements, such initiatives promote a more comprehensive and long-term method of problem-solving. &nbsp; <strong>3. Public Awareness: </strong> A strong sense of pride and ownership among residents can be fostered by public awareness initiatives that emphasize the importance of Indian Knowledge Systems (IKS) in daily life. These campaigns can assist people in understanding the importance of IKS in tackling current issues by demonstrating how traditional methods in fields like sustainability, health, and agriculture contribute to contemporary solutions. Cultural identity can be strengthened and sustainable living encouraged by supporting regional crafts, indigenous eating customs, and environmental care. These kinds of programs can encourage people to incorporate IKS into their everyday lives, fostering a sense of shared obligation to protect and uphold these priceless customs for coming generations. <strong>4. Collaborative Platforms: </strong> The practical application of Indian Knowledge Systems (IKS), which are in line with Gandhian ideals of independence, sustainability, and social welfare, can be greatly aided by collaborative platforms including academia, business, and communities. These platforms can help close the gap between traditional knowledge and contemporary technological breakthroughs by establishing partnerships. While enterprises can assist in scaling up indigenous practices for real-world application, academic institutions can investigate and validate them. Communities can offer insightful information about the local applicability of IKS, guaranteeing that the solutions are advantageous and suitable for the local culture. These partnerships foster equitable, sustainable development based on the Gandhian values of harmony, simplicity, and service. &nbsp; <strong>Conclusion</strong> &nbsp; Indian Knowledge Systems (IKS) provide a potent framework for addressing the urgent issues of the modern world when examined through the prism of Gandhian principles. The fundamental ideals of IKS, which place a strong emphasis on ethical behaviour, sustainable living, and harmony with nature, are strongly aligned with Gandhiji's ideas of non-violence, truth, simplicity, and self-reliance. These principles align with global hopes for a more fair, sustainable, and just future where advancement is determined by societal and human well-being rather than merely financial gain. When IKS is combined with contemporary innovations and guided by Gandhian principles, a comprehensive strategy that fosters individual and group development is produced. Gandhian principles advocate for innovations that serve the larger good rather than just financial gain, and they urge for the reconciliation of ethical considerations with technological advancement. We may address environmental issues, social injustices, and moral conundrums by combining traditional knowledge with modern understanding, paving the way for a solution that preserves natural balance and human dignity. Gandhian values and IKS work together to provide a sustainable framework for the future that offers answers that are both realistic and ethically sound. More than just an academic endeavor, the resuscitation of this relationship is a cultural and moral necessity that guarantees the survival of India's age-old knowledge. With its foundation in Gandhian philosophy, IKS's insights provide a beacon of hope for bringing about world peace in today's fast changing world, where the need for ethical behaviour and sustainable development is more important than ever. This blending of ageless customs and cutting-edge technology has the power to uplift and impact public opinion, reinforcing India's position as a leader and source of knowledge in building a more equitable, inclusive, and sustainable world for coming generations.

Purpose: Teachers' attitudes towards multicultural classroom management determine civic education in multicultural classrooms. Therefore, this study aims to examine teachers' perceptions of managing multicultural classrooms in Singkawang, a city known for its high tolerance in Indonesia.Methodology: A qualitative research design was employed, utilizing semi-structured interviews to collect data from eight teachers (four male and four female) aged 32 to 52 years, representing Dayak, Melayu, and Javanese ethnicities. These teachers, working at primary and junior high schools, taught subjects such as Indonesian language, general classroom topics, and science. Purposive sampling was used to select participants, ensuring diverse cultural representation. Data collection occurred over October-November 2024, with interviews conducted in Indonesian and transcribed for thematic analysis based on Braun and Clarke's framework.Findings: Thematic analysis revealed six major themes: flexible classroom management, development of tolerance values, development of unity values, development of equitable services, utilization of local culture and wisdom, and Collaboration between students with different cultural backgrounds. Teachers reported the importance of adapting pedagogical approaches and curriculum content to accommodate diverse cultural needs, creating an inclusive and respectful learning environment.Significance: This study benefits educators, school administrators, and policymakers by providing insights into effective strategies for managing multicultural classrooms. It offers a practical framework to enhance cultural understanding, tolerance, and unity, contributing to the broader goals of multicultural education and social cohesion in diverse communities.

Purpose – Over 1,250 people with intellectual disabilities die unnecessarily every year in NHS care. The purpose of this paper is to develop higher-order learning amongst medical students to increase engagement with this disadvantaged group and redress this injustice in care provision. Design/methodology/approach – The Psychiatry of Intellectual Disability input to University College London's (UCL) undergraduate medicine MBBS curriculum was re-designed. Materials were developed to broaden the students’ understanding of the stigma and health implication of intellectual disability and the affect it has on the care received by these patients. These were delivered in lecture and e-learning formats. The concept of psychological capital was used to frame the development of new materials with direct involvement of service users with intellectual disability. It is a management model designed to promote higher levels of learning, resulting in a deeper understanding of patient issues by UCL medical graduates. Findings – Findings from the online survey that accompanies the e-learning materials suggests that students have overwhelmingly adopted a positive outlook towards patients with intellectual disability and consider training necessary for all doctors. The filmed scenarios with people with intellectual disability appealed to students. Practical implications – The broadening of the educational materials required a re-design of the methods of curriculum delivery, a higher level of self-directed learning and student time commitment. Further assessments of the impact of the module are planned to include formative assessments of learning. Social implications – Medical lack of knowledge, personal attitudes and a reluctance to engage with people with intellectual disability have been identified as barriers to their receiving appropriate care. Originality/value – A blend of organisational change theories has been integrated into the production of a new, multi-media, e-learning package.

This study examines the implementation and impact of the Alternative Learning System (ALS) in the Division of Biliran, Philippines, which plays a vital role in extending educational opportunities to out-of-school youth, illiterate adults, and marginalized communities. Despite ALS's significant contributions to increasing educational access, the program faces challenges that limit its effectiveness, highlighting the need for a comprehensive evaluation to guide future policy enhancements and practical improvements. Employing a Convergent Mixed Methods design, this study was conducted across fourteen districts within the Division of Biliran. The sample comprised 399 respondents, including mobile teachers, district ALS coordinators, successful ALS completers, and the division ALS supervisor. Data collection involved surveys and interviews to capture learners’and educators’ perspectives on program delivery, curriculum effectiveness, and the challenges and strategies in program implementation. The findings indicate that learners valued the programs ‘learner-centered discussions and flexible scheduling, although they perceived support services, particularly online guidance and counseling, as insufficient. The curriculum was commended for fostering critical communication and problem-solving skills; however, it was noted to lack emphasis on community awareness and sustainable resource management. Teaching approaches incorporating Individual Learning Agreements and ALS modules were well-received, though group interactions and experiential learning methods were less effectively executed. Assessment methods, such as portfolios and quizzes, were positively reviewed, while assessments involving social interaction were perceived as less beneficial. In terms of outcomes, the program successfully contributed to learners ‘personality development but showed only moderate success in enhancing employability and entrepreneurial skills. Key challenges identified included learners’ attitudes toward schooling and limited systemic support for ALS teachers. To overcome these obstacles, teachers employed adaptive strategies such as community collaboration and flexible teaching approaches. This study provides critical insights into the strengths and areas for improvement within the ALS program, suggesting a foundation for policy reforms and strategic interventions to enhance educational outcomes for its target populations.

Purpose Personality disorder is reported to elicit strong emotional responses and negative attitudes in mental health staff (Bodner et al., 2015). The purpose of this paper is to provide an overview of the design and development of a co-produced e-learning training package for personality disorder awareness and an evaluation of its effectiveness. This study was carried out to explore if e-learning is an effective mode of training delivery for raising personality disorder awareness. Design/methodology/approach The e-learning was uniquely developed by subject matter experts working in co-production with people with lived experience. Self-reported measures were completed at three separate intervals to evaluate the effectiveness of the training: at pre-, post- and three-month follow up. Quantitative data were collected via these questionnaires. Findings The results from this evaluation show that e-learning is an effective mode of delivery for raising the awareness of personality disorder among mental health professionals, achieving similar outcomes to those reported following face-to-ace training. Research limitations/implications Attrition at follow-up phase was high which was consistent with other similar studies. The evaluation was led by the lead contributors and in the geographical area of its development. The study was relatively small and the participants were self-selected, therefore findings should be treated with caution. Practical implications E-learning can provide flexible training to compliment and act as an alternative to face-to-face personality disorder training. E-learning may provide an alternative refresher course to knowledge and understanding framework or other face-to-face methods. Co-produced training can be mirrored within an e-learning programme, careful planning to ensure the service user voice is heard and that their lived experience is embraced is required. Originality/value This is the first evaluation of a co-produced e-learning only personality disorder awareness training. It is also the first paper to carry out a review of the published evaluations of personality awareness training in the UK with comparisons explored across the studies.

&lt;p&gt;The COVID-19 pandemic has significantly affected all spheres of social-political life of the world community. As a result, there have been serious changes in the labour market, including the civil service. The labour market for civil servants is becoming increasingly complex, and new flexible technological solutions necessitate civil servants’ constant readiness for changes and lifelong learning. After all, the attribute of the new time is the quick-speed changes (we live in the mode “from slow to fast and faster”), both in terms of the amount of changes and in terms of the speed of their appearance. In such conditions, the civil service needs highly professional managers who are able to work to achieve expected results, apply European standards of public administration and develop effective public policy. Therefore, the purpose of the article is to substantiate the theoretical and methodological and applied aspects of personnel management in the civil service, taking into account the progressive innovative world human resources practices and features of administrative and legal regulation in this area. The authors proved the feasibility and identified the features of the formation of the talent management system as a leading modern trend in the field of personnel management in the civil service, examined the development of a talent management system in the civil service with an applied innovative tool such as e-learning in the conditions of modern challenges, and reviewed the positive international practice of talent management in the civil service (on the example of the USA, Germany, France, Great Britain, Singapore and Japan). On this basis, the main trends in the formation of the talent management system in the civil service of Ukraine are identified and the specifics of its administrative and legal regulation are analyzed.&lt;/p&gt;

E-Learning is an electronic technology to access any educational format curriculum in Ghana or any part of the world outside of a physical or traditional classroom. Official Public Service Announcement on Coronavirus from the World Health Organization (WHO) has led to the improvement of our educational system in the whole wide world and Ghana as a country. In an attempt to contain and control the spread of the virus, the President instituted social distancing protocols and directed the closure of schools on the 16th of March 2020. To ensure the continuity of teaching and learning, the president of the Republic of Ghana directed the Ministry of Education and the Ministry of Communication to ensure that they roll out distance and remote learning programmes for all students. The aim of the study was to assess the effects of e-learning on the Colleges of Education Tutors using the Nusrat Jahan Ahmadiyya and Mccoy College of Education as case studies. A total of 100 tutors were recruited for the study. The study found that the time allocated for eLearning is not enough, the nature of accessible programming for students’ learning is not effective and there is no enough demonstration during e-lessons. Also, the study revealed that the course contents are based on the outline provided. The study also revealed that, to solve the challenges, ensuring a friendly user interface will help solve the challenges in e-learning, and tutors may start using e-learning with the assistance of their associates. Also, ICT courses should be made compulsory for tutors to undertake them. The study concludes among others that the time allocated for eLearning is not enough due to the demand of the course outline. The study therefore recommends among others that there is the need for innovative teaching strategies, course design specific to online education, and the development of good online teaching skills by tutors and these are significant components of quality and effective online education.

This study aims (1) Analyzing the implementation of online learning policies, (2) describes the problem of the implementation of online learning faced by teachers, aligna and parents (3) describing the teacher strategy in overcoming the problem of online learning (4) describing the use of digital facilities and media Teachers in Online Learning (5) Describe Persipan Teachers in Penencanan, Implementation Process, and Assessment / Evaluation in Online Learners. This research is located at Bhakti Loyal Nanga Pinoh High School using a qualitative research method of qualitative description approach, the data source from the principal, deputy curriculum, and subject teacher. Research instruments use, observation sheets, interview sheets and documentation. Data collection techniques through observation, interviews, documentation. Data processing steps include: data reduction, data classification, data display, data interpretation and conclusion withdrawal. The research findings show (1) the implementation of the learning policy of the Covid-19 pandemic period was carried out flexibly in two ways, namely in the network and outside the network. The implementation of learning in the network (online) uses the Google Classroom, Google Form and WhatsApp application. While luring learning is carried out with limited face-to-face and hourly. In limited face-to-face learning, the teacher explains the subject matter broadly and gives assignments to students to be done in their homes. (2) The problems faced by teachers, students and parents of students in online learning are constrained by technology, namely not all students have seriousness / gadgets and the internet. (3) The strategy carried out by the teacher is to carry out learning in two ways, namely online and luring in overcoming the problem of online learning (4) digital media used by teachers in online learning using computer programs and software such as digital videos, video games , web pages and websites, including social media; Data and databases, digital audio, such as MP3, MP4 and e-books, in addition, supporting factors in learning at the Covid-19 pandemic period are good school management, high quality teachers and disciplined students and school facilities and infrastructure adequate. (5) In carrying out teacher learning to plan online learning and luring. The plan for implementing online learning contains core competencies, competency standards and indicators of competency achievement, by referring to learning objectives and material descriptions, teachers make tasks and questions about learning evaluations to guide students in the independent learning process and measure their learning outcomes. Based on research findings, it can be concluded that the implementation of online learning policies during the Covid-19 pandemic period will be effective and supported by good school management.

STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. STEAM learning content modification (Science, Technology, Engineering, Art and Math) to R-SLAMETS content (Religion, Science, Literacy, Art, Math, Engineering, Technology and Social study) in daily class activity. Children activities with R-SLAMETS content can be developed based on an integrative learning flow that empowers loose part media with local materials learning resources.&#x0D; Keyword: STEAM to R-SLAMETS, Early Childhood Education, Integrative Thematic Learning&#x0D; References&#x0D; Ali, E., Kaitlyn M, C., Hussain, A., &amp; Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044&#x0D; Ata Aktürk, A., &amp; Demircan, O. (2017). A Review of Studies on STEM and STEAM Education in Early Childhood. Journal of Kırşehir Education Faculty, 18(2), 757–776.&#x0D; Azizah, W. A., Sarwi, S., &amp; Ellianawati, E. (2020). 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It is with great pleasure that we present Volume 35, Issue 3 of Science Education International, which continues to bring together diverse perspectives, innovative approaches, and groundbreaking research in science education from around the world. This issue underscores the ever-evolving nature of science education as it responds to the needs of our global society, the challenges of emerging technologies, and the growing recognition of environmental and sustainability issues. This edition is particularly significant as it features 11 insightful articles from researchers and educators across the globe, representing countries such as the Croatia, Denmark, Ethiopia, Indonesia, Japan, Morocco, Palestine, Philippines, Turkey and USA. The international scope of these contributions reflects the dynamic and interconnected nature of science education today, as educators from diverse regions explore common challenges and share creative solutions. We are especially pleased to open this issue with an article from the USA, titled "Investigating Factors that Predict Japanese Science Teachers’ Job Satisfaction: Evidence from TIMSS 2019". This study draws on international assessment data to explore the key factors influencing science teachers' job satisfaction in Japan, offering valuable insights into the global conversation around teacher well-being and educational quality. The second article, "Science Teachers’ Beliefs on Science Teaching and Learning for Implementing in STEM Education", comes from authors in Japan and Denmark. This research explores science teachers' perceptions of STEM education and how their beliefs influence their teaching practices, providing a crucial perspective on the alignment between pedagogical beliefs and STEM implementation across different educational contexts. Our third article, "Developing an Augmented Reality-based Board Game for Teaching Atomic Models", hails from Palestine. It introduces an innovative approach to teaching atomic models through an augmented reality (AR) board game, showcasing the potential of AR technologies to enhance engagement and conceptual understanding in science education. The fourth article, "Pre-service Teachers’ Preparedness for In-service Science Teaching in Primary Education – A Case Study in Croatia", focuses on pre-service teacher education in Croatia, assessing how well-prepared future teachers feel for their roles in teaching science. This study provides valuable insights into teacher training and the challenges faced by novice educators as they transition into the classroom. The fifth article, "Primary School 4th-Grade Students’ Attitudes Toward Socioscientific Issues and Question Asking: Philosophy for Children", from Turkey, explores the attitudes of primary school students toward socioscientific issues and the impact of the "Philosophy for Children" approach on their ability to ask meaningful questions. This research highlights the importance of fostering critical thinking and ethical reasoning in young learners through open discussion of real-world issues. The sixth article, "Unlocking the Power of Togetherness: Exploring the Impact of Cooperative Learning on Peer Relationships, Academic Support, and Gains in Secondary School Biology in Gedeo Zone, South Ethiopia", examines the effectiveness of cooperative learning strategies in fostering peer relationships, academic support, and student achievement in biology. Conducted in Ethiopia, this research emphasizes the value of collaborative learning in enhancing both social and academic outcomes in secondary school education. The seventh article, "Empirical Analysis of Physics Test Instruments to Measure Graphical Representation Abilities in 'Temperature and Heat' Topics", comes from Indonesia. This study focuses on the development and evaluation of assessment tools designed to measure students' abilities to understand graphical representations in the context of temperature and heat. By addressing the intersection of assessment and physics education, this research provides valuable insights into effective measurement practices in science teaching. The eighth article, "Impact of Alternative Learning Activity Program on Student Leadership Development in a Science, Technology, Engineering, and Mathematics School", from the Philippines, explores the influence of an alternative learning activity program on student leadership development within a STEM-focused school. This research highlights the importance of engaging students in leadership opportunities to enhance their personal and academic growth in the STEM fields. The ninth article, "Boosting Student Motivation in Chemistry: A Study on the Integration of Educational Robotics and Mobile Technology for pH Instruction", from Morocco, investigates the use of educational robotics and mobile technology to enhance student motivation in chemistry education, particularly in the context of teaching pH concepts. This study demonstrates how integrating technology into the curriculum can foster student engagement and improve learning outcomes in science education. The tenth article, "Bibliometric Analysis of Virtual Reality in Science Education over the Three Decades (1993-2023)", also from Indonesia, presents a comprehensive bibliometric analysis of the literature surrounding virtual reality in science education over the past three decades. This research offers valuable insights into trends, gaps, and future directions for the use of virtual reality technologies in science teaching and learning. The eleventh article, "Exploring Filipino Students’ Critical Thinking Skills: Basis for Enhancement of Science Laboratory Class Delivery", also from the Philippines, examines the critical thinking skills of Filipino students and discusses implications for enhancing the delivery of science laboratory classes. This study emphasizes the importance of fostering critical thinking within the laboratory setting to improve students' overall scientific literacy. The articles in this issue highlight key trends and best practices in areas such as curriculum design, the integration of digital tools, inquiry-based learning, and equity in STEM education. Together, they provide a critical reflection on how science education can not only meet the needs of today's students but also prepare them to be the innovators and problem-solvers of tomorrow. As you explore the contents of this issue, we hope they ignite new ideas, encourage thoughtful discussion, and offer practical guidance to enhance science education in your own context. We are deeply grateful to the authors, reviewers, and the editorial team whose efforts have made this issue possible. Thank you for your continued support and engagement with Science Education International. We hope you find this issue both enlightening and inspiring.

