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Статті в журналах з теми "Holistic Learning Approaches"

Автор: Grafiati

Опубліковано: 7 червня 2025

Оновлено: 2 серпня 2025

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1

Rasulbek, Ergashev. "INTERSECTING LEARNING THEORIES AND TEACHING APPROACHES IN UZBEKISTAN'S LANGUAGE CLASSROOMS: A HOLISTIC EXPLORATION." American Journal Of Social Sciences And Humanity Research 4, no. 1 (2024): 94–109. http://dx.doi.org/10.37547/ajsshr/volume04issue01-16.

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Анотація:

This article provides a comprehensive examination of the intricate relationship between learning theories and teaching approaches, emphasizing its global significance and specific implications for Uzbekistan's foreign language classrooms. Combining insights from two detailed sources and a survey conducted in three languages, the exploration encompasses theoretical foundations, contextual factors, and practical findings.The final segment integrates findings from an anonymous survey conducted in three languages, revealing student perceptions and experiences in Uzbekistan's language classrooms. K

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2

Shraddha Sharma and Ratnesh Kumar Shukla. "Holistic approaches to Neurological Disorders." Journal of Ayurveda and Integrated Medical Sciences 10, no. 1 (2025): 139–44. https://doi.org/10.21760/jaims.10.1.18.

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The nervous system, as the primary controlling, regulatory, and communication network of the body, orchestrates critical functions, including thought, learning, memory, and movement. In Ayurveda, the nervous system's activities are governed by Vata Dosha, which is responsible for all bodily movements and central nervous system functions. Disorders arising from the vitiation of Vata are termed Vatavyadhi and encompass over 80 specific conditions (Nanatmaj Vyadhi). While Vata in its balanced state supports health, its deranged state can lead to debilitating conditions. Charaka classifies the eti

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3

Ajitha, M., S. Anne Josephine Mary, and M. Vakkil. "The Future of Education: Holistic Approaches in NEP 2020." Shanlax International Journal of Arts, Science and Humanities 12, S2-Jan (2025): 114–20. https://doi.org/10.34293/sijash.v12is2-jan.8894.

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India’s education system aims for reform through the National Education Policy which seeks to resolve multiple enduring educational matters through curriculum transformation and technological integration and teacher advancement while restructuring policy frameworks. The NEP has proposed a structural modification in the courses which include a pupil centered way of teaching by integrating change, demonstrating creativity, advancement, problem solving and critical analysis of the topic and allowing a hands-on approach and policy changes tend towards a cross disciplinary fusion. The document unde

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4

Brindha, S. Former Assistant Professor Department of Business Administration, and R. D. Assistant Professor Department of Computer Science Sivakumar. "HOLISTIC APPROACHES TO ASSESSMENT: BRIDGING GAPS IN TEACHING AND LEARNING." Indian Journal of Research and Development Systems in Technologization 1, no. 3 (2024): 1–8. https://doi.org/10.5281/zenodo.11196293.

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<em>Assessment techniques are the keys that can turn a good teacher into a great teacher. By doing the right thing, they can produce high quality output in teaching and learning. On the contrary, the traditional ways of assessing students tend to miss the all-around growth of students, because they mostly concentrate on the cognitive abilities and knowledge retention. This paper is in favour of the implementation of the holistic methods of evaluation which would include a wider variety of skills, attitudes, and competencies. The paper gives examples of different educational theories and practi

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5

Taglialatela, Antonio. "Implementing Holistic and Humanistic Approaches in a Remote Flipped English Translation Module." International Journal of Linguistics 15, no. 3 (2023): 61. http://dx.doi.org/10.5296/ijl.v15i3.20949.

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A holistic approach encourages meaningful learning, creativity, risk-taking, and mutual empathy within a learning environment and challenges the traditional pedagogical approaches based on mono-referential methods. Rethinking these approaches entails placing learners at the core of the teaching process, including their inner personal spheres. Grounded in a case study of an Italian university setting, this study underlines the contribution to learner centrality of holistic and humanistic approaches to flipped learning and suggests how to implement such an approach in a remote English translatio

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6

Tantra, Lingga Weinaedy Ngoei, Loma Sahertian Novita, and Ming David. "Learning Strategies to Develop Interaction Capabilities Between Lecturers And Students In The Era of The Covid-19 Pandemic." International Journal of Social Science and Human Research 05, no. 06 (2022): 2137–42. https://doi.org/10.5281/zenodo.6637146.

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The teaching and learning process, which should take place in a classroom or school setting, must be replaced by learning at home in the period of the covid 19 epidemic. The following issues were addressed in this paper: What does it mean to learn "holistically" online? What are the various sorts of educational policy models? When students learn online, how does the reduced interaction between lecturers and students affect them? In the era of the Covid-19 pandemic, how about 'holistic' online learning: studying techniques to strengthen interaction abilities among lecturers an

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7

Backman, Malin, Hannah Pitt, Terry Marsden, Abid Mehmood, and Erik Mathijs. "Experiential approaches to sustainability education: towards learning landscapes." International Journal of Sustainability in Higher Education 20, no. 1 (2019): 139–56. http://dx.doi.org/10.1108/ijshe-06-2018-0109.

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Purpose This paper aims to critically reflect the current specialist discourse on experiential approaches to higher education for sustainable development (HESD). Limitations to the current discourse are identified, and as a result, an alternative approach to the study of experiential education (EE) within HESD is suggested. Design/methodology/approach Three research questions are addressed by analysing the literature on EE and experiential learning (EL) within HESD in specialist academic journals. Findings There is a consensus among authors regarding the appropriateness of experiential approac

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8

Wijaya, Oeij Stevanus, Amaliah Amaliah, M. Rikza Chamami, Fadilla Syahriani, and Asep Rosadi. "The Role of Teachers as Facilitator of Holistic Education: Current Approaches to Teaching." Global International Journal of Innovative Research 1, no. 2 (2023): 132–38. http://dx.doi.org/10.59613/global.v1i2.15.

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This journal article delves into the essential role of teachers as facilitators of holistic education and explores contemporary approaches to teaching that foster the development of well-rounded individuals. Holistic education aims to nurture not only cognitive abilities but also emotional, social, and moral dimensions, equipping students with the skills and values necessary for success in an ever-changing world. Through an extensive review of current educational practices and pedagogical strategies, this research examines how teachers act as key enablers of holistic education. It analyz

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9

HAMMER, JUDITH, and JANET SWAFFAR. "Assessing Strategic Cultural Competency: Holistic Approaches to Student Learning Through Media." Modern Language Journal 96, no. 2 (2012): 209–33. http://dx.doi.org/10.1111/j.1540-4781.2012.01335.x.

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10

Glaser, Noah, and Stephanie Moore. "Redefining Immersive Technology Research: Beyond Media Comparisons to Holistic Learning Approaches." Digital Psychology 4, no. 1S (2023): 4–8. http://dx.doi.org/10.24989/dp.v4i1s.2272.

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Highlights:   Highlight 1: Media comparison studies on AR and VR raise questions about research relevance and methodology, tracing back to historical and philosophical debates.  Highlight 2: The rise of immersive technologies like AR and VR complicates the evaluation of their educational efficacy, challenging traditional media comparison paradigms.  Highlight 3: A shift from technocentric research to understanding AR and VR's unique learning affordances is essential, emphasizing collaboration for transformative educational experiences.

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11

Osman, Zulkifli. "BELAJAR BAHASA SECARA HOLISTIK: APAKAH PANDANGAN MURID ?" Jurnal Pendidikan Bahasa dan Sastra 13, no. 2 (2013): 102. http://dx.doi.org/10.17509/bs_jpbsp.v13i2.284.

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AbstrakBelajar Bahasa secara Holistik : Apakah pandangan Murid?. Pelbagai pendekatan pengajaran bahasa seperti pendekatan struktural, kod-kognitif, dan komunikatif dilaksanakan di bilik darjah. Pendekatan-pendekatan tersebut mempunyai kekuatan dan kelemahan yang tersendiri. Pendekatan kod-kognitif mementingkan kemampuan murid menguasai rumus bahasa. Pendekatan komunikatif pula mementingkan proses komunikasi semata-mata. Tujuan kajian ini adalah untuk memperkenalkan pelaksanaan pendekatan holistik dalam pengajaran Bahasa Melayu bagi memastikan murid dapat belajar bahasa secara menyeluruh atau h

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12

Arsinta, Aulia, Abdur Rahman, and Taufiqur Rahman. "Pembelajaran Holistik, Konstektual dan Futuristik." TSAQOFAH 5, no. 1 (2024): 378–97. https://doi.org/10.58578/tsaqofah.v5i1.4479.