The article is devoted to the implementation of modern distance learning technologies while teaching and studying Business English by the students for non-philological specialties. This research aims to identify the impact of distance learning platforms on the formation of soft skills. In the course of the research, the conceptual apparatus of distance learning is concretized; the positive and negative aspects of the new education system using e-technologies for the educational process in higher education institutions is highlighted; the effectiveness of distance technologies is analyzed in the context of soft skills development. The pedagogical ways of introducing multimedia teaching aids in learning a foreign language as a key condition for the fundamental training of a qualified specialist focused on meeting the needs of the modern market are described in detail. Based on the behavioral approach and analysis and synthesis of data from domestic and foreign literature, a comparative study of the theory and practice of introducing distance learning, it has been proved that with the change in educational trends and versatility of training courses, competition in the labor market is growing and in order to gain an advantage over competitors, students have no other choice than adding value to their professional skills with soft skills to showcase their true potential. It is noted that one of the most pressing problems in the field of digitalization of the educational process is the reform of curricula in order to adapt universities to the demands of the labor market. It has been proven that the effectiveness of achieving the triune goal (especially the developmental one) directly depends on the chosen forms and methods of teaching, and the inclusion of information and communication technologies is a consequence of the growing share of national GDP, which covers new technological industries and the high-level service sector. The challenges facing the modern higher education system during the pandemic is a step towards a new stage in its development and contextualisation, where the teacher acts as a mediator. In this regard, and with the aim of developing flexible skills of future specialists, distance learning platforms in learning a foreign language are considered as a way to solve complex problems, innovations and creativity, visualize new markets, understand social and global consequences, work in a new multi-faceted environment and with people of different cultures and countries, developing new products and services.

Allied Health (AH) professionals and Pharmacists typically support patients within their area of domain expertise across the healthcare system, from hospital to community. Aligning with the Healthier SG movement, a national initiative by the Singapore Ministry of Health (MOH) focusing on preventive health started in July 2023, there is a need for transforming the healthcare system and shifting the focus from reactively caring for those who are sick to proactively preventing individuals from falling ill. Through this transformation, it is expected that streamlining of services could be achieved by minimizing unnecessary appointments with various allied health professionals. Allied Health Services &amp; Pharmacy (AHS&amp;P) Office of Yishun Health (YH) in Singapore took the initiative to raise awareness and enhance the capabilities and capacity of AH professionals and pharmacists in taking a transdisciplinary approach to care. The AHS&amp;P Training &amp; Research Workgroup, which consists of a clinical psychologist, a dietitian, a physiotherapist, a pharmacist and a medical social worker, was tasked to work with YH Human Resource Development Department and six AH departments to collate the training materials for their niche areas to build a curriculum that will strengthen AH professionals’ current efforts in preventative care. Six YH AH and Pharmacy (AHP) Departments (Dietetics &amp; Nutrition, Medical Social Service, Podiatry, Psychology Service, Rehabilitation Services and Pharmacy) identified more than 100 niche topics that cover the healthcare needs for all ages. Among these 100 niche topics, nine core topics on basic knowledge and simple skills for transdisciplinary practice were selected to form the AHP 101 Course. They cover stress management, basic exercise, healthy eating, proper storage and management of medication, caring for skin and nails, appropriate footwear as well as availability of community resources. Duration of these modules ranges from several minutes (video viewing) to 45 minutes. This online course allows a rapid reach to an estimated 700 hospital AH staff and pharmacists and flexibility for staff to complete their learning at their own time and space. The course incorporates videos and interactivities to enhance engagement which facilitates learning. Quizzes are also included for assessing learners' understanding. Prior to the launch of AHP 101 Course in the first quarter of 2024, a AHP Fun Fair was organized in August 2023 for the AH staff to acquire hands-on skills that complement the knowledge to be gained from the AHP 101 course. The AHP Fun Fair yielded success that 94.7% and 90.2% of participants agreed that they learnt new knowledge and the learning gained was applicable to their work respectively. AHP 101 course is a foundational course for encouraging YH AH professionals to have a mindset shift towards practising holistic care and upskilling them in basic knowledge and simple skills for transdisciplinary practice. It will continue to expand to benefit other job families such as nursing, general practitioners and community partners in the future.

Comic media is one of the learning media that can contain messages and information about various knowledge, experiences, and events in a complete, interesting, and meaningful way. The contents of these stories can also accommodate a variety of learning content such as science, technology, engineering, art, and mathematics known as STEAM content (Science, Technology, Engineering, Art, and Math). This study aims to obtain information on teachers' understanding of the project learning model and STEAM content used in ECE units. Based on survey research and case studies, this research involved 34 ECE teacher participants representing teachers in the Seribu Islands district, DKI Jakarta. Data collection was carried out using a Google form questionnaire, participatory observation, focused discussions, and document analysis. The research produced several findings, first, comic media is very effective and interesting to provide an overview of STEAM project activities and content for ECE units. Second, learning projects containing STEAM content can be designed through learning tools and teaching modules based on maritime themes. Third, project learning with STEAM content can be one of the characteristics of the implementation of the independent curriculum in ECE units. Finally, the use of comic media in project learning with STEAM content can increase early childhood maritime cultural literacy. It is hoped that the use of comic media will help ECE educators in the Seribu Islands Regency improve their understanding of maritime cultural literacy in early childhood.&#x0D; Keywords: teacher's understanding, ECE steam content, children's comics&#x0D; References: &#x0D; Almulla, M. A. (2020). The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning. SAGE Open, 10(3). https://doi.org/10.1177/2158244020938702&#x0D; Asghar, A., Ellington, R., Rice, E., Johnson, F., &amp; Prime, G. M. (2012). Supporting STEM Education in Secondary Science Contexts. Interdisciplinary Journal of Problem-Based Learning, 6(2). https://doi.org/10.7771/1541-5015.1349&#x0D; Bagiati, A., &amp; Evangelou, D. (2015). Engineering curriculum in the preschool classroom: The teacher’s experience. European Early Childhood Education Research Journal, 23(1), 112–128. https://doi.org/10.1080/1350293X.2014.991099&#x0D; Brown, R., Brown, J., Reardon, K., &amp; Merrill, C. (2011). Understanding STEM: Current Perceptions. Technology and Engineering Teacher.&#x0D; Chen, Y.-L., Huang, L.-F., &amp; Wu, P.-C. (2021). Preservice Preschool Teachers’ Self-efficacy in and Need for STEM Education Professional Development: STEM Pedagogical Belief as a Mediator. Early Childhood Education Journal, 49(2), 137–147. https://doi.org/10.1007/s10643-020-01055-3&#x0D; Connor, A. M., Karmokar, S., &amp; Whittington, C. (2015). From STEM to STEAM: Strategies for Enhancing Engineering &amp; Technology Education. International Journal of Engineering Pedagogy (IJEP), 5(2), 37. https://doi.org/10.3991/ijep.v5i2.4458&#x0D; DeJarnette, N. K. (2018). Implementing STEAM in the Early Childhood Classroom. European Journal of STEM Education, 3(3), 1–9. https://doi.org/10.20897/ejsteme/3878&#x0D; EL-Deghaidy, H., Mansour, N., Alzaghibi, M., &amp; Alhammad, K. (2017). Context of STEM Integration in Schools: Views from In-service Science Teachers. EURASIA Journal of Mathematics, Science and Technology Education, 13(6). https://doi.org/10.12973/eurasia.2017.01235a&#x0D; Farida, N., &amp; Rasyid, H. (2019). The Effectiveness of Project-based Learning Approach to Social Development of Early Childhood. 296(Icsie 2018), 369–372. https://doi.org/10.2991/icsie-18.2019.67&#x0D; Garba, S. A., Byabazaire, Y., &amp; Busthami, A. H. (2015). Toward the use of 21stcentury teaching-learning approaches: The trend of development in Malaysian schools within the context of Asia Pacific. International Journal of Emerging Technologies in Learning, 10(4), 72–79. https://doi.org/10.3991/ijet.v10i4.4717&#x0D; Gartrell, D. (2016). Developmentally Appropriate STEM: It’s STREAM! www.ChildCareExchange.com&#x0D; Gebbie, D. H., Ceglowski, D., Taylor, L. K., &amp; Miels, J. (2012). The Role of Teacher Efficacy in Strengthening Classroom Support for Preschool Children with Disabilities Who Exhibit Challenging Behaviors. Early Childhood Education Journal, 40(1), 35–46. https://doi.org/10.1007/s10643-011-0486-5&#x0D; Hapidin, ., Dhieni, N., &amp; Pujianti, Y. (2020). Transformative Education Perspective: The Maritime Cultural Literacy of the Society Kepulauan Seribu, Dki Jakarta, Indonesia. 168–174. https://doi.org/10.5220/0008996001680174&#x0D; Hapidin, Nurjannah, &amp; Hartati, S. (2018). Pengembangan Model Pembelajaran Tematik Integratif berbasis proyek dalam menerapkan pendidikan kelautan pada anak di Kepulauan Seribu. Jurnal Pendidikan Usia Dini, 12(1), 51–65. https://doi.org/10.21009/JPUD.121&#x0D; Hapidin, Nurjannah, S. H. (Universitas N. J. (2018). PENGEMBANGAN MODEL PEMBELAJARAN TEMATIK SERIBU. Pendidikan Usia Dini, 12(Marine Education), 51–65. https://doi.org/10.21009/JPUD.121&#x0D; Herro, D., &amp; Quigley, C. (2017). Exploring teachers’ perceptions of STEAM teaching through professional development: Implications for teacher educators. Professional Development in Education, 43(3), 416–438. https://doi.org/10.1080/19415257.2016.1205507&#x0D; Horrace, R. (2021). STREAM into Online Play Groups How Children Adapt to Play in a Rapidly Digitized World. International Journal of the Whole Child, 6(1). https://libjournals.mtsu.edu/index.php/ijwc/article/view/2048&#x0D; Ismuwardani, Z., Nuryatin, A., &amp; Doyin, M. (2018). Implementation of Project Based Learning Model to Increased Creativity and Self-Reliance of Students on Poetry Writing Skills. Journal of Primary Education, 8(1), 51–58. https://doi.org/10.15294/jpe.v8i1.25229&#x0D; Jamil, F. M., Linder, S. M., &amp; Stegelin, D. A. (2018). Early Childhood Teacher Beliefs About STEAM Education After a Professional Development Conference. Early Childhood Education Journal, 46(4), 409–417. https://doi.org/10.1007/s10643-017-0875-5&#x0D; Kim, H., Sefcik, J. S., &amp; Bradway, C. (2017). Characteristics of Qualitative Descriptive Studies: A Systematic Review. Research in Nursing &amp; Health, 40(1), 23–42. https://doi.org/10.1002/nur.21768&#x0D; Lampe, M. (2012). Bugis–Makassar seamanship and reproduction of maritime cultural values in Indonesia. Jurnal Humaniora, 24(2), 121–132.&#x0D; Maiorca, C., Roberts, T., Jackson, C., Bush, S., Delaney, A., Mohr-Schroeder, M. J., &amp; Soledad, S. Y. (2021). Informal Learning Environments and Impact on Interest in STEM Careers. International Journal of Science and Mathematics Education, 19(1), 45–64. https://doi.org/10.1007/s10763-019-10038-9&#x0D; Margot, K. C., &amp; Kettler, T. (2019). Teachers’ perception of STEM integration and education: A systematic literature review. International Journal of STEM Education, 6(1), 2. https://doi.org/10.1186/s40594-018-0151-2&#x0D; Mengmeng, Z., Xiantong, Y., &amp; Xinghua, W. (2019). Construction of STEAM Curriculum Model and Case Design in Kindergarten. American Journal of Educational Research, 7(7), 485–490. https://doi.org/10.12691/education-7-7-8&#x0D; Prameswari, T., &amp; Anik Lestariningrum. (2020). Strategi Pembelajaran Berbasis STEAM Dengan Bermain Loose Parts Untuk Pencapaian Keterampilan 4c Pada Anak Usia 4-5 Tahun. Efektor, 7(1), 24–34. https://doi.org/10.29407/e.v7i2.14387&#x0D; Quigley, C. F., Herro, D., &amp; Jamil, F. M. (2017). Developing a Conceptual Model of STEAM Teaching Practices. School Science and Mathematics, 117(1–2), 1–12. https://doi.org/10.1111/ssm.12201&#x0D; Relevansi, U. D. A. N., &amp; Ahmad, T. A. (2017). Urgensi Dan Relevansi Pembelajaran Sejarah Maritim Untuk Wilayah Pedalaman. Paramita: Historical Studies Journal, 27(1), 113–126. https://doi.org/10.15294/paramita.v27i1.9190&#x0D; Sharapan, H. B. (2012). From STEM to STEAM: How Early Childhood Educators Can Apply Fred Rogers’ Approach. Young Children, 67, 36–40.&#x0D; Shernoff, D. J., Sinha, S., Bressler, D. M., &amp; Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education, 4(1), 13. https://doi.org/10.1186/s40594-017-0068-1&#x0D; Simoncini, K., &amp; Lasen, M. (2018). Ideas About STEM Among Australian Early Childhood Professionals: How Important is STEM in Early Childhood Education? International Journal of Early Childhood, 50(3), 353–369. https://doi.org/10.1007/s13158-018-0229-5&#x0D; Smith, K. L., Rayfield, J., &amp; McKim, B. R. (2015). Effective Practices in STEM Integration: Describing Teacher Perceptions and Instructional Method Use. Journal of Agricultural Education, 56(4), 182–201. https://doi.org/10.5032/jae.2015.04183&#x0D; Srikoom, W., Hanuscin, D. L., &amp; Faikhamta, C. (2017). Perceptions of in-service teachers toward teaching STEM in Thailand. Asia-Pacific Forum on Science Learning and Teaching, 18(2).&#x0D; Wahyuningsih, S., Nurjanah, N. E., Rasmani, U. E. E., Hafidah, R., Pudyaningtyas, A. R., &amp; Syamsuddin, M. M. (2020). STEAM Learning in Early Childhood Education: A Literature Review. International Journal of Pedagogy and Teacher Education, 4(1), 33. https://doi.org/10.20961/ijpte.v4i1.39855&#x0D;