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This article discusses the importance of integrating three approaches in education: holistic, contextual, and futuristic, to prepare students for the future. Holistic learning focuses on overall individual development (intellectual, emotional, social, physical and spiritual). Contextual learning connects lesson material with students' real lives. Futuristic learning develops 21st century skills such as critical thinking and digital literacy. Although beneficial, the integration of these three approaches faces challenges such as limited resources, teacher preparedness, student participation, ap

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13

Zhou, Longjun. "Holistic Module Learning: A Revolution in Classroom Teaching." Science Insights Education Frontiers 11, no. 1 (2022): 1471–74. http://dx.doi.org/10.15354/sief.v11i1.687.

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Since Comenius invented the classroom teaching mode centuries ago, classroom learning has experienced a succession of dramatic modifications. China’s educational progress is influenced more by traditional classroom teaching methods. Modern teaching methods place a greater emphasis on the role of students, as well as their experiences and lives. The ultimate goal of holistic module learning is to develop students’ abilities to inquire and learn on their own, which necessitates a significant shift in teaching approaches. Teachers’ primary role is to use available resources, establish optimum lea

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14

Zhou, Longjun. "Holistic Module Learning: A Revolution in Classroom Teaching." Science Insights Education Frontiers 11, no. 1 (2022): 1471–74. http://dx.doi.org/10.15354/sief.22.co002.

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Анотація:

Since Comenius invented the classroom teaching mode centuries ago, classroom learning has experienced a succession of dramatic modifications. China’s educational progress is influenced more by traditional classroom teaching methods. Modern teaching methods place a greater emphasis on the role of students, as well as their experiences and lives. The ultimate goal of holistic module learning is to develop students’ abilities to inquire and learn on their own, which necessitates a significant shift in teaching approaches. Teachers’ primary role is to use available resources, establish optimum lea

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15

Taufiqurrahman, Taufiqurrahman, Erna Widyaningsih, and Rachma Rusdiana Dewi. "Pembelajaran Holistik, Kontekstual dan Futuristik." TSAQOFAH 5, no. 3 (2025): 2021–40. https://doi.org/10.58578/tsaqofah.v5i3.5621.

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Holistic, contextual, and futuristic learning is an educational concept that emphasizes the integration of intellectual, emotional, social, and technological aspects in the learning process. The holistic approach aims to develop students' potential comprehensively, while contextual learning ensures that the material studied is relevant to everyday life. Meanwhile, futuristic learning focuses on innovation and technological advancements to prepare students for future challenges. This article examines the application of these three approaches in modern education systems and the challenges faced

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16

Jayasena, Bimsara Dinura, Rashmi Tharindya Dahanayaka, Jenny Krishara, Nithya Ravishini Abeysinghe, Janith Buddhika, and Mihiri Samaraweera. "Holistic Approaches to Monitoring Dementia Progression Beyond Cognitive Measures." International Journal of Research and Innovation in Social Science VIII, no. XI (2024): 1414–22. https://doi.org/10.47772/ijriss.2024.8110114.

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This research aims to advance the diagnosis and management of vascular dementia by integrating machine learning and natural language processing into traditional diagnostic frameworks. The enhanced system targets the early detection of vascular dementia, a condition often overlooked by current neuropsychological tests. Unlike conventional methods, this proposed system provides continuous monitoring and real-time data analysis, enabling dynamic disease management. This approach not only increases diagnostic accuracy but also allows for timely interventions that could significantly alter disease

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17

Mihai, Elena Claudia, and Iulia Adelina Ghiță. "Modern approaches in toddlers' education." Journal of Educational Sciences & Psychology 13 (75), no. 2 (2023): 50–63. http://dx.doi.org/10.51865/jesp.2023.2.05.

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Parenting involves a multitude of responsibilities, one of the most critical being the education of children. A holistic approach to child education encompasses home-based learning, experiential learning, digital resources, the transmission of values and beliefs, and formal education. All these sources can facilitate collaboration between educators and parents in delivering sustainable education for their children. This article aims to investigate the use of alternative or traditional educational methods, using rewards and punishments or no consequences, by a sample of toddlers’ parents. Their

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18

Hosseini, Seyed Mohammad Hassan. "Cognitive Socio-political Language Learning Theory, Multiple Input-output Hypothesis and Competitive Team-based Learning." Theory and Practice in Language Studies 9, no. 4 (2019): 411. http://dx.doi.org/10.17507/tpls.0904.08.