Supplemental Instruction (SI) has been a successful implementation into institutions worldwide. It serves as a means of reducing attrition and increasing the overall learning of course material. The City College of New York (CCNY) has recently implemented SI to General Chemistry I courses to examine whether or not SI would help students succeed in the course and understand and grasp the course material better. SI was made available several times a week during flexible times to students who are struggling in the course. Our method of data collection is a Likert-type and open-ended questionnaire that was distributed at the end of each of the semesters to SI participants in an anonymous fashion. Furthermore, we compared the grades and performance of students participating in SI with those who did not. The collected data enabled us to examine the impact of implementing Supplemental Instruction (SI) in General Chemistry I at CCNY. Our data show that SI was beneficial, contributed to improving students’ understanding of course material, and increased their success rate. About 80 percent of students who failed the first exam and participated in SI obtained a passing grade compared to 11 percent of those who did not.Keywords: supplemental instruction, chemistry education research, student learningINTRODUCTION Supplemental instruction is derived from the term developmental education and stems from a branch of Learning Assistance Centers or LACS [1]. To better understand the origins of Supplemental Instruction, we must first understand the framework that set up this type of education. Developmental education originates in the 1600s and focuses mainly on the assumption that each student has multifaceted talents that can be developed academically, opposed to focusing on the deficits of a student [1]. The main goal was to naturally adapt the students’ population to higher education through means of social and academic domains allowing the students to grow in multiple dimensions in their academic skills [1].Developmental education later paved the way for academic programs such as Learning Assistance Centers (LACs). It was viewed as an extension of the classroom and did not discriminate between faculty and students, and within the student population did not discriminate between students who performed to standard and those who performed below par. LACs were for everyone who wanted to be academically enriched [1]. As a new program, LACs had six main objectives: “higher course grades for participating students; central location for students to receive tutorial assistance; a referral source to other helping agencies; a comprehensive library of basic study aids; a training agency for paraprofessionals, peer counselors, and tutors; and a center for faculty development.” [1]. These goals made it very clear that this service was not to be mislabeled as remedial, which was a main topic of interest when it comes to implementing new services, like this one, in schools. LACs are essentially a tool used to attain higher education, not provide a remedial course. Another important reason as to why LACs were adopted into other higher education institutions is to increase student retention [1]. LACs jump-started improved learning across campuses not only in the United States but across the world.In the 1990’s developmental or remedial courses were not allowed to be offered at public four-year universities, thus making supplemental instruction a very attractive candidate to solving the issue with students’ academic integrity and attrition [1]. College faculty members were drawn to SI due to its minute fiscal commitment and that it strongly promoted individual self-learning for the students, this meant less time spent teaching for instructors [1].SI or supplemental instruction is as it states - supplemental instruction offered to the students enrolled in a course. SI gives the students the opportunity to work in a cooperative setting on problems and is supported by peer instructors [2]. SI works to increase academic performance and retention but utilizing both collaborative studying in addition to independent studying and analysis of study strategies. SI sessions are offered for traditionally difficult high risk course; ‘historically difficult’ courses are also identified by analyzing the grade distribution of courses throughout each academic division, “courses in which 30% or more of the students receive D or F grades or withdraw, become targets” [3]. One of the main factors that attribute to the individuality of SI programs is that it focuses on historically difficult courses [4] and large classes where students have little opportunity for interaction with the professor or other students [5]. Labeling a course as historically difficult allows you to categorize the class as challenging without placing blame on the professor or the students.SI sessions are scheduled on a weekly basis and all students enrolled in the course are encouraged to join. SI sessions act as a continuation of the lesson learned during in-class lecture with the instructor. Being that SI sessions are not tied down to class time, students can attend whenever and however many times they wish without the restriction of a required course preventing them. Constant feedback will be given based on the student’s grasp of the material taught in class, thus giving them ample time and motivation to alter their study methods to adapt, if need be. Research on SI suggests that problem-solving skills and study strategies learned in SI courses are transferable to other courses which leads to improved performance [6]. Supplemental instruction sessions are typically led by an SI leader, who would be a former student that succeeded in the same course, however it is not uncommon for a professor to join an SI session for a course. SI may improve students’ retention and graduation because it offers the students the opportunity to network socially which speeds up the acclimatization to the college experience [7].SI provides a way to combine “how do I teach myself this” with “what do I need to know”. While SI helps students gain a more thorough understanding of the material, it also helps students to condition themselves and alters their thinking to accommodate for the type of information they are processing. SI differs from a remedial tutoring course because it is created based on the course versus the students [1]. This potentially makes attending SI sessions more attractive to students who are afraid or shy to ask for help.SI is not a remedial course, it is considered a mediator connecting the gap between the new information presented to students and the students current knowledge and practices, “SI bridges the gap between the current knowledge base and the acquisition of new knowledge by focusing on the refinement of the learning skills indispensable for acquiring new knowledge” [8]. Successfully implemented SI programs were able to track those students who attended and the impact it made towards their grade, for data that was collected institutionally [9]. SI can be effectively used to develop study skills, increase motivation and improve performance in participants [10].According to Wolfe, “…there appear to be benefits of SI in courses where students are being newly introduced to chemical concepts and methods, but these benefits seem to drop off when students are more experienced with the material.” [5]. The results further go on to conclude that SI is most beneficial to entry level science courses such as, General Chemistry I and Organic Chemistry I. It seems as though SI is a great addition into institutions to overall help attrition rates and more generally help students improve within their courses. More research has been done to give us a wider range of knowledge on SI within Chemistry courses [9]. SI can be used to address the continuous decline of fundamental chemical knowledge noticed in recent college graduates [11].In large lecture classes, there is a disconnect between the lecturer and the student. Supplemental Instruction (SI) is often offered in a more intimate setting where the SI instructors can have one-on-one time with students to individually hone in on their specific problems, whether it is conceptual or problem-solving. As for learning environment, SI is usually held in a smaller more accommodating room where it is a less intimidating more inviting space. This setting provides a social interaction component in which usual Chemistry lectures don’t provide. In addition to the more personal tutoring time available, students are also encouraged to interact in a common social setting. This allows for an opportunity of collaborative learning and may help foster a sense of community [12].The attraction to SI in a college setting is due to its short and long-term effects. The short-term effects of SI sessions are to instill a deeper understanding of the coursework within students. Whereas the long-term goals are two-fold, the academic goal is to change the way students learn, study, and understand information so that the knowledge stays with them. Students who participate in SI earn higher grades not only the course but in subsequent semesters, which is due to improved study habits and is considered a long-term positive outcome of SI [13]. The second long-term goal is to develop better social interaction skills within these students.Many public institutions have implemented SI and thus have uncovered several significant findings. Findings that were previously mentioned pertaining to the outcomes of SI includes achieving higher percentages of passing grades [1, 14]. Some studies also found higher graduation rates among participants [1]. Despite their better performance, SI takers often score lower on academic success predictors such as the SAT and ACT exams [14]; increases in performance, therefore, appear to not occur because stronger students use SI. SI helps promote problem-solving skills because it involves the learner in the construction of knowledge and information processing based on their prior experiences which could contribute to cognitive development [15-16]. Furthermore, SI has been shown to improve motivation and enhance study habits and understanding difficult concepts [17]. Participants in SI have been found to have better control on their achievement, self-esteem, and confidence [18]. SI has also been found to higher academic self-efficacy and grades [19]. Studies have reported that students who participated in SI in introductory courses in Biology or Chemistry courses tended to continue onto upper level courses in the field; SI has a positive effect on students’ enrollment in upper level courses [20-21]. We should note that Rabitoy and co-authors reported that SI enhanced students’ achievement in STEM fields and this was greater for females and students of color [22]. METHODS While researching the topic of SI as a whole, we were able to uncover many studies that were in favor of this new implementation in institutions. Our research study is unique because it targets only at risk students and provides an added value to the curriculum. SI was implemented into The City College of New York (CCNY) as a test run in the Department of Chemistry and Biochemistry. The CCNY is an urban minority serving institute that offers a diverse selection of classes, which vary from the arts to the sciences and everything in between. We wanted to try implementing SI into the sciences to see if at risk science students can benefit from it. Grasping the S in stem, our main goal is to use the successful methods of SI to see what benefits it can bring to general science courses.Beginning during the Spring semester of 2018, SI was implemented at The CCNY’s General Chemistry I course which is composed of lecture, lab, and Peer-Led Team Learning (PLTL) workshop. PLTL is implemented as an integrated part of the course [23]. In the General Chemistry course, after exam one was distributed and grades were given back, an announcement was made introducing SI. The lecture professor would encourage students who received a failing grade, classified as a grade below a 65 out of 100 on exam one, to attend SI as means of improving in the course. This makes our study unique since we are only targeting students who are struggling the course and are not likely to earn a passing grade. It is noteworthy that PLTL offers a collaborative learning experience for all students. SI instructors targeted weaknesses in study habits, socialization, conceptual-understanding, and problem-solving skills.SI was made available for five days a week and on those days, SI was scheduled around classes times which makes it easier for students with busy schedules involving work and class to attend. During SI sessions there are instructors that have been hand-picked by instructors from a cohort of recitation leaders and who have successfully completed the course and have received a grade of A in the course. SI attendance was not mandatory.Throughout the first session available after the Supplemental Instruction announcement was made to the lecture class, those who chose to attend, because SI was not mandatory and it was strongly recommended for struggling students. Students brought their first exam with them to be discussed. This initial discussion is a one-on-one between the student and instructor, which serves as a more social component to learning whereas that isn’t available during class time. The first exam was then discussed so that the instructor can now sift through the student’s strengths and weaknesses to later target them in the weeks to come. The overall composition of our Supplementary Instruction sessions was influenced by the previous studies done and researched, hand-picking methods that seemed to work and leaving off ones that were less successful. SI sessions included cooperative learning activities, and addressed students’ misconceptions and difficulties, explored difficult concepts in depth, and enhanced problem-solving skills [24].Every week during Supplementary Instruction sessions students were encouraged to come back to further work through their weaknesses. During this trial specifically, it was noticed by the SI instructors that a lot of students actually struggle with basic problem-solving skills and reasoning. To help combat this, worksheets were made each week based on the lecture topics covered in class, based on problem-solving to help build their skills. Aside from doing the worksheets, students were encouraged to bring in topics or questions they have on the material so the SI instructors can further clarify and explain. Furthermore, students came to SI with questions that they were struggling with. Students provided questions for the SI instructor to explain which created a mutually beneficial relationship [11, 25].Our research question is: How does Supplemental Instruction in General Chemistry I impact students’ learning, conceptual understanding, retention, and attitudes?In order to properly assess how beneficial SI is to the way students learn Chemistry, data were collected at the end of the Spring and Fall of 2018 semesters, as well as Spring 2019. We used a combination Likert-type and open-ended questionnaire, as well as, grade comparisons. The Likert-type section included a five-point scale, where (1) Strongly Disagree, (2) Disagree, (3) Neutral, (4) Agree, (5) Strongly Agree. For each question, the average was taken which helps make sense of the data. For the open ended questions, questions 1 through 3, we created and used a rubric to score the questions on a scale from 1 to 5 similar to what was mentioned above. For question 4, we compiled the answers and created pie charts based on the type and number of responses.As previously stated, at the end of the semester surveys were printed and distributed to each SI session. Students that attended SI were all encouraged to participate in this survey. A total of 44 out of 60 students were available and willing to participate in the optional survey.RESULT AND DISCUSSION Graphical depictions of each Likert-type question along with average responses are shown in Figure 1. FIGURE 1. Averages for the answers for each of the Likert-type questionnaire. Our data clearly shows that students overall had a positive learning experience with SI. The students agree that SI improved their basic problem-solving skills, understanding of concepts covered, and attaining a better grade in the course. Furthermore, SI participation encouraged students to practice problems and tackle their weaknesses in the course. SI participants believe that the SI instructors targeted their weak areas and helped them improve. Finally, students felt that SI was worth the time and effort they put into it and that it was beneficial and contributed to improvements in grades.FIGURE 2. Averages of the short-answer responses were numerically scaled using a rubric.Figure 2 shows that students overall had a positive learning experience with SI and that it helped them better understand the concepts. Furthermore, the participants would enthusiastically would recommend SI to other Chemistry students.FIGURE 3. The pie chart above shows the beneficial components of SI to studentsFigure 3 shows the parts of SI that students found beneficial. Overall, there were many useful features of the SI program that facilitated students’ learning and succeeding in the course. The students appreciated the time spent on problem-solving, the flexibility of the offerings – refers to the times and days, the individualized learning experience, and the one-on-one support, guidance, and tutoring. From the Likert-type questions given in part one of the survey, responses were broken down for each given question in order to visualize the impact of SI for the students/participants. The average of the responses can be seen above and was about 4.8. The corresponding results can be viewed above as shown in Figure 1. To turn our attention to Figure 1 ‘SI has helped me to improve my basic problem solving skills’, upon meeting with the SI instructor team at The CCNY we were made aware that students have trouble with basic problem-solving which leads to the disconnect in understanding how to build upon this knowledge. When students lack this basic skill, it is difficult for them to move on and build upon this skill as the course progresses, which ultimately leads to their failure to meet the level of understanding for each lecture exam. From the responses, we can see that majority of the students feel as though their problem solving skills have developed as a result of participating in SI. Questions 6-8 deal with an overall belief about the experience of SI participation. Based on Figure 1, SI helped students better understand the course material, and had an overall positive response as 100% of students felt like they did have a better understanding of the course material after attending SI. Students overwhelmingly agree that SI is very beneficial to the way they learn Chemistry. Our data show that SI is well received by the participants which is consistent with other researchers [11]. Short answer questions 1-3 were made in order to have a more in-depth understanding of the student experience with SI this past semester. These questions were formed as short answer so students were more inclined to share their opinions of SI. The collected data shows that the students strongly agree that SI has been very beneficial for ways unique to each student. Some students enjoyed the SI instructors and their way of teaching and helping the students understand the material. While others enjoyed how personal the experience was. It wasn’t a ‘one size fits all’ experience but an experience that was personalized to each student’s needs, strengths, and weaknesses. Short answers for question 4 also had very personalized responses. Question 4 in particular – ‘What features of SI did you find to be most beneficial to you?’ was very helpful in understanding what students appreciate most about SI, and served as a standard to which should be upheld. Responses ranged from the flexible times SI was offered to the small class setting which is extremely different than the lecture, and more comfortable. Students also enjoyed and benefited from the one-on-one attention they received in SI session. For that reason, students would make time to attend the SI section of their ‘favorite instructor’. Furthermore, the individualized learning experience was appealing to SI participants. The overall goal is to get each student to understand complex concepts and if one instructor can better help someone to reach this goal; SI is a success. The overall responses show that SI is very beneficial and contributed a great deal to the way that students learn Chemistry. One main issue we have encountered during this initial phase of implementation is low number of students who self-select to participate in SI. Only about 10 percent of students who failed the first exam, participated in SI. One reason could be that students might not buy into the philosophy of SI. A second reason might be that students do not think that SI would help them better understand the content and succeed on the course. A third reason could be due to lack of motivation in these students. Another reason could be attributed to the lack of maturity in students who are taking General Chemistry I. We use the term ‘lack of maturity’ loosely in this sense to mean the lack of knowledge of how to conduct oneself in a college setting [26]. Most commonly, freshman students come straight from high school where they have not yet acquired good study techniques or methods which work best for them. These reasons combined with the hardship required to understand such complex concepts that they’re learning for the very first time can deter students. Our data show that students who participated in SI after failing the first exam achieved a success rate of about 80%. Students who failed the first exam and did not participate in SI had an 11% chance of passing the course. This data is consistent with several research in the field indicating that students who participate in SI have a higher chance of successfully completing the course with a passing grade [14, 27]. We feel these data make powerful statement for the added value of SI in General Chemistry courses and its impact on students learning and attitudes.CONCLUSION In conclusion, our research study on SI provided valuable data into students’ learning and conceptual understanding of content in General Chemistry. Furthermore, our findings provide insights into students’ attitudes about SI implementation and its benefits to the participants. Our research data supports the introduction of SI into General Chemistry courses and provides students with learning skills, socialization competencies, problem-solving skills, and the knowledge required to successfully complete the course. We believe that our data supports the notion that SI had a significantly affected the participants grades in a positive manner and it should be noted that that majority of SI participants earned a passing grade in the course. Our results and data on the implementation of SI in General Chemistry courses improved students’ attitudes towards the subject matter, learning, socialization, and study habits. We are confident we can reach a larger population and improve our recruitment so more students can experience SI and increase their chances of successful completion of the course. As an implication for curriculum, we would recommend supplemental instruction for all introductory courses STEM fields. ACKNOWLEDGMENT We also would like to thank the Department of Psychology at the CCNY and CUNY Coordinated Undergraduate Education (CUE) for funding our Supplemental Instruction program.

Environmental education exists as a solution to improving the intelligence of early childhood naturalists, but its implementation is often forgotten or only as a hidden curriculum. The purpose of this study is to provide information related to the implementation of environmental education for early childhood to improve the intelligence of early childhood naturalists. The research method used in this study is a qualitative method presented in the form of an in-depth literature review. Literature study efforts are carried out by reading, observing, recognizing, and describing to analyze reading material in the form of related literature as a reference source. The result of this study is that the use of instructional strategies for gardening activities and creative game-based environmental learning can be considered to improve the intelligence of early childhood naturalists. In addition, it was also found that the material often used by educators to improve naturalist intelligence is the introduction of animals and plants. The trend of measuring the intelligence of early childhood naturalists uses many observation sheets, but it is also recommended to use research instruments that have been standardized or published in reputable scientific articles to obtain valid and reliable data. Keywords: environmental education, early childhood, naturalist intelligence References: Adawiyah, A. S. R., &amp;; Dewinggih, T. (2021). Environmental Education in Early Childhood through the provision of trash cans and simulation methods. Proceedings UIN Sunan Gunung Djati Bandung, 1(November), 12–23. https://proceedings.uinsgd.ac.id/index.php/Proceedings Adawiyah, R., Rohyana, F., &amp;; Ashari, M. A. (2019). Development of Naturalist Intelligence through Science-based Project Methods at TK Titipan ilahii rencoong Kelayu Jorong. 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BackgroundThe experience of art offers an emerging field in healthcare staff development, much of which is appropriate to the practice of palliative care. The workings of aesthetic learning interventions such as interactive theatre in relation to palliative and end of-life care staff development programmes are widely uncharted.AimTo investigate the use of aesthetic learning interventions used in palliative and end-of-life care staff development programmes.DesignScoping review.Data sourcesPublished literature from 1997 to 2015, MEDLINE, CINAHL and Applied Social Sciences Index and Abstracts, key journals and citation tracking.ResultsThe review included 138 studies containing 60 types of art. Studies explored palliative care scenarios from a safe distance. Learning from art as experience involved the amalgamation of action, emotion and meaning. Art forms were used to transport healthcare professionals into an aesthetic learning experience that could be reflected in the lived experience of healthcare practice. The proposed learning included the development of practical and technical skills; empathy and compassion; awareness of self; awareness of others and the wider narrative of illness; and personal development.ConclusionAesthetic learning interventions might be helpful in the delivery of palliative care staff development programmes by offering another dimension to the learning experience. As researchers continue to find solutions to understanding the efficacy of such interventions, we argue that evaluating the contextual factors, including the interplay between the experience of the programme and its impact on the healthcare professional, will help identify how the programmes work and thus how they can contribute to improvements in palliative care.References. 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In this June 2024 issue of the Science Education International, we are proud to present an array of scholarly articles that highlight the diverse and innovative approaches to science education from ten different countries: Türkiye, Greece, Estonia, Latvia, Philippines, USA, Thailand, United Arab Emirates, South Africa, and China. This collection underscores the global commitment to enhancing science education through varied methodologies, cultural contexts, and unique challenges. Some of these articles were presented at the 7th ICASE World Science and Technology Education Conference, held in Dubai between March 27 and 30, 2024, further enriching the discussions with insights shared among global experts. The first article is from Türkiye. The article mentions that the rise in STEM education has led to more authors promoting Arduino in STEM. While research exists on Arduino and STEM separately, more studies on their relationship are needed. This study uses software tools (Vosviewer, Biblioshiny) and bibliometric methods, analyzing documents from Scopus (2013-2022). Performance analysis showed publication and citation trends, highlighting top contributors. Bibliographic mapping revealed conceptual, intellectual, and social structures. Results indicated prolific authors and institutes in Türkiye, with the most cited from the USA. Türkiye may soon lead due to high growth rates and younger documents. The study warns of potential monopolization and highlights the need for increased researcher mobility and collaboration. Overall, Arduino shows great promise in future STEM activities. The second article is from Greece. The article surveys primary students in Greece on their views toward STEM education based on urban or rural settings and gender. The sample included 281 students from Attica and 69 from a Greek province. Data was collected via a close-ended digital questionnaire. Most students felt good at math and science but unlikely to pursue related careers. They reported strong communication and cooperation skills. Rural students showed more confidence in improving their math and science skills, the usefulness of STEM knowledge, and awareness of environmental issues. Boys showed slightly more interest in STEM careers. The study suggests further research on geographical, gender, and socioeconomic disparities in STEM education. The third article, a case study from Estonia, aimed to enhance pre-service science teachers’ readiness for integration, inquiry-based learning (IBL), ICT use, and real-life applications in teacher training. It explored their perceptions of these methods and how their views evolved over time. A questionnaire was administered to 50 pre-service science teachers before and after their 2-year training, with data analyzed qualitatively and quantitatively. Findings showed that teachers studying multiple science subjects valued integration, IBL, ICT use, and real-life examples more, with significant perception changes over time. Nearly half did not see IBL as crucial, and only a quarter recognized the importance of ICT. The fourth article is from Latvia. The article addresses that teacher competence management and development are now school responsibilities, but school leaders often lack the tools and experience. Competence management in schools can involve identifying and implementing professional development (PD) tailored to teachers' needs. Unlike the "one size fits all" approach, personalized PD can be more effective. This study focuses on identifying science teacher profiles to improve teaching that promotes student conceptual understanding (CU). Using a mixed-method approach, the performance of 26 urban science teachers was observed and analyzed. The study identified six distinct teacher profiles, demonstrating varied PD needs and offering a methodology for using lesson observation data to create teacher profiles in small samples. The fifth article is the second article from Greece. The study examines 12th-grade students' understanding of "orbital" and "electron cloud" concepts in quantum contexts (n=1 and n=2) through verbal and pictorial representations. It involved 192 students from six urban schools in Northern Greece using a paper-and-pencil assessment. Results show students struggle more with verbal explanations than pictorial ones and exhibit inconsistencies between these representations. They understand the electron cloud better verbally, but the orbital better pictorially. Representations for n=2 are more challenging than for n=1. Students were categorized into four classes based on their profiles, with implications for science education discussed. The sixth article is written by researchers from the Philippines and the USA. This meta-analysis study (2017-2021) assessed the impact of Socio-Scientific Issues (SSI)-based approaches on learners' conceptual understanding, environmental attitudes, and pro-environmental behavior. Analyzing various SSI techniques, the findings revealed a strong positive influence on understanding complex environmental issues and promoting sustainable behavior. The study noted that SSI fosters critical thinking and engagement but also identified potential publication biases. It emphasized the need for context-specific strategies and interdisciplinary collaboration in climate change education. Overall, the SSI approach helps develop proactive, environmentally conscious citizens capable of addressing global issues. The seventh article is from USA. The study investigated the impact of an active project-based, aquaculture constructivist-learning program on high school students' perceptions. It aimed to determine if the program influenced students' interest, engagement, and future educational and career aspirations in STEM fields, both inside and outside the classroom. The study also sought to understand students' knowledge about aquaculture and skill development post-program participation. Qualitative data were gathered through post-student focus groups, teacher journal reflections, and public newspaper articles from three rural high schools in Kentucky. Four main themes emerged: (1) students demonstrated excitement and enthusiasm in the hands-on aquaculture program; (2) students exhibited attention to detail in aquaculture tasks, leading to increased responsibility; (3) students engaged collaboratively with their peers; and (4) there was a greater interest and confidence in STEM through practical application. The results indicated that the program engaged learners in real-world problem-solving and decision-making situations, fostering collaboration and enhancing skills such as responsibility and self-confidence in STEM. The eighth article is from Thailand. This research assessed the ability of Thai grade 10 students to construct scientific explanations and explored differences based on learning achievement, attitude toward science, and school size. The study involved 231 students from Phetchaburi province, Thailand, with 77.5% demonstrating moderate ability levels. Significant differences were found in students' ability levels based on their learning achievement, attitude toward science, and school size. The study also revealed correlations between students' ability levels and their learning achievement, attitude toward science, and school size. Students with higher learning achievement, positive attitudes, and attendance at larger schools tended to have higher ability levels. However, there was no significant relationship between students' attitudes toward science and school size. These findings emphasize the importance of considering individual differences and backgrounds, particularly in terms of learning achievement, attitude toward science, and school size, when teaching science. The ninth article is from United Arab Emirates (UAE). This mixed-approach study explores the effects of virtual science laboratories on students' motivation and attitude toward science. Conducted in an American curriculum private school in Dubai, the research surveyed 237 students from grades 7 to 11. Results show that virtual laboratories positively impact students' overall motivation, including intrinsic motivation, perceived usefulness, effort, perceived self-efficacy, and attitude toward science. Perceived self-efficacy and perceived usefulness significantly influence students' attitudes toward science, with perceived self-efficacy being a predictor of their effort. The tenth article is from South Africa. This study examines the effectiveness of Khan Academy Videos (KAVs) in rural thermodynamics education. 88 students were divided into two groups: one taught traditionally (control group [CG]) and the other using KAVs (experimental group [EG]). Results show significant improvement in learning outcomes and engagement with KAVs, with EG scores increasing by 61% compared to 31% in the CG. Pre-tests and post-tests were used to measure academic performance, and a mixed-method approach analyzed results and feedback. The study highlights the positive impact of KAV integration on student performance, especially in resource-limited rural schools, suggesting its transformative potential in enhancing teaching quality. The eleventh article is from China. The article analyzes 30 documents from Web of Science and CNKI databases to compare and understand the role of science teachers in China and overseas. The research highlights slow development in both Chinese and English publications, with most studies in theoretical exploration. The role of science teachers encompasses five main aspects: Role expectation, role orientation, role identification, role transformation, and role enactment. Combining the "should be" research from Chinese publications with the "real" research from English publications could lead to a more comprehensive understanding and positive interaction. This analysis provides a basis for future research on the role of science teachers. As a final remark, the Science Education International stands as a vital platform for advancing science education globally. By disseminating innovative research, effective teaching practices, and transformative educational methodologies, the journal fosters a deeper understanding and appreciation of science among educators and students alike. Its contributions are instrumental in shaping future generations of scientists and informed citizens, ensuring that science education continues to evolve and thrive in an ever-changing world. I warmly invite all science educators, researchers, and practitioners to contribute to the Science Education International. Your innovative research, insightful perspectives, and practical experiences are crucial in shaping the future of science education. By sharing your work, you will help advance the field, inspire fellow educators, and enrich the learning experiences of students worldwide. Join us in our mission to promote excellence and innovation in science education by submitting your manuscripts and becoming part of our vibrant, global community

ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers.&#x0D; Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance&#x0D; References:&#x0D; Adeyemi, T. (2008). Influence of Teachers’ Teaching Experience on Students’ Learning Outcomes in Secondary Schools in Ondo State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 5(1), 9–19. https://doi.org/10.4314/ajesms.v5i1.38609&#x0D; Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., &amp; Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907&#x0D; Andrin, G. R., Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, &amp; Maulit, A. A. (2017). 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Studying physical science and then teaching it to children, as is known from decades of science education research, creates a huge problem of unknown origin. This study aims to develop a media and determine its effectiveness in increasing knowledge of physics for children. This research is a research and development with the stages of the ADDIE model to develop Roll Book media with the roll technique containing physical science material for early childhood. Data collection techniques were carried out through expert validation tests and field trial data. Analysis of effectiveness test data using a paired sample T-test statistical test. The results of the media effectiveness test showed an increase in knowledge of physics in the pre-test and pots-test. The summary of all the test results of the developed media shows that Roll Book products are effectively used to increase children's knowledge of physics. The concept of storybook media that has been developed in various interesting forms is expected to be an alternative solution for the scientific development of early childhood education studies.&#x0D; Keywords: Early childhood, Physical science, Roll book&#x0D; References:&#x0D; Angelica Torres, &amp; Vitti, D. (2007). A Kinder Science Fair. Science and Children.&#x0D; Arsyad, A. (2013). Media Pembelajaran [Learning Media]. PT Raja Grafindo Persada.&#x0D; Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer Science Business Media.&#x0D; California Department of Education. (2012). California Preschool Learning Foundations (Vol. 3). Sacramento.&#x0D; Charlesworth, R., &amp; Lind, K. K. (2012). Math and Science for Young Children. Cengage Learning. https://books.google.co.id/books?id=p5x-3ir8mz4C&#x0D; Citra, A., Hapidin, D., &amp; Akbar, Z. (2019). Pengaruh Model Pembelajaran dan Kemampuan Berpikir Kritis terhadap Pemahaman Sains Fisik. 3(1), 18–29. https://doi.org/10.31004/obsesi.v3i1.136&#x0D; Dewi, T. H. S., Gunarhadi, &amp; Riyadi. (2018). The Important of Learning Media Based on Illustrated Storybook for Primary School. Proceeding of International Conference on Child-Friendly Education, 233–236.&#x0D; Eshach, H., &amp; Fried, M. N. (2005). Should Science Be Taught in Early Childhood? Journal of Science Education and Technology, 14(3), 315–336.&#x0D; Featherstone, S. (2003). The Little Book of Investigations: Little Books with Big Ideas. Featherstone Education Ltd.&#x0D; Fleer, M. (2015). How Preschools Environments Afford Science Learning. In M. Fleer &amp; N. Pramling (Eds.), A Cultural-Historical Study of Children Learning Science: Foregrounding Affective Imagination in Play-based Settings(pp. 23–37). Springer Netherlands. https://doi.org/10.1007/978-94-017-9370-4_2&#x0D; Fridberg, M., Jonsson, A., Redfors, A., Thulin, S., Fridberg, M., Jonsson, A., Redfors, A., Thulin, S., Jonsson, A., Redfors, A., &amp; Thulin, S. (2019). Teaching chemistry and physics in preschool: A matter of establishing intersubjectivity establishing intersubjectivity. 0693. https://doi.org/10.1080/09500693.2019.1689585&#x0D; Gitomer, D. H., &amp; Zisk, R. C. (2015). Knowing What Teachers Know. Review of Research in Education, 39(1), 1–53. https://doi.org/10.3102/0091732X14557001&#x0D; Greenfield, D. B., Jirout, J., Greenberg, A., Maier, M., &amp; Fuccillo, J. (2009). Early Education and Development Science in the Preschool Classroom: A Programmatic Research Agenda to Improve Science Readiness. October 2014, 37–41. https://doi.org/10.1080/10409280802595441&#x0D; Gur, C. (2011). Physics in preschool. International Journal of Physical Sciences, 6(4), 939–943. https://doi.org/10.5897/IJPS10.653&#x0D; Hsiao, C.-Y., &amp; Chang, Y.-M. (2015). A Study of the Use of Picture Books by Preschool Educators in Outlying Islands of Taiwan. International Education Studies, 9(1), 1. https://doi.org/10.5539/ies.v9n1p1&#x0D; Kalogiannakis, M., Nirgianaki, G. M., &amp; Papadakis, S. (2018). Teaching Magnetism to Preschool Children: The Effectiveness of Picture Story Reading. Early Childhood Education Journal, 46(5), 535–546. https://doi.org/10.1007/s10643-017-0884-4&#x0D; Kamii, C., &amp; Vries, R. De. (1993). Physical Knowledge in Preschool Education: Implications of Piaget’s Theory. Teachers College Press.&#x0D; Kelemen, D., Emmons, N. A., Seston Schillaci, R., &amp; Ganea, P. A. (2014). Young Children Can Be Taught Basic Natural Selection Using a Picture-Storybook Intervention. Psychological Science, 25(4), 893–902. https://doi.org/10.1177/0956797613516009&#x0D; Larasati, A., &amp; Yulianti, D. (2014). Pengembangan Bahan Ajar Sains (Fisika) Tema Alam Semesta Terintegrasi Karakter dan berwawasan Konservasi [Development of Teaching Materials for Science (Physics) Themes of the Universe Integrated Character and Conservation insight]. Unnes Physic Education Journal, 3(2), 26–33.&#x0D; Lind, K. K. (2005). Exploring Science in Early Childhood Education. Thomson Delmar Learning.&#x0D; Lorente, L. M. (2017). Implementation of early childhood physical activity curriculum (SPARK) in the Central Valley of California ( USA ). Procedia - Social and Behavioral Sciences, 237(June 2016), 319–325. https://doi.org/10.1016/j.sbspro.2017.02.097&#x0D; Marton, F. (2014). Necessary conditions of learning. Routledge.&#x0D; Mutmainnah, M., Nessa, R., Bukhari, B., Farhana Mohd Radzif, N., &amp; Kurniawati, R. (2021). Development of Learning Media for Acehnese Culture Picture Books to Get to Know Local Culture in Early Childhood. Al-Athfal: Jurnal Pendidikan Anak, 7(1), 53–72. https://doi.org/10.14421/al-athfal.2021.71-05&#x0D; Oppliger, P. A., &amp; Davis, A. (2016). Portrayals of Bullying: A Content Analysis of Picture Books for Preschoolers. Early Childhood Education Journal, 44(5), 515–526. https://doi.org/10.1007/s10643-015-0734-1&#x0D; Oskarsson, M., &amp; Karlsson, K.-G. (1970). Health care or Atom bombs? Interest profiles connected to a science career in Sweden. Nordic Studies in Science Education, 7(2), 190–201. https://doi.org/10.5617/nordina.242&#x0D; Phillips, E. C., &amp; Sturm, B. W. (2013). Do Picture Books About Starting Kindergarten Portray the Kindergarten Experience in Developmentally Appropriate Ways? Early Childhood Education Journal, 41(6), 465–475. https://doi.org/10.1007/s10643-012-0560-7&#x0D; Pramitasari, Muktia., Yetti, Elindra., &amp; Hapidin. (2018). Pengembangan Media Sliding Book untuk Pengenalan Sains Kehidupan (Life Science) Kelautan untuk Anak Usia Dini [Development of Sliding Book Media for Introduction to Marine Life Science for Early Childhood]. 12(November), 221–230. https://doi.org/10.21009/JPUD.122.09&#x0D; Saçkes, M., Akman, B., &amp; Trundle, K. C. (2012). A Science Methods Course for Early Childhood Teachers: A Model for Undergraduate Pre-Service Teacher Education. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(2), 1–26.&#x0D; Sari, N. E., &amp; Suryana, D. (2019). Thematic Pop-Up Book as a Learning Media for Early Childhood Language Development. JPUD - Jurnal Pendidikan Usia Dini, 13(1), 43–57. https://doi.org/10.21009/10.21009/jpud.131.04&#x0D; Sjøberg, S., &amp; Schreiner, C. (2010). The ROSE project—Overview and key findings. March 1–31.&#x0D; Skibbe, L. E., Thompson, J. L., &amp; Plavnick, J. B. (2018). Preschoolers’ Visual Attention during Electronic Storybook Reading as Related to Different Types of Textual Supports. Early Childhood Education Journal, 46(4), 419–426. https://doi.org/10.1007/s10643-017-0876-4&#x0D; Solfiah, Y. S., Risma, D., Hukmi, &amp; Kurnia, R. (2020). Early Childhood Disaster Management Media Through Picture Story Books. JPUD - Jurnal Pendidikan Usia Dini, 14(1), 141–155. https://doi.org/10.21009/141.10&#x0D; Thorson, R. M. (2017). Physical Science Teacher’s Guide. Henry David Thoreau In Context.https://doi.org/Https"//Doi.Org/10.1017/9781316569214.025&#x0D; Thulin, S., &amp; Jonsson, A. (2014). Child Perspectives and Children’ s Perspectives – a Concern for Teachers in Preschool. Educare, 2, 13–37.&#x0D; Thulin, S., &amp; Redfors, A. (2017). Student Preschool Teachers’ Experiences of Science and Its Role in Preschool. Early Childhood Education Journal, 45(4), 509–520. https://doi.org/10.1007/s10643-016-0783-0&#x0D; Woodard, C., &amp; Davitt, R. (1987). Physical Science in Early Childhood. Thomas Publications.&#x0D; &#x0D;