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The practical results of innovative methods/approaches to teaching like Cooperative Learning (CL), which have been formulated based on constructivists' theories, are falling short of expectation in the present world circumstances. This is because they cannot reflect the realities of the real world and as a consequence have contributed to uncivilised and even maimed societies. As their ancestors, thereby, these so-called innovative interactive methods and approaches are doomed to failure. This article, as such, gives a brief but to the point introduction to the author's seminal holistic approac

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19

Surikova, Svetlana, and Anna Sidorova. "Implementing a Holistic Approach to Education: Lessons Learnt From Latvian “Heart” Teachers’ Narratives." Journal of Education Culture and Society 15, no. 1 (2024): 121–39. http://dx.doi.org/10.15503/jecs2024.1.121.139.

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Aim. Recent studies have stressed that education transformation can be efficiently achieved by introducing a holistic approach, embedding a culture of teaching and learning for wholeness that espouses the holism of human beings and the world. A qualitative multiple study was performed to analyse Latvian “heart” teachers’ narratives about themselves and their significant life experiences to identify their dominant approaches to life and work at school to answer the following research questions: What do the narratives of the seven Latvian “heart” teachers reveal about themselves and their approa

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20

Tsompanaki, Eleni, and Konstantinos os Mag. "Teaching Approaches for Preschool Teachers Through Community Dance During Pandemic. An Art-Based Research." Review of European Studies 14, no. 3 (2022): 88. http://dx.doi.org/10.5539/res.v14n3p88.

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This study is part of a postdoctoral research on creative teaching approaches using movement/dance didactic to potential preschool teachers, through distance learning. The aim was to associate the multiplicity of distance education with holistic learning of an experiential nature, during the pandemic and in a state of confinement. Methodologically, it was an Art Based Research (ABR), which utilized alternative forms of expression. The sample consisted of 88 students of a pedagogical department of preschool education, in Greece. The results showed that this research contributed positively to th

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21

Arti Chopra and Dr. Padmakali Banerjee. "Approaches Towards Holistic and Multi-Disciplinary Education for Diverse Career Opportunities." international journal of engineering technology and management sciences 7, no. 5 (2023): 293–304. http://dx.doi.org/10.46647/ijetms.2023.v07i05.034.

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NEP 2020 outlines the ‘holistic’ and ‘multidisciplinary’ aspect of Education as a foundational principle for guiding a robust and vibrant school education ecosystem in India. The employment landscape requires individuals with skill sets embedded in multiple disciplines and a sound understanding of knowledge creation and its application for the benefit of self, society and the world. The aim of education is no longer limited to cognitive development, but also building character and creating holistic and well-rounded individuals equipped with the key 21st century skills. Schools and stakeholders

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22

Prabhakar, Sunil Kumar, and Seong-Whan Lee. "Holistic Approaches to Music Genre Classification using Efficient Transfer and Deep Learning Techniques." Expert Systems with Applications 211 (January 2023): 118636. http://dx.doi.org/10.1016/j.eswa.2022.118636.

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23

Borch, Katrine Bergkvist, and Connie Svabo. "Science Learning Environments in Higher Education: Researching Classroom, Laboratory, and Field Settings." Education Sciences 15, no. 2 (2025): 213. https://doi.org/10.3390/educsci15020213.

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This study investigates how science learning environments in higher education have been researched and proposes methodological approaches for future studies. Through a state-of-the-art review, this study identifies a predominant reliance on inventory-based methods which provide valuable insights but often overlook the interplay between psychosocial and physical dimensions and the dynamic nature of learning environments. Science education extends beyond classrooms to laboratory and field settings, yet these are under-researched. This article argues for integrated, pragmatic, and holistic approa

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24

Jaafar, Reem, and Joni Schwartz. "Applying Holistic Adult Learning Theory to the Study of Calculus." Journal of University Teaching and Learning Practice 15, no. 3 (2018): 85–98. http://dx.doi.org/10.53761/1.15.3.6.