Child Distance Learning (CDL) during the pandemic has led to an optimal development of children and effective teaching and learning processes in kindergartens. To overcome this, teachers need to apply a teaching approach in accordance with the principles of kindergarten education. In addition, teachers' self-efficacy of their ability to teach is also important for developing children's skills. This study aims to describe the teaching approach and the efficacy of kindergarten teachers during the CDL process and to identify the relationship between the two. The research method used is quantitative through document analysis as a source of data findings. A total of 116 Public Kindergarten (PK) teachers in DKI Jakarta participated in filling out the Classroom Management Scale and Teachers' Sense of Efficacy Scale online. All data were processed using descriptive statistics and correlation. Furthermore, there is a document analysis carried out on the Daily / Weekly Learning Program Design in PK Jakarta. The findings identified that the teaching approach of kindergarten teachers during CDL included only two principles of kindergarten education, namely thematic teaching and developing life skills. Furthermore, PK teachers in the Jakarta area showed low self-efficacy during CDL. The teaching approach and self-efficacy were caused by teachers' unpreparedness in facing challenges during CDL. In addition, other findings indicate that there is a relationship between teaching approaches and teacher self-efficacy. Another CDL model Interventions to increase teacher self-efficacy and the extent to which the relationship between the two variables can be studied further in future studies.&#x0D; Keywords: Early Childhood, Distance Learning, Teaching Approach, Teacher Self-Efficacy&#x0D; References:&#x0D; Agustin, M., &amp; Wahyudin, U. (2011). Penilaian perkembangan anak usia dini. Refika Aditama.&#x0D; Agustin, M., Puspita, R. D., Nurinten, D., &amp; Nafiqoh, H. (2020). Tipikal Kendala Guru PAUD dalam Mengajar pada Masa Pandemi Covid 19 dan Implikasinya. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 334. https://doi.org/10.31004/obsesi.v5i1.598&#x0D; Ayu, N. (2015). Pengelolaan Kurikulum 2013 Di Tk Negeri Pembina Semarang. Program Sarjana Universitas Negeri Semarang.&#x0D; Bullock, A., Coplan, R. J., &amp; Bosacki, S. (2015). Exploring links between early childhood educators’ psychological characteristics and classroom management self-efficacy beliefs. Canadian Journal of Behavioural Science, 47(2), 175–183. https://doi.org/10.1037/a0038547&#x0D; Cheung, S. K., Fong, R. W. tsz, Leung, S. K. Y., &amp; Ling, E. K. wei. (2019). The Roles of Hong Kong Preservice Early Childhood Teachers’ Creativity and Zest in Their Self-efficacy in Creating Child-centered Learning Environments. Early Education and Development, 30(6), 788–799. https://doi.org/10.1080/10409289.2019.1586224&#x0D; Choi, J., Lee, J., &amp; Kim, B. (2019). How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea. Teaching and Teacher Education, 85, 45–57.&#x0D; Dimyati, J. (2016). Pembelajaran terpadu untuk taman kanak-kanak/ raudhatul athfal dan sekolah dasar. Prenamedia Group.&#x0D; Dinçer, Ç., &amp; Akgün, E. (2015). Developing a classroom management skills inventory for preschool teachers and the correlation of preschool teachers’ classroom management skills with different variables. Egitim Ve Bilim, 40(117).&#x0D; Duffin, L., Patrick, H., &amp; French, B. (2012). The teachers’ sense of efficacy scale: Confirming the factor structure with beginning pre-service teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 28(6), 827–834.&#x0D; Essa, E. (2011). Introduction to early childhood education. Wadsworth.&#x0D; Harwati, D., &amp; Mariyanti, S. (2014). Hubungan antara self-efficacy dengan burnout pada pengajar taman kanak-kanak sekolah “X” di Jakarta. Jurnal Psikologi, 12(2), 54–60.&#x0D; Ismawati, D., &amp; Prasetyo, I. (2020). Efektivitas pembelajaran menggunakan video zoom cloud meeting pada anak usia dini era pandemi covid-19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 665-675. DOI: 10.31004/obsesi. v5i1.671&#x0D; Jackman, H. (2011). Early education curriculum: A child’s connection to the world. Delmar Thomson Learning.&#x0D; Jalal, M. (2020). Kesiapan guru menghadapi pembelajaran jarak jauh di masa covid-19. Smart Kids: Jurnal Pendidikan Islam Anak Usa Dini, 2(1), 35–40.&#x0D; Johar, R., &amp; Hanum, L. (2016). Strategi belajar mengajar. Penerbit Deepublish.&#x0D; Klassen, R. M., &amp; Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/a0019237&#x0D; Lee, C., &amp; Davis, H. (2014). Teacher self-efficacy. In W. Scarlett (Ed.), The sage encyclopedia of classroom management (Vol. 2, pp. 811-812). SAGE Publications Inc., https://www.doi.org/10.4135/9781483346243.n341.&#x0D; Masdudi, M. (2016). Karakteristik perkembangan pendidikan anak usia dini. Jurnal Pendidikan Anak, 1(2), 1-26.&#x0D; Moran, M., &amp; Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.&#x0D; Mulyani, S., Nasution, E., &amp; Pratiwi, I. (2020). Hubungan efikasi diri dan keterikatan kerja guru taman kanak-kanak. JP3SDM, 9(1), 74-89.&#x0D; Ndari., &amp; Chandrawaty. (2018). Telaah kurikulum pendidikan anak usia dini. Edu Publisher.&#x0D; Nindiati, D. (2020). Pengelolaan pembelajaran jarak jauh yang memandirikan siswa dan implikasinya pada pelayanan pendidikan. Journal of Education and Instruction, 3(1), 14-20.&#x0D; Restyningtyas, D. (2013). Penerapan Child Centered pada Anak Usia Dini di Taman Anak (TA) Sanggar Anak Alam (SALAM). Fakultkas Ilmu Pendidikan Universitas Negeri Yogyakarta.&#x0D; Saifulloh, A. M., &amp; Darwis, M. (2020). Manajemen pembelajaran dalam meningkatkan efektifikas proses belajar mengajar di masa pandemic covid-19. Jurnal Pendidikan Guru Madrasah Ibtidaiyah. 3(2). &#x0D; Saptaningrum, ernawati &amp; wiwik, &amp; refiane, fine. (2012). Model pembelajaran aktif kreatif efektif menyenangkan melalui pendekatan tematik untuk pembelajaran sains. Jurnal penelitian pembelajaran fisika. 2. 10.26877/jp2f.v2i1/april.125.&#x0D; Scarlett, W. (Ed.) (2014). The sage encyclopedia of classroom management. (Vols. 1-2). SAGE Publications Inc., https://www.doi.org/10.4135/9781483346243&#x0D; Schweinhart, L. (2016). Child-initiated learning. In D. Couchenour, &amp; J. Chrisman (Eds.), The sage encyclopedia of contemporary early childhood education (pp. 231-233). SAGE Publications, Inc, https://www.doi.org/10.4135/9781483340333.n61&#x0D; Shaukat, S., &amp; Iqbal, H. (2012). Teacher self-efficacy as a function of student engagement, instructional strategies, and classroom management. Pakistan Journal of Social and Clinical Psychology, 9(3), 82-85.&#x0D; Soedjono, 2008. Pembelajaran Sains Moderen. http://www.guru-scn/pakem.html.&#x0D; Syarah, E. S., Mayuni, I., &amp; Dhieni, N. (2020). Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom. Jurnal Pendidikan Usia Dini, 14(2), 201-214.&#x0D; Tiara, D. R., &amp; Pratiwi, E. (2020). Mengukur Kesiapan Guru Sebagai Dasar Pembelajaran Daring Di Lembaga PAUD. Jurnal Golden Age, 4(02), 362-368.&#x0D; Utami, dkk. (2014). Modul PLPG pendidikan anak usia dini, Buku I. Konsorsium Sertifikasi Guru.&#x0D; Yusnita, N., &amp; Muqowim. (2020). Pendekatan student centered learning dalam menanamkan karakter disiplin dan mandiri anak di TK Annur II. Jurnal Ilmiah Potentia, 5(2), 116–126.&#x0D;

The FCUBE policy in Ghana came with the idea of reducing poverty through a free and compulsory education system for students within the basic school. The policy has contributed and made impacts towards improving enrolment. It has also helped in improving the basic education curriculum by introducing vocational and technical training, as well as communication and information technology. This has helped a lot in raising the standard of the basic education system in Ghana. However, the policy has fallen short of its expectation as it did not take the very conditions of the poor into consideration. If the policy was meant to reduce poverty through free and compulsory basic education, then the poor should have been the first to consider before implementing the policy. The policy’s measures have to an extent failed to reduce poverty in terms of moving towards offsetting the opportunity costs of going to school for the poor, by not removing all kinds of fees and reducing the indirect costs that come with schooling. The policy, therefore, needs to be revised taking into consideration the very conditions of the poor, especially in rural communities. REFERENCES Acquah, B. (2022). Understanding the Use of Egg Carton Maths Manipulative to Help Kindergarten Pupils’ Add One Digit Numbers in the Akobima MA Basic School, Ghana. Inverge Journal of Social Sciences, 1(2), 1–10. DOI: https://doi.org/10.1022/ijss.v1i1.19 Akyeampong, K. (2009) Revisiting Free Compulsory Universal Basic Education (FCUBE) in Ghana. Comparative Education 45(2):175-195. Donge, J. (2003) Into the Black Box of Ghanaian Education: Why do increase inputs not lead to better educational outputs? The Hague: ISS. Daily Graphic, (2000 Friday, November 17). (Online) http://graphic.com.gh/news/education. (Accessed on April 20, 2022). Ghana Education Service (2004). The Development of Education: National Report of Ghana. A paper presented at the 47th session of the International Conference on Education (ICE), Geneva, Switzerland. Ghana Statistical Service (GSS). (2003). The Ghana Child Labour Survey, Accra: GSS. Government of Ghana (GoG) (1995) Programme for the Development of Basic Education within the Framework of Free Compulsory Basic Education (FCUBE). Accra Ministry of Education. Government of Ghana (GoG) (2002) Meeting the Challenges of Education in the Twenty First Century. Report of the President’s Committee on Reviews of Education Reforms in Ghana. Ministry of Education. Accra: Adwinsa Publications (Gh) Ltd. Government of Ghana/Ministry of Education (GoG/MOE). (1996) Free Compulsory Universal Basic Education (FCUBE), Accra: Ministry of Education. Little, A.W. (2010). Access to Basic Education in Ghana: Politics, Policies and Progress. CREATE Pathways to Access Research Monograph No. 42. Sussex: CREATE. Mehrotra, S. (1998). Education for All: Policy Lessons from High-Achieving Countries. International Review of Education, 44(5-6): 461-484. Ministry of Education, Science and Sports (MoESS) (2008). Education Sector Performance Report 2008, Accra: MoESS. Ministry of Education Science and Sports (MoESS) (2007) Education Sector Performance Report 2007, Accra: MoESS. Ministry of Education Science and Sports (MoESS) (2006) Education Sector Performance Report 2006, Accra: MoESS. Ministry of Education Science and Sports (MoESS) (2004) Education Sector Performance Report 2004, Accra: MoESS. Ministry of Education/Ghana Education Service (MOE/GES). (2001). Report of the study on Constitutional and Legal Framework for the Right to Pre-Tertiary Education, Accra: Ministry of Education. Ministry of Education (1996). Basic Education Sector Improvement Program Policy Document: Free Compulsory Universal Basic Education by the year 2005. Accra, Ghana. Ministry of Education. (1998). Education Sector Strategic Plan 1998-2003. Accra, Ghana. MoESS. Patrinos, H. and Ariasingam, P. (2002). Decentralization of Education Demand-Side Financing, 2nd ed, Washington DC: World Bank. Shahid, N., Asif, M., &amp; Pasha, A. (2022). Effect of Internet Addiction on School Going Children. Inverge Journal of Social Sciences, 1(1), 12-47. DOI: https://doi.org/10.1022/ijss.v1i1.3 Sutherland-Addy, E. (2002). Impact Assessment Study of the Girls’ Education Programme in Ghana. Accra: UNICEF-Ghana. World Bank (2004). Books, Buildings and Learning Outcomes: An Impact Evaluation of World Bank Support to Education in Ghana. Washington DC: World Bank, Operations Evaluation Department (OED). Yamada, S. (2006). Sociol-moralist Vocationalism and Public Aspirations: Secondary Education, Policies in Colonial and Present-day Ghana. Africa Today, 72: 1-42.

Digital storytelling is often used in various contexts today, especially in the world of education. Many educators have followed this trend in early childhood education (ECE). This study examines the application of digital storytelling in ECE in Indonesia. Using a systematic literature review (SLR) a method, this research is a qualitative approach which is also known as a meta-synthesis. The literature reviewed was 15 articles from 56 articles that researchers found in the Google Scholar database. The results show that digital storytelling serves as an important method and medium to ensure children's learning experiences are enjoyable. In general, it is used in ECE in Indonesia through simple technology. This technology can enhance a story or fairy tale by making it more fun, interesting, communicative, and dramatic. However, the findings of this review of studies and methodological gaps have implications for ECE policy, practice, and research in Indonesia.&#x0D; Keywords: digital storytelling, early childhood education, storytelling trend in Indonesia&#x0D; References:&#x0D; Agosto, D. E. (2016). Why storytelling matters: Unveiling the literacy benefits of storytelling. Children and Libraries, 14(2), 21–26.&#x0D; Ahmad, I. F. (2022). Urgensi Literasi Digital di Indonesia pada Masa Pandemi COVID-19: Sebuah Tinjauan Sistematis. Nusantara: Jurnal Pendidikan Indonesia, 2(1), 1–18. https://doi.org/10.14421/njpi.2022.v2i1-1&#x0D; Aisha, I., &amp; Kaloeti, D. V. S. (2021). Digital Storytelling Intervention on Prosocial Behavior Improvement among Early Childhood. Psympathic: Jurnal Ilmiah Psikologi, 7(2), 185–196. https://doi.org/10.15575/psy.v7i2.5713&#x0D; Boltman, A., &amp; Druin, A. (2001). Children’s storytelling technologies. Differences in Elaboration and Recall.&#x0D; Chambers, G. J., &amp; Yunus, M. M. (2017). Enhancing Learners’ Sentence Constructions via ‘Wheel of Grammar’. Pertanika Journal of Social Sciences &amp; Humanities, 25(4).&#x0D; Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., &amp; Howe, A. (2013). Creative learning environments in education—A systematic literature review. Thinking Skills and Creativity, 8, 80–91.&#x0D; Demirbaş, İ., &amp; Şahin, A. (2020). A Systemic Analysis of Research on Digital Storytelling in Turkey. International Journal of Progressive Education, 16(4), 45–65. https://doi.org/10.29329/ijpe.2020.268.4&#x0D; Dixon-Woods, M. (2010). Systematic reviews and qualitative methods. Qualitative Research: Theory, Method, and Practice. 3rd Edn. London: Sage, 331–346.&#x0D; Egan, K. (1989). Teaching as storytelling: An alternative approach to teaching and curriculum in the elementary school. University of Chicago Press.&#x0D; Gagné, R. M., Briggs, L. J., &amp; Wager, W. W. (1988). Principles of Instructional Design. Holt, Rinehart, and Winston. https://books.google.co.id/books?id=dAsmAQAAIAAJ&#x0D; Gough, D. (2007). Weight of evidence: A framework for the appraisal of the quality and relevance of evidence. Research Papers in Education, 22(2), 213–228.&#x0D; Karlina, D. N., Widiastuti, A. A., &amp; Soesilo, T. D. (2018). Meningkatkan Kemampuan Berbicara Anak Tk B Usia 5-6 Tahun Melalui Digital Storytelling di TK Apple Kids Salatiga. JPUD - Jurnal Pendidikan Usia Dini, 12(1), 1–11. https://doi.org/10.21009//jpud.121.01&#x0D; Kearney, M., Jones, G., &amp; Roberts, L. (2012). An Emerging Learning Design for Student-Generated" iVideos". Teaching English with Technology, 12(2), 103–121.&#x0D; Kogila, M., Ibrahim, A. B., &amp; Zulkifli, C. Z. (2020). A Powerful of Digital Storytelling to Support Education and Key Elements from Various Experts. International Journal of Academic Research in Progressive Education and Development, 9(2), 408–420. https://doi.org/10.6007/ijarped/v9-i2/7483&#x0D; Maghfiroh, Suarjana, I. M., &amp; Astawan, I. G. (2020). Pengembangan Media Video Wayang Kreasi Untuk Mendukung Pembelajaran Storytelling Anak Kelompok B Tk Kristen Harapan Denpasar. Indonesian Journal of Instruction, 1(2), 66–75.&#x0D; Malik, M., Altaf, F., &amp; Gull, M. (2020). Challenges Faced by Teachers in Teaching through Storytelling and Play-Way Method at Early childhood Education Level. Global Educational Studies Review, V(III), 152–165. https://doi.org/10.31703/gesr.2020(v-iii).16&#x0D; Manullang, D., Banjarnahor, H., &amp; Simanjuntak, L. (2021). Developing Digital Story Telling and Educational Games to Improve Early Childhood Cognitive Ability. 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021), 591(Aisteel), 710–718.&#x0D; Maureen, I. Y., van der Meij, H., &amp; de Jong, T. (2018). Supporting Literacy and Digital Literacy Development in Early Childhood Education Using Storytelling Activities. International Journal of Early Childhood, 50(3), 371–389. https://doi.org/10.1007/s13158-018-0230-z&#x0D; Maureen, I. Y., van der Meij, H., &amp; de Jong, T. (2020). Enhancing Storytelling Activities to Support Early (Digital) Literacy Development in Early Childhood Education. International Journal of Early Childhood, 52(1), 55–76. https://doi.org/10.1007/s13158-020-00263-7&#x0D; Maureen, I. Y., van der Meij, H., &amp; de Jong, T. (2021). Evaluating storytelling activities for early literacy development. International Journal of Early Years Education, 0(0), 1–18. https://doi.org/10.1080/09669760.2021.1933917&#x0D; Nair, V., &amp; Yunus, M. M. (2021). A systematic review of digital storytelling in improving speaking skills. Sustainability (Switzerland), 13(17). https://doi.org/10.3390/su13179829&#x0D; Nuraina, Damayanti, E., &amp; Ikawati, A. (2018). Digital Media Dongeng Berbasis Animasi Untuk Pendidikan Karakter Anak Usia Dini. Conference on Innovation and Application of Science and Technology (CIASTECH), 20(2), 177–183.&#x0D; Perry, A., &amp; Hammond, N. (2002). Systematic reviews: The experiences of a PhD student. Psychology Learning &amp; Teaching, 2(1), 32–35.&#x0D; Phillips, L. (2013). Storytelling as Pedagogy. Literacy Learning: The Middle Years, 21(2).&#x0D; Porter, B. (2004). Digitales: The art of telling digital stories. Bernajean Porter.&#x0D; Psomos, P., &amp; Kordaki, M. (2015). A novel educational digital storytelling tool focusing on students’ misconceptions. Procedia-Social and Behavioral Sciences, 191, 82–86.&#x0D; Pusparina, I., Maria, I., &amp; Norfitri, R. (2020). The Effectiveness of Religious Music and Digital Storytelling on the Level of Cooperativeness and Pain in Children During Invasive Treatment (Children’s Room, Zalecha Local Hospital, Martapura). Jurnal Ners, 15(2), 86–90.&#x0D; Rahiem, M. D. H. 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Pengaruh Dongeng Digital Terhadap Kemampuan Kosakata Bahasa Jawa Krama Anak Usia 5-6 Tahun di Tk Dharma Wanita Ngimbang Lamongan. Jurnal Pendidikan Indonesia, 2(7), 1283–1294. https://doi.org/10.36418/japendi.v2i7.230&#x0D; Tridinanti, G. (2017a). English Introduction Through Digital Storytelling in Early Childhood. Ijlecr - International Journal of Language Education and Culture Review, 3(1), 49–55. https://doi.org/10.21009/ijlecr.031.06&#x0D; Tridinanti, G. (2017b). Enhancing Children’S English Vocabulary Acquisition Through Digital Storytelling of Happy Kids Kindergarten of Palembang. International Journal of Educational and Pedagogical Sciences, 11(11), 2727–2730. https://doi.org/doi.org/10.5281/zenodo.1314514&#x0D; Wahyuni, W., Sujoko, S., &amp; Sarosa, T. (2018). Improving Students’ Speaking Skill Through Project-Based Learning (Digital Storytelling). English Education, 6(2), 161–168.&#x0D; Yordan, A., &amp; Fahyuni, E. F. (2021). 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<strong>Abstract</strong> It is essential to have an understanding that there is no one definition of creativity that is capable of encompassing all of the thoughts and discoveries related to creativity. The aim of this study is to analyze teachers&rsquo; perceptions about creativity in education in the context of Albanian schools through a questionnaire distributed to different schools around Albania. The research questions investigated in this study are as following: 1) How do teachers perceive creativity? 2) How to foster creativity in the classroom?&nbsp;3) What do teachers need to grow their skills in creative teaching? The results of the study, which were based on data provided by educators working in elementary and secondary schools, showed a broad picture of their perceptions regarding creativity, the dimensions of creativity in education, and the barriers they face when attempting to implement creative teaching. <strong>Key words:</strong> Creativity, Education, Questionnaire, Perception, Albania, Creative teaching<em>.</em> &nbsp; <strong>Introduction</strong> In recent years, there has been a significant focus placed on, and incentive for, teaching at the different levels of education, starting from kindergartens and primary schools to shift away from the conventional &quot;chalk and talk&quot; teaching technique and toward a more imaginative and forward-thinking instructional approach. In order to develop this transformation, which also featured critical thinking, the Albanian Education Ministry has established a number of training programs in addition to modifications in curriculum and assessment practices. In order to expedite this shift, a number of different policies, in addition to significant expenditures in infrastructure and money, have been established. As a result, it is very necessary to conduct an investigation into the degree to which creative education has really been carried out and into the perceptions of creativity that Albanian educators now hold. First and foremost, the purpose of this thesis is to discuss the numerous aspects of creative teaching that have been thought about and documented lately. Second, the purpose of this thesis is to have an exploration on the challenges and obstacles that need to be overcome in order to successfully apply creative teaching in the classroom. Concerns about creative teaching and learning are one example of this. These concerns extend beyond the realm of pedagogy to include not just the subject matter but also the ways in which students learn. In order to determine whether or not creative teaching is effective, it is necessary to take into account a number of teacher and student characteristics, such as attitudes and perceptions. The results of the study, which were based on data provided by educators working in elementary and secondary schools, provide us with a picture of their perceptions regarding creativity, the dimensions of creativity in education, and the barriers they face when attempting to implement creative teaching. It is proposed that additional research utilizing instructors at various levels of education may shed more light on the validity and reliability of this instrument and the results. This is due to the fact that the study only gathered a relatively small number of responses. At this stage, we are keeping it as simple as possible; nevertheless, pedagogical, curricular, and policy ramifications based on the results may be explored. The purpose of this study is twofold: to investigate the perception of creativity of Albanian teachers and to explore barriers that exist to creative teaching. Main objectives identified throughout the research process are: 1) Emphasizing the importance and impact that creativity has in education; 2) Investigating the perception that teachers have on creativity; 3) Exploring ways of creating support for teacher to grow their skills in game-based learning and creative teaching; 4) Identifying best practices to foster creativity in the classroom; 5) Exploring the dimensions of creativity in education; 6) Investigating barriers that exist to creative teaching. The research questions investigated in this study are as following: 1) How do teachers perceive creativity? 2) How to foster creativity in the classroom?&nbsp;3) What do teachers need to grow their skills in creative teaching? &nbsp; &nbsp; <strong>Literature Review - Creativity in Education</strong> <strong>2.1 Definitions of Creativity</strong> It is essential to have an understanding that there is no one definition of creativity that is capable of encompassing all of the thoughts and discoveries that have been made about what creativity is. Its significance may be interpreted differently depending on who you ask. To the musicians, it is the creation of some music that has never been heard before but is attractive, and to the painters, it is the portrayal of an uncommon mood or tale via the use of colors and figures. It is possible that physicists may see it as an innovative and beneficial innovation or discovery on par with Einstein&#39;s general theory of relativity. Nevertheless, these many interpretations of creativity point to an underlying truth, which is that creativity involves a number of things, including the invention of ideas that are brilliant, unique, and helpful. &nbsp; &nbsp; Rhodes (1961) organized the plethora of different definitions of creativity into four distinct areas, which he referred to as 1) Process, 2) Person, 3) Press, and 4) Products. Definitions of &quot;process&quot; often focus on describing the many phases of creative processes that take place inside the mind of the artist. It is a way of behaving that is geared toward the accomplishment of creative goals. Some meanings of &quot;person&quot; relate to the potential for creative accomplishment, in which creativity is considered as a collection of traits of the person. In these definitions, &quot;person&quot; refers to the capacity for creative success. Definitions of &quot;product&quot; pertain to the final product, which is the location of manifestations of an individual&#39;s creative abilities. Definitions of &quot;press&quot; relate to the environmental circumstances that must be present in order for creative activity to take place. One can see that creative teaching can also be examined using this categorization of creativity. This is something that can be observed. It has been hypothesized that creative individuals think in a variety of distinct ways during the course of their thought processes. Herman Helmhol, a German biologist and physicist, is credited with having one of the first ideas. Graham Wallas, in his book titled The Art of Thought (1926), reported on Helmhol&#39;s study, which included one of the oldest ideas. It was hypothesized that the creative process may be broken down into four stages: preparation, incubation, inspiration (illumination), and verification. During the stage of preparation, you will be required to observe, listen to, ask questions of, read, gather, compare, contrast, analyze, and draw connections between a wide variety of things and information. The thinking about pieces, connections, and reasoning that takes place during the incubation stage might take place either consciously or unconsciously. After a time of incubation, known as the fallow period, during which tensions are removed and one is able to be creative, one may experience moments of inspiration or illumination. The phase of verification is characterized by arduous labor and focuses on the process of materializing a concept. <strong>2.2 </strong><strong>Dimensions of creativity in education</strong> When students are able to use their imagination and critical thinking to develop new and meaningful types of notions thanks to the classroom setting created by the teacher and the school, as well as when students are able to take risks, be independent, and be flexible, we can see a great example of what creativity in education looks like here. Students in this kind of classroom are not instructed to just recap what they have already learned; rather, they are guided through the process of honing their capacity to provide a variety of answers to a question. In most cases, creative educators look for one-of-a-kind educational opportunities that will assist them in developing a global awareness of the education system and will satisfy their curiosity about the operation of the educational system in both our own country and in other countries. In addition, these educators receive first-hand understanding of the varied educational expectations that their students&#39; families bring into the classroom with them for their children. When it&#39;s done well, creative teaching centers on discovering new ways to &quot;make learning visible,&quot; encourage inquiry, actively involve students, foster their own creativity, and stretch their ability to produce original and high-quality work. In its most basic form, creative teaching is a form of active learning. Because it fosters cognitive complexity, creativity has a lot to offer in the realm of education. It depends on having in-depth information and being able to successfully use that knowledge. To be creative is to make use of an existing set of information or abilities in a specific topic or environment in order to experiment with new possibilities in the pursuit of desirable results, so growing both one&#39;s knowledge and one&#39;s skills. It is something that grows with time and is more likely to be effective if individuals begin the creative process at a moment when they already have some knowledge and abilities under their belts. &nbsp; <strong>2.3 </strong><strong>Characteristics of a creative teacher</strong> There is no question that becoming a teacher is one of the most challenging careers a person could pursue. The role of the teacher is to act as a mediator between the student and the student&#39;s reality, and this role involves more than just teaching. Because of an expanded awareness of the nature of creativity as a unique process, susceptible to training, and historical events that led to educational reform and new methods, stressing giftedness and creative ties, the idea that instructors should be involved in promoting the development of creativity in students is a notion that progressively emerged through time. This greater understanding of the nature of creativity as a distinct process, amenable to training, is what prompted these advances. Let&#39;s begin our examination of the factors that contribute to creative thinking in education by focusing on one of the most crucial figures: the educator. A teacher&#39;s creativity encompasses the ability to evaluate ideas, choose the most useful ones while discarding the others, and maintain mental flexibility, which we may describe as the capacity to see an issue from a variety of perspectives and to shift focus from one problem to another. The analysis of the profile of a creative teacher may be broken down into four distinct categories: personal qualities, community, method, and results. The creative processes of educators are the result of the interplay between their personal qualities and the communities in which they work and live. These personal characteristics include personal intelligences, motivation, and values. The outputs of these processes might take on a broad range of forms. It is important to point out that creativity is not merely a vague notion that is hard to comprehend and use in real life. For instance, in order to be considered a creative educator, one must have strong classroom management abilities, as well as the ability to assure appropriate student conduct, productive study and work habits, and a general atmosphere of respect inside the classroom. &quot;Even though he may not be aware of it, the teacher, himself, is creative in the sense that he is creating an environment as he arranges, organizes, interprets, asks, or directs. This is true even if he does not realize it. The first step for a teacher in creating an environment that fosters creativity is to acknowledge the disparities that exist between his own world and that of the students in his class. When it comes to assisting children in the formation of their own self-concepts, he has to be conscious of the impact that his own attitudes and actions have. (Boos, R.,1971). These instructors have the ability to develop positive connections with their classes, which is one of the most crucial talents they possess. In addition to laying out explicit goals for each session and making it a priority to achieve those goals during the course of each lesson, creative instructors also have engaging personalities and methods of instruction. It is not as important to have all the answers as it is to ask the proper questions in this situation. They are able to keep the attention of the children throughout any conversation, are positive role models for the students that they are responsible for, and search for ways to demonstrate that they care about the students via their actions rather than just their words. &quot;In the majority of research studies, a creative teacher or a teacher&#39;s creativity is viewed as a capability, habit, or professional feature, which is related to a teacher&#39;s courage to take risks in order to create unpredictable learning situations for students in order to promote their autonomy and self-confidence&quot; (Morais &amp; Azevedo, 2011). The qualities of a creative teacher are not confined to the confines of the classroom setting alone; rather, these qualities extend to the connection the teacher develops with the students&#39; parents as well. These educators retain an open line of contact with the parents of their students and ensure that the parents are kept abreast of what is occurring in the classroom with regard to curricular matters, disciplinary matters, and other concerns. They put themselves in a position to receive phone calls, in-person meetings, and email communications. First and foremost, creative instructors are those that are really enthusiastic about their work with students. They are enthusiastic about having an effect on the lives of kids and are aware of the significance of their role. <strong>2.4 Characteristics of creative learner</strong> The learner, often known as the student, is the second most crucial piece of this massive jigsaw that consists of several components of creative thinking in education. When it comes to examining the qualities shared by creative learners, we will need to investigate a number of different factors, including personality, cognitive and emotional, creative self-efficacy, and active engagement in social networks variables. A person&#39;s openness to new experiences, their curiosity, their desire to explore the unknown, and their capacity to endure ambiguity are all aspects of their personality. While effort and perseverance are examples of cognitive and emotional factors, the capacity to develop a wide range of ideas, to question and critically reflect on one&#39;s own thinking, and to integrate ideas drawn from a number of sources are examples of cognitive and affective variables. Learners who are creative are able to bring order out of chaos and unearth hidden meanings buried in knowledge. Learning to think critically and do research are essential skills for creative learners. In the same way that food nourishes the stomach, information nourishes the brain. The creative self-efficacy, also known as the belief in one&#39;s potential to confront obstacles and to persevere, as well as the willingness to take intellectual risks, are two characteristics that are especially crucial. &#39;Flow,&#39; a term coined by Csikszentmihalyi (1990), refers to a state of intrinsic drive, engagement, and intense attention. All three of these factors are essential. And when it comes to the final variable, active participation in social networks, it has been identified as important to enhance creative potential in studies drawing on educational data mining techniques and self-reported creativity scores. This is because active participation in social networks has been identified as important for enhancing creative potential. In addition to this, creative learners often think independently and beyond the box as they pursue their education. They often find themselves lagging behind the rest of the party as they pick up feathers, buttons, and various other trinkets for their collection while simultaneously considering possible use for the items. They like constructing things and creating in a wide variety of mediums, so you could find them interested in Legos, art, music, theatre, or even blocks. These learners, when they are at a young age, take their toys beyond their intended purpose and utilize classic toys like trains and dolls to come up with new and unique games and worlds. This occurs because these learners are creative thinkers. Learners who are creative are autonomous, and although they may not explicitly dispute established norms, it is not uncommon to see them following the beat of their own drum and existing in a world of their own creation. In order for our students and graduates to be prepared for the future and to have satisfying professional lives, the curriculum that we use must provide them the tools to cultivate an awareness of ethical issues as well as a broad range of characteristics, talents, and behaviors. To make it possible for students to engage in creative learning, we must first purposefully cultivate a set of characteristics that can be seen in the students&#39; ability to effectively communicate about themselves and their ideas; to be receptive to feedback and new insights; and to confidently put their learning to use in ways that make it possible for them to adapt to and thrive in a variety of different situations and scenarios. Students demonstrate these characteristics when they are able to do the following: communicate effectively about themselves and their ideas; &nbsp; <strong>2.5 Characteristics of creative classroom</strong> Classrooms that foster creativity are ones that are oriented on the students in the class and in which the instructor acts more as a &quot;guide by the side&quot; rather than a &quot;sage on the stage.