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This exploratory, comparative case study of an urban community college calculus classroom examines adult learning from Yang’s Holistic Learning Theory and provides concrete pedagogical suggestions for how adult learning practitioners can engage adult learners in transformative learning. Data collection was from a selective sampling of student reflective survey writing throughout the span of one calculus course. Data content analysis was both manual and with the aid of NVivo qualitative software by two separate coders. Findings indicate that students exhibit strong explicit and in some instance

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25

Tiwow, Gilly Marlya, I. Kadek Satria Arsana, and Herman Philips Dolonseda. "Designing a Transglobal Leadership Model to Optimize Holistic Learning Within The Independent Learning Framework." Tadbir : Jurnal Studi Manajemen Pendidikan 9, no. 1 (2025): 257–78. https://doi.org/10.29240/jsmp.v9i1.13568.

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The holistic learning strategy within the Merdeka Curriculum has not yet been fully effective, primarily due to the limited role of school leadership in fostering a collaborative and reflective learning ecosystem. Responding to this gap, this study proposes a Transglobal Leadership Model designed to support holistic learning aligned with the principles of Merdeka Belajar. The model integrates six core leadership intelligences (cognitive, emotional, moral, business, cultural, and global) positioning school principals as adaptive agents capable of navigating educational challenges in the VUCA (V

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26

Papageorgiou, Vasiliki, Edgar Meyer, and Iro Ntonia. "Designing Holistic and Multivoiced Online Learning: Higher Education Actors’ Pedagogical Decisions and Perspectives." Education Sciences 14, no. 5 (2024): 504. http://dx.doi.org/10.3390/educsci14050504.

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Higher education has witnessed continuous growth in online learning, further catalysed by the COVID-19 pandemic. Moving forward, it is important to transition from remote teaching to sustainable, high-quality and mature online learning practices for impactful student learning. This paper presents the findings of a qualitative multiple case study research that investigated the pedagogical decisions and rationales of educators and digital learning professionals in deliberately designed online learning contexts. Data were collected through 31 interviews, observations and documents from seven inte

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27

Mappasanda, Rante, Hisban Thaha, and Muhammad Guntur. "Holistic Approaches to Religious Education Management in Madrasah Aliyah Negeri." International Journal of Asian Education 6, no. 1 (2025): 87–99. https://doi.org/10.46966/ijae.v6i1.465.

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Religious education plays a fundamental role in shaping students’ moral and spiritual values, especially in Madrasah Aliyah Negeri, which integrates both general and religious education. This study explores holistic approaches to religious education management, focusing on strategic planning, implementation, evaluation, and community participation. A qualitative research approach using a case study method was employed, involving interviews, observations, and document analysis to assess the effectiveness of religious education management. The findings indicate that effective religious education

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28

Mahmud, Siti Nur Diyana. "Engaging head, heart and hands: Holistic learning approach for education for sustainable development." International Journal of Learning and Teaching 9, no. 2 (2017): 298–304. http://dx.doi.org/10.18844/ijlt.v9i2.2039.

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Abstract  Sustainable development requires simultaneous and balanced progress in four dimensions i.e; social, economic, ecological and political, those are totally interdependent. Sustainability issues often regarded as complex and difficult to be understood through single discipline. Therefore education for sustainability learning requires integration of various teaching and learning approaches. With this concern in mind, the purpose of this paper is to discuss the holistic learning approach which engaging the head, heart and hands, for Education for Sustainable Development in one

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29

Zulfizar, Shofiddinova. "Modern Theoretical Approaches to Enhancing University Students' Creative Skills." «Maktabgacha va maktab ta'limi» jurnali 3, no. 2 (2025): 9–13. https://doi.org/10.5281/zenodo.14995454.

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The development of creative abilities among university students is a crucial aspect of modern education.This paper explores contemporary theories and approaches that enhance students’ creativity, emphasizing pedagogicaltechniques, psychological aspects, and innovative teaching methods. The study examines the integration of digital technologies,interdisciplinary learning, and active learning strategies in higher education. The findings indicate that fosteringcreativity requires a holistic approach encompassing cognitive, emotional, and motivational components. The paper concludeswith reco

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Bilousova, L. I., L. E. Gryzun, and S. H. Lytvynova. "Practice of applying functional approach to the design of digital learning aids." Journal of Physics: Conference Series 2288, no. 1 (2022): 012008. http://dx.doi.org/10.1088/1742-6596/2288/1/012008.