&quot; This strategy calls for in-depth knowledge of the subject area, smart teaching, and an attitude that welcomes the unexpected. The shift in the roles that instructors play and the dynamic of the classroom might have a significant impact. Students are far more willing to share their unique perspectives and creative solutions, and as a result, they acquire knowledge much more rapidly. On the other hand, there is a widespread misunderstanding that creativity in the classroom has anything to do with the arts. As was said previously, a teacher may play a significant role in fostering creative thinking among their pupils. In spite of this, originality and thinking beyond the box are essential components of creativity. A good learning environment will always include some creative components, which will make the courses more engaging and participatory for the students. Students are helped to be imaginative as well as encouraged to learn new things when the appropriate amount of creativity is mixed in with the curriculum. In addition to enhancing their emotional and social capabilities, students have the opportunity to mature into effective communicators. Students&#39; educational experiences and the way they put what they learn into practice may be profoundly altered by the presence of creativity in the classroom. In point of fact, the emotional growth of a pupil is significantly impacted by their capacity for creative expression. &nbsp;&ldquo;The classroom climate should nurture an appetite for the unknown. It should be joyful and comfortable. It should foster balance between the mastery of subject matter and method. It should engender originality as well as work habits, which are of the utmost importance to self-realization. It must be future oriented and such that the principal agent is the student not the teacher. It should result from multi- faceted approaches to problem solving and from the combination of various patterns of learning.&rdquo; (Boos, 1971). <strong>2.6 Characteristics of creative school</strong> &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Each kid completes the majority of his or her development while attending school within the framework of a group, which either promotes to or inhibits this development. It is essential for the group life to make its contribution, even though the school should become aware of alternative methods of working with the individual. Every student has the opportunity to benefit from unique and enriched experiences of creative learning, as well as a wide variety of different changes and structured opportunities for developing their creativity if the school is considered to be creative. A creative school is a place that consists of some critical and vital mature factors. The innovative school has to have a contemporary system that monitors its progress and organizes the help it receives from the community. In these schools, instructors adhere to protocols for training and advancement, and there is no centralization of the management systems; instead, the management systems are run in a participatory manner. Leadership, community, and local power are the pillars around which a creative school is built. For a creative school to have these qualities, the leadership must have a change-oriented mindset, the community must support the change, and the management&#39;s foundation must be cooperation. It is essential that this point be driven home to people on a consistent basis: changes to teaching practices and institutional structures in schools do not, on their own, guarantee the birth of a creative educational environment. The individuality of the instructor and his/her character is the most important consideration. &ldquo;The creative schools must allow the child to err without recriminations and must continue to offer strong support. Support in this sense does not mean shielding the child from the consequences of his actions, but perhaps, protecting him from making choices the consequences of which will be more than he can bear&rdquo; (Boos, 1971). 2.7Creative teaching There are many different definitions of creative teaching. The majority of the definitions have concentrated on the process of teaching creativity, that is, instructing students in creative thinking with the intention of encouraging students to develop their own creative thinking skills. One further facet of creative teaching, namely teaching in a creative manner, has been overlooked in the concept of creative teaching. This facet of creative teaching is known as teaching creatively. The purpose of this thesis is to provide a picture of creative teaching, which will include teaching creativity as well as teaching creatively. Creative teaching is defined for the purposes of this thesis as the process of introducing creative processes and components of creativity into the teaching process. This definition will be used throughout this thesis. In addition to this, it takes into account the creative personality traits of the instructor as well as the creative thought processes that he or she employs while formulating the instructional tactics that are used to improve learning and inspire student motivation. An example of inventive teaching would be a music instructor that utilizes many tape recorders to explain to their pupils the developing portion of Beethoven&#39;s &quot;Eroica,&quot; which the students have struggled to comprehend (Rubin, 1985). The act of creating and organizing education in such a manner as to enhance thinking abilities, particularly creative thinking skills among students, is referred to as teaching creativity. This method is described as the process of teaching creativity. For instance, instructors who are teaching creativity to promote originality in thinking in a language class may ask students to rework an ending to a narrative they are familiar with or come up with a fresh conclusion for a story they like reading. A model of creative teaching is offered here, with its foundation in the definition of creative teaching presented above. It takes a systems approach to investigating creative and innovative pedagogy in the classroom. With the help of this holistic approach, educators and trainers will be able to guarantee that the model is successful in evaluating not just creative teaching but also the elements that have an effect on creative teaching. &nbsp; Creative teaching System (Palaniappan, 2004). A prerequisite for the development of creative learning. During the process of creative teaching, the instructor sparks the interest of the students in the subject matter being studied, and then guides the students to find creative solutions to the problem on their own. Alternatively, the instructor may present specific problems and ask the students to apply a variety of different resources in order to find the most satisfying creative solution. The practice of instructing in a creative and helpful manner that fosters student development in relation to the development of original thinking and action. The practice of creative teaching places equal emphasis on a teacher&#39;s instructional strategies, as well as the overall impact those strategies have on their pupils and the results they generate for the classroom as a whole. &nbsp; <strong>Methodology</strong> 3.1Research design This study was carried out as a quantitative study with participants chosen through convenient sampling procedure. This design was chosen because it allowed for the measurement of facts, such as teacher perceptions on creativity and barriers to creative teaching. This approach provided the researcher with several possibilities to collect data through questionnaires in a primary and secondary school. It used statistical approaches and presented the results in an objective manner. The survey approach includes identifying a demographic, choosing participant, designing survey questions, and collecting and evaluating data. Each of these stages will be discussed in depth in the next sections of this chapter. &nbsp; <strong>Setting</strong> This study was conducted in one of the Primary and Secondary schools of Burrel, a small town in the north of Albania. The reason I chose this schools is primary because I have been working there for most of my life and also wanted to put into light the difficulties that teacers face when it comes to developing and implementing creative teaching skills in classrooms in such small towns as Burrel where sometimes they might face judgment from the community for bringing something different to the table when it comes to education. &nbsp; <strong>Participants</strong> The survey was implemented at one of the Primary and Secondary school of Burrel. There were selected 14 teachers, each with a different level of expertise. Participants in the research were chosen at random from a pool of primary and secondary teachers. This study includes teachers with experience in teaching that starts from 6 years and goes up to 32 years of experience. Also the subject that they teach is chosen to be as diverse as possible including primary school teacher, Science, arts, English etc. This was done in purpose, first to secure a diverse in approaches and second to be able to study how the experience and the subject an educator teaches, does affect their answers. &nbsp; <strong>3.4. Research instruments</strong> A questionnaire was used to collect the data needed for the survey. Using a questionnaire was advantageous as it made it possible to have high accessibility in very short time. The current study relies on a questionnaire made of statements around creativity where the participants had to agree or not with the given statement or in some cases choose from the different options presented in the question. The questions are not created originally by me but rather a set of 16 questions is collected and compiled based on the feedback received previously on the different teacher forums I am part of, discussions with different colleagues on the matter and also based on the personal observations. &nbsp; <strong>Method of analysis</strong> The participants were given 30 minutes to complete all of the survey questions. The records set changed into imported for extra evaluation whilst the records accumulating changed into completed. Based on the research questions provided in the thesis&#39;s first chapter, the data was sorted and examined. Quantitative data analysis techniques were used to examine the questionnaires. The findings of the data analysis were then analyzed in details. &nbsp; <strong>3.6. Data collection and procedures</strong> After the headmaster approved that the survey could take place in the school, the questionnaire was shared with the chosen 14 individuals. Most of them know English but for those who faced difficulties the questionnaire was translated to Albanian but also assistance was given during the whole period of completing the questionnaire. &nbsp; <strong>Results</strong> &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; This section presents a detailed analysis of the teachers&rsquo; perceptions regarding creativity in education and also investigating the barriers to creative teaching.&nbsp; As it is seen below, the results show that there might be some misconceptions when it comes to defining creativity and who is responsible for nurturing it in students. Also, when it comes to the barriers, it seems that there exist guidelines from education authorities but the practical side is what is missing. &nbsp; <strong>4.1 Creativity perceptions</strong> This set of questions is formulated to investigate the perception that teachers have on creativity. They are introduced with a set of statements and had to choose if they agree or not with the given statement. Creativity is a gift to individuals that can be nurtured in certain settings. &nbsp; Results show that the majority of the participants do think that creativity is a gift and that can be nurtured in certain settings. What&rsquo;s interesting here is that the second largest group are not the ones who disagree but rather the ones who don&rsquo;t take a stance on the the given matter, they neither agree nor disagree. Those who agree make up 57.1% while those who neither agree nor disagree are 21.4% of the participants. Creativity is inborn and cannot be developed &nbsp; &nbsp; The second statement is to some extent the opposite of the first one as it implies that creativity is inborn and cannot be developed. It&rsquo;s good to see that 64.3% of the participants disagree with this as it means they are more willing to use methods to teach creativity in the classroom. Whatsoever, I see it a bit concerning that in this small group of participants there&rsquo;s a considerable amount of 14.3% that agree with the statement. Acquiring basic skills is more important than fostering creativity &nbsp; Deciding if acquiring basic skills is more important than fostering creativity led to having 57.1% of participants disagreeing with the statement Teachers should include the assessment of creativity when designing assessment tasks &nbsp; Developing students&rsquo; creativity is key responsibility of Arts teacher &nbsp; &nbsp; Developing students&rsquo; creativity is a key responsibility of Primary teachers &nbsp; &nbsp; Creativity refers only to music performance or creating artworks &nbsp; &nbsp; In your opinion, who should have (the responsibility/role) to facilitate creative experiences for students in schools? &nbsp; <strong>4.2 Dimensions of creativity in education</strong> This set of questions is formulated to explore the dimensions of creativity in education. They are introduced with a set of statements and had to choose if they agree or not with the given statement or choose between the most relevant option to them. &nbsp; Creativity can be enhanced by using technology &nbsp; How often do pupils have the opportunity to take part in creative activities in the classroom? &nbsp; <strong>4.3 Barriers to creative teaching</strong> This set of questions is formulated to Investigate the barriers that exist to creative teaching. They are introduced with a set of statements and had to choose if they agree or not with the given statement or choose between the different options that are relevant to them. My school environment encourages creative behavior in students &nbsp; My school environment encourages creative behavior in teachers. &nbsp; Students are not motivated to learn what is not being assessed &nbsp; Encouraging creativity is difficult because of the way marks are allocated in assessment &nbsp; To what extent can you include creativity in teaching? &nbsp; Which of the following types of support does your school provide for teachers to foster creativity and pupils to engage in creative processes? (choose all that apply) &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Conclusion Results show that the majority of the participants do think that creativity is a gift and that can be nurtured in certain settings. It&rsquo;s good to see that 64.3% of the participants disagree with this as it means they are more willing to use methods to teach creativity in the classroom. Deciding if acquiring basic skills is more important than fostering creativity led to having 57.1% of participants disagreeing with the statement. Developing students&rsquo; creativity is key responsibility of Arts teacher. Creativity refers only to music performance or creating artworks. Regarding the respondents&rsquo; opinion on who should have (the responsibility/role) to facilitate creative experiences for students in schools, they thought that both teachers and other staff members at school are responsible about this. Most of the teachers believed that creativity can be enhanced by using technology. Referring to the barriers that teachers encounter when they want to foster and develop creativity among students, they were not sure whether the school environment encourages creative behavior in teachers or not. The majority of the teachers agreed that encouraging creativity is difficult due to the way assessment is conducted at school. Most of the teachers think that they can include creativity to a large extent in teaching. The kind of resources that the schools use to foster creativity among students is by providing visits of different artists at school, by providing dedicated spaces in the school environment and by following the guidelines of the education authority. &nbsp; <strong>References</strong> Antariksa, Y. (2008). <em>Creative Thinking Skills. </em>Online Article Boos, R. (1971). <em>Creativity in education.</em> Journal of Thought, 6(4), 274-280. Bramwell, G. Reilly, R. Lilly, F. Kronish, N. &amp; Chennabathni, R. (2011). <em>Creative Teachers</em>, Roeper Review, 33:4, 228-238 Collard, P., &amp; Looney, J. (2014). <em>Nurturing Creativity in Education.</em> European Journal of Education, 49(3), 348-364 Craft, A. (2003). <em>The Limits to Creativity in Education: Dilemmas for the Educator.</em> British Journal of Educational Studies, 51(2), 113-127 Dahlin, J. (1986).&nbsp; The Characteristics of creative students. Perceptions of California School Principals. University of the Pacific, Dissertation. &nbsp;Esquivel, G. (1995). <em>Teacher Behaviors that Foster Creativity.</em> Educational Psychology Review, 7(2), 185-202. European Parliament (2008). <em>2009 to be designated European Year of Creativity and Innovation</em>. Press release. Gibson, H. (2005). <em>What creativity isn&#39;t: The Presumptions of Instrumental and Individual Justifications for Creativity in Education.</em> British Journal of Educational Studies, 53(2), 148-167 Heick, T. (2021) <em>20 Questions to Clarify Your Teaching for 2022.</em> Online Article Henderson, J. (2008). <em>Developing Students&rsquo; Creative Skills for the 21st Century Success</em>, Education Update, 60 (12) Kelsey, R. (2008) <em>Visual and Creative Thinking &ndash; what we learned from Peter Pan and Willy Wonka</em>. Moraisa, M., &amp; Azevedob, I. (2010). <em>What is a Creative Teacher and What is a Creative Pupil? Perceptions of Teachers. </em>International Conference on Education and Educational Psychology Porosoff, L. (2018). How our word choices can empower our students.&nbsp;<em>Phi Delta Kappan</em>,&nbsp;<em>100</em>(3), 51-54. Rinkevich, J. (2011). <em>Creative Teaching: Why it Matters and Where to Begin</em>. The Clearing House, 84(5), 219-223. &nbsp;Warner, S &amp; Myers, K. (2010). <em>The Creative Classroom: The Role of Space and Place towards Facilitating Creativity</em>. Technology Teacher. 69. Guilford, J. P. (1959). <em>Three Faces of Intellect. American Psychologist</em>, 14, 469-479. &nbsp;Khatena, J., &amp; Torrance, E. P. (1976a<em>). Khatena- Torrance Creative Perception Inventory</em>. Chicago, Stoelting. Khatena, J., &amp; Torrance, E. P. (1976b). <em>Manual for Khatena-Torrance Creative Perception Inventory,</em> Chicago, Stoelting.&nbsp; Palaniappan, A. K. (2004). <em>Excellence through creative teaching.</em> Paper presented at the International Conference on Managing Teacher Education for Excellence at Faculty of Education, Chulalongkorn University, Bangkok, Thailand.&nbsp; Rhodes, J. M. (1961). <em>An Analysis of Creativity</em>. Phi Delta Kappan, 42, 302 &ndash; 310. &nbsp; &nbsp; &nbsp; &nbsp;

This study examined how creative strategies such as artificial intelligence (AI) tools, collaborative writing, and digital storytelling activities impacted the enhancement of academic writing skills of English learners at the university level. The research sought to understand the writing problems that were most common, evaluate the implementation and effectiveness of the measures, and monitor the students' reception to the measures being implemented. A quantitative approach using surveys was used with a sample of 346 students from different fields of study. Structured questionnaires which had been tested in a pilot study (Cronbach’s Alpha = 0.792) were used to gather data and were then processed in SPSS (Version 28). Descriptive statistics and cross tabulation were used to analyse the data and find the patterns pertaining to difficulties in writing, use of tools, and outcomes. The most critical findings were the remaining issues: grammar was a problem for 62.5%, coherence for 55.2%, and vocabulary for 49.4% of the students. In spite of this, self-reported use of innovative strategies was still high such as: AI tools usage (69.7%) and peer collaboration (65.4%) as well as engaging interactive methods (82.6%). Additionally, there was strong support for institutional adoption, with 87% of participants in favour; however, there was less support for advanced digital storytelling techniques (39.3% engagement). The ethical considerations such as anonymity and voluntary participation were followed. Testing in the pilot phase reduced bias and no personal information was stored. This study addresses the gap in the integration of technology and collaborative teaching processes in the teaching of academic writing. It provides empirical data on the effectiveness of modern approaches while also revealing gaps in adoption across levels of proficiency and disciplines. The results make it possible for curriculum developers and decision makers to take tangible steps toward solving the discrepancies between offer and demand in the context of use. References Abahussain, M. O. (2020). Investigating EFL learners’ perceptions of collaborative writing. International Journal of English Linguistics, 10(3), 32–47. Alawaji, N. N. M. (2020). Students' perceptions of collaborative summary writing. Theory and Practice in Language Studies, 10(6), 700–707. Belyaeva, E. G. (2022). Methodological model of teaching academic writing to undergraduate students. Focus on Language Education and Research, 3(1), 36–51. Butt, S. (2023). Employees’ perception regarding in-house training programs in Pakistani organizations. Journal of Workplace Behavior, 4(1), 35–50. Butt, S., &amp; Yazdani, N. (2023). Implementation of quality management practices and firm’s innovation performance: Mediation of knowledge creation processes and moderating role of digital transformation. 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Ken Hyland's essential bookshelf: Academic writing. Language Teaching, 57(3), 399–407. https://doi.org/10.1017/S0261444824000109 Hyland, K., &amp; Hyland, F. (2019). Feedback in second language writing: Contexts and issues (2nd ed.). Cambridge University Press. Kang, E. Y., &amp; Han, Z. (2021). Written corrective feedback. In The Routledge handbook of second language acquisition and writing (pp. [page range]). Routledge. Karim, K., &amp; Nassaji, H. (2020). The effects of written corrective feedback. Instructed Second Language Acquisition, 3(1), 28–52. Kessler, G. (2020). Professionalizing your use of technology in English language teaching. In Professionalizing your English language teaching (pp. 163–173). Springer. Kessler, M. (2023). Written corrective feedback in an online community: A typology of English language learners’ requests and interlocutors’ responses. Computers and Composition, 67, 102752. https://doi.org/10.1016/j.compcom.2023.102752 Kim, N. J., &amp; Kim, M. K. (2022). Teacher’s perceptions of using an artificial intelligence-based educational tool for scientific writing. Frontiers in Education, 7, 755914. https://doi.org/10.3389/feduc.2022.755914 Li, J. (2017). Automated writing evaluation: A pedagogical tool. TESOL Quarterly, 51(2), 427–432. Li, M. (2021). Researching and teaching second language writing in the digital age. Palgrave Macmillan. Li, M., &amp; Zhang, M. (2023). Collaborative writing in L2 classrooms: A research agenda. Language Teaching, 56(1), 94–112. https://doi.org/10.1017/S0261444821000318 Mihaylova, M., Gorin, S., Reber, T. P., &amp; Rothen, N. (2022). A meta-analysis on mobile-assisted language learning applications: Benefits and risks. Psychologica Belgica, 62(1), 252–267. Mulyono, H., &amp; Saskia, R. (2021). Affective variables contributing to Indonesian EFL students’ willingness to communicate within face-to-face and digital environments. 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One of the most important areas of mathematics education that must be developed from a young age is geometry. Various studies state that arithmetic, geometry, and measurement are three mathematical disciplines that must be prioritized in early childhood education. This research aims to determine the effect of the Somatic, Auditory, Visual, and Intellectual (SAVI) learning model on the geometric abilities of children aged 5-6 years. This research uses a pre-experimental experimental method with a one-group pretest-posttest design. The sample in this study was 18 children aged 5-6 years old Harapan Bunda Kindergarten Pancung Sol Pesisir Selatan. Data collection was obtained from observation and documentation, then the data was analyzed using paired sample tests. The results obtained in this research are that the SAVI model can improve the geometric abilities of children aged 5-6 years. This is known from the results of the paired sample t-test, which obtained a significance value of 0.000 &lt; 0.05, which means Ho is rejected and Ha is accepted so that children's initial mathematical abilities, geometry, increase through the SAVI learning model. Children may become actively involved in their education with the help of the SAVI learning model, particularly when it comes to teaching them geometric forms. Because the teacher may utilize real items to aid in learning, children can recognize and retain the geometric forms around them as they grow older. Keywords: SAVI learning model, geometry ability, early childhood References: Alfiani, D. A. (2016). Penerapan Model Pembelajaran SAVI (Somatis, Auditori, Visual, Intelektual) Terhadap Hasil Belajar Aanak Usia Dini. Jurnal Pendidikan Anak, 2(1), 1-15. https://www.syekhnurjati.ac.id/jurnal/index.php/awlady/article/view/763 Amineh, R. J., &amp; Asl, H. D. (2015). Review Of Constructivism And Social Constructivism. Journal of Social Sciences, Literature and Languages, 1(1), 9-16. Andrianti, R. Y., Irawati, R., &amp; Sudin, A. (2016). Pengaruh Pendekatan SAVI (Somatic, Auditory, Visual, Intellectual) Dalam Meningkatkan Kemampuan Komunikasi Matematis Dan Motivasi Belajar Siswa Sekolah Dasar Pada Materi Pengolahan Data. Jurnal Pena Ilmiah, 1(1), 471-480. https://ejournal.upi.edu/index.php/penailmiah/article/view/2976 Birel, G. K., Deniz, D., &amp; Onel, F. (2020). Analysis of primary school teachers’knowledge of geometry. International Electronic Journal of ElementaryEducation, 12(4), 303-309. Dewi, D. M. T., Masitoh, S., &amp; Bachri, B. S. (2019). Improve Language And Cognitive Ability Through SAVI Learning Model With Lego Media For Preschool Child In Group A. Advances in Social Science, Education and Humanities Research, 212, 715-719. http://doi.org/10.2991/icei-18.2018.162 Elia, I., &amp; Heuvel-panhuizen, M. V. D., &amp; Gagatsis, A. (2018). Geometry Learning in the Early Years : Developing Understanding of Shapes and Space with a Focus on Visualization. 73–95. http://doi.org/10.1007/978-981-10-7153-9_5 Gejard, G., &amp; Melander, H. (2018). Mathematizing in preschool: Children’sparticipation in geometrical discourse. European Early ChildhoodEducation Research Journal, 26(4), 495-511. Gilmore, J. H., Knickmeyer, R. C., &amp; Gao, W. (2018). Imaging Structural And Functional Brain Development In Early Childhood. Nature Review: Neuroscience. 19, 123-137. Gohel, K. (2020). A Study of effectiveness of auditory learning style instructional strategy on science achievement with reference to study habit. Purakala (UGC Care Journal), 31(4), 412-420. Hardy, J. K., &amp; Hemmeter, M. L. (2019). Systematic Instruction of Early Math Skill For Preschoolers At Risk For Math Delays. Topics in Early Childhood Special EducationI, 38(4), 234-247. https://doi.org/10.1177/0271121418792300 Hariawan, R., Nurul, U., Muhammad, H. A. Y., &amp; Imron, A. (2019). Contributions Management of Parenting and Education Program to Strengthen The Service Three Early Childhood Education Center. International Education Studies. 12 (2). http://doi.org/10.5539/ies.v12n2p100 Hosain,M., &amp; Wiest,L.R. (2013). Collaborative Middle School Geometry Through Blogs And Otherweb 2.0 Technologies. Journal of Computers in Mathematics and Science Teaching, 32(3), 337–352. https://eric.ed.gov/?id=EJ1006190 Hwang, W. Y., Hoang, A., &amp; Tu, Y. (2019). Exploring Authentic Contexts With Ubiquitous Geometry To Facilitate Elementary School Students’ Geometry Learning. The Asia-Pacific Education Researcher, 29, 269-283. https://doi.org/10.1007/s40299-019-00476-y Hwang, W. Y., Liu, Y. F., Purba, S. W. D., &amp; Zhang, Y. Y. (2018). Investigation On The Effects Of Measuring Authentic Contexts On Geometry Learning. IEEE Transactions on Learning Technologies, 12, 291-302. Ivrendi, A., Erol, A., &amp; Atan, A. (2018). Developing a test for geometry andspatial perceptions of 5-6 year old. Kastamonu Education Journal, 26(6). Kencanawati, S. A. M. M., Sariyasa, S., &amp; Hartawan, I. G. N. Y. (2020). Pengaruh penerapan model pembelajaran SAVI (Somatic, Auditory, Visual, Intellectual) terhadap kemampuan berpikir kreatif matematis. Pythagoras: Jurnal Pendidikan Matematika, 15(1), 13–23. https://doi.org/10.21831/pg.v15i1.33006 Lee, J. E. (2017). Preschool Teachers’ Pedagogical Content Knowledge In Mathematics. International Journal of Early Childhood. 49, 229-243. Meier, D. (2000). The Accelerated Learning Handbook A Creative Guide To Designing And Delivering Faster, More Effective Training Programs. United Kingdom: McGraw-Hill. Murti, E. D., Nasir, N., &amp; Negara, H. S. (2019). Analisis Kemampuan Pemecahan Masalah Matematis : Dampak Model Pembelajaran SAVI ditinjau dari Kemandirian Belajar Matematis. Desimal: Jurnal Matematika, 2(2), 119–129.https://doi.org/10.24042/djm.v2i2.4072. National Research Council. (2009). Mathematics Learning In Early Childhood: Paths Toward Excellence And Equity.Washington, DC : National Academies Press. Ozcakir, B., Konca, A. S., &amp; Arikan, N. (2019). Children’s Geometric Understanding Through Digital Activities: The Case Of Basic Geometric Shapes. International Journal of Progressive Education, 15(3), 108-122. Parks, A. N. (2015). Exploring Mathematics Through Play In The Early Childhood Classroom. Teachers College Press. Partini, K. E., Wirya, I. N., &amp; Ujianti, P. R. (2017). Pengaruh Metode Proyek Terhadap Kemampuan Mengenal Bentuk Geometri Pada Kelompok B Gugus I Singaraja Semester I. e-Journal Pendidikan Anak Usia Dini: Universitas Pendidikan Ganesha, 5(2), 210-219. https://ejournal.undiksha.ac.id/index.php/JJPAUD/article/view/12606/12967 Pauli, C., &amp; Reusser, K. (2015). Co-constructivism in educational theory andpractice. International Encyclopedia of the Social and Behavioral Sciences.(Second Edition). 913-917 Raiyn, J. (2016). The Role of Visual Learning in Improving Students’ High-Order Thinking Skills. Journal of Education and Practice, 7(24), 115-121. http://iiste.org/Journals/index.php/JEP/article/view/32607/33498. Reeve, R. A. (2019). Mathematical Learning And Its Difficulties In Australia. International Handbook of Mathematical Learning Difficulties, 253–264. http://doi.org/10.1007/978-3-319-97148-3 _16 Rohman, N., Rustono., &amp; Rifa’i, A. (2016). Cooperative Learning Model To Increasing Mathematical Concept For Early Childhood. Indonesian Journal of Early Childhood Education Studies, 5(1), 54-58. https://doi.org/10.15294/ijeces.v5i1.11277 Sahara, R., Mardiyana., &amp; Saputro, D. R. S. (2018). Discovery Learning With SAVI Approach In Geometry Learning. Journal of Physics: Conference Series, 1013, 1-5. https://iopscience.iop.org/article/10.1088/1742-6596/1013/1/012125 Sarnoko., Ruminiarti., &amp; Setyosari, P. (2016). Penerapan Pendekatan SAVI Berbantuan Video Pembelajaran Untuk Meningkatkan Aktivitas Dan Hasil Belajar IPS Siswa Kelas IV SDN I Sanan Girimarto Wonogiri. Jurnal Pendidikan, 1(7), 1235-1241. http://journal.um.ac.id/index.php/jptpp/article/view/6524 Selmi, A. M., Gallagher, R. J., &amp; More-Flores, E. R. (2014). Early Childhood Curriculum For All Learners: Integrating Play And Literacy Activities. SAGE Publications. Septia, P., Pandra, V., &amp; Mandasari, N. (2023). Penerapan Model Pembelajaran SAVI Dalam Pembelajaran Bangun Ruang Untuk Mengukur Hasil Belajar Matematika, Journal of Elemantary School (JOES), 6(2), 468-476. https://doi.org/10.31539/joes.v6i2.6661 Shoimin, A. (2014). 68 Model Pembelajaran Inovatif Dalam Kurikulum 2013. Yogyakarta: Ar-ruzz Media. Sulaksana, Y. T., Margunayasa, I. G., &amp; Wibawa, I. M. C. (2018). Pengaruh ModelPembelajaran SAVI (Somatic Auditory Visualization Intellectualy) Berbantuan LKS terhadap Hasil Belajar IPA. Jurnal Pedaagogi Dan Pembelajaran, 1(3).http://dx.doi.org/10.23887/jisd.v3i3.18895. Thersia, V., Arifuddin, M., &amp; Misbah. (2019). Meningkatkan kemampuanpemecahan masalah melalui pendekatan somatis auditori visual intelektual(SAVI) dengan model pengajaran langsung. Berkala Ilmiah PendidikanFisika, 7(1), 19-27. Tutak, F. A., &amp; Adams, T. L. (2015). A study of geometry content knowledge ofelementary preservice teachers. International Electronic Journal ofElementary Education, 7(3), 301-318. Utami, W. S., &amp; Sri, I. H. (2023). Pengembangan Model Stimulasi Geometri Berbasis Pendekatan SAVI (Somatic, Auditory, Visual, Intellectual) untuk Anak Usia Dini. Jurnal PG-PAUD Trunojoyo: Jurnal Pendidikan dan Pembelajaran Anak Usia Dini, 10(1), 25-36. https://doi.org/10.21107/pgpaudtrunojoyo.v10i1.18879 Wijaya, I. K. P., Bayu, G. W., &amp; Sumantri, M. (2021). 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Loving the environment is a character that must be instilled in children from an early age. This study aims to describe how efforts to instil love for the environment in preschool. This research uses a collaboration action research method with the intervention of providing information and motivation about the importance of environmental education for ECE educators. The participants were the ECE community represented by eleven ECE teachers in the Tangerang, Sawangan Bogor, Medan, and Batam areas. Data collection was carried out by focus group discussions and interviews as well as the delivery of information related to learning and environmental literacy for children through online meetings. Content analysis was used to interpret the data in this study. The findings of this study indicate that the provision of information and motivation to eleven ECE teachers can make the eleven teachers form the spirit and knowledge of teachers to develop learning and teaching environmental literacy in early childhood classes. The teachers are also trying to green the school environment by planting trees and making various learning activities with the children to get to know and love the environment better.&#x0D; Keywords: ECE educators training, environmental literacy, environmental education&#x0D; References:&#x0D; Bryman, A. (2021). Social Research Methods. Oxford University Press. https://books.google.co.id/books?id=kDZwzgEACAAJ&#x0D; Burdette, H. L., &amp; Whitaker, R. C. (2005). Resurrecting Free Play in Young Children: Looking Beyond Fitness and Fatness to Attention, Affiliation, and Affect. Archives of Pediatrics &amp; Adolescent Medicine, 159(1), 46–50. https://doi.org/10.1001/archpedi.159.1.46&#x0D; Chu, H., Lee, E. 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