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Abstract In accordance with its aim, the paper highlights practical aspects and experience of the functional approach applying to the development of contemporary digital learning aids in the progress of project-driven activity of the pre-service IT specialists at their holistic vocational training. Theoretical framework of the work is made by holistic educational paradigm and functional approach to digital learning aids development. The specific examples of such an experience of the functional approach applying to the design of digital learning aids within project-based activity of the pre-ser

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Mohamad Saifula Yusuf and Romelah Romelah. "Implemtasi Pembelajaran Kemuhammadiyahan di SMK Muhammadiyah Ngawen." Moral : Jurnal kajian Pendidikan Islam 2, no. 1 (2025): 282–94. https://doi.org/10.61132/moral.v2i1.617.

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The holistic learning model in the Muhammadiyah subject at SMK Muhammadiyah Ngawen was developed to answer the challenges of education that tends to prioritize cognitive aspects without paying attention to the integration of spiritual, emotional, and social values. This study uses a literature study method with a qualitative approach to analyze the concept, stages, and implementation of the holistic learning model. The results of the study indicate that this model is able to integrate cognitive, affective, and psychomotor dimensions through contextual, experiential, and reflective approaches t

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Kilag, Osias Kit T., Trinidad P. Evangelista, John Michael Sasan, et al. "Promising Practices for a Better Tomorrow: A Qualitative Study of Successful Practices in Senior High School Education." Journal of Elementary and Secondary School 1, no. 1 (2023): 16–28. http://dx.doi.org/10.31098/jess.v1i1.1379.

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This qualitative research study aimed to explore and understand successful approaches used in senior high school education. The study included 12 participants, consisting of 6 teachers and 6 students, who were selected based on their experiences and perspectives related to successful approaches in senior high school education. The study utilized semi-structured interviews for data collection and qualitative content analysis for data analysis. The research revealed four main themes: Collaborative Teaching and Learning, Holistic Support for Students, Innovative Teaching and Learning Approaches,

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Miseliūnaitė, Brigita, and Gintautas Cibulskas. "Enhancing Active Learning through a Holistic Approach: A Case Study of Primary Education in Lithuania." Education Sciences 14, no. 6 (2024): 592. http://dx.doi.org/10.3390/educsci14060592.

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The renewed Lithuanian General Framework for Primary Education emphasises an integrated and holistic approach, advocating for active, experiential learning methods without compartmentalisation (2022). This study aims to determine which active, holistic educational methods are prevalent in the Lithuanian primary education system. In holistic education theory, active learning methodologies are divided into transactional and transformational strands. To accomplish the research goal, we carried out a two-phase quantitative study. This study involved 365 Lithuanian primary school teachers and seven

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Kumar, Ashok, and Rajendra Kumar Ram. "BEYOND BOOKS: GIJUBHAI BADHEKA’S PHILOSOPHY OF HOLISTIC EDUCATION." Social Science Review A Multidisciplinary Journal 3, no. 3 (2025): 198–202. https://doi.org/10.70096/tssr.250303033.

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A pioneering Indian educator, Gijubhai Badheka (1885–1939), questioned the inflexible colonial-era educational system with her progressive views on child-centred learning. Play and mother-tongue teaching are the foundations of Badheka’s Bal-Mimamsa pedagogy, which complements NEP’s emphasis on multilingualism, foundational literacy, and flexible curricula. His Divaswapna model, which emphasises dialogue and activities to foster learning, reflects the NEP’s emphasis on engaging, multidisciplinary classrooms. Furthermore, his view of educators as facilitators rather than leaders supports NEP’s d

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Antarovna, Kuvnakova Guljahon. "ENHANCING PRIMARY EDUCATION: THE ROLE OF INTERACTIVE METHODS IN CLASSROOM LEARNING." International Journal of Advance Scientific Research 4, no. 4 (2024): 36–40. http://dx.doi.org/10.37547/ijasr-04-04-07.

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Interactive methods have emerged as a cornerstone in modern primary education, offering innovative approaches to engage young learners and foster active participation in the learning process. This article explores the theoretical underpinnings, benefits, challenges, and best practices associated with the use of interactive methods in primary classrooms. Drawing upon current research and practical examples, it underscores the importance of incorporating interactive techniques to create dynamic learning environments conducive to the holistic development of young minds.

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Basim Ali, Dhafar, and Parveenbanu M. Malek. "HOLISTIC LEARNING: EXPLORING THE ROLE OF EMOTIONAL INTELLIGENCE IN STUDENT SUCCESS." International Journal of Education Humanities and Social Science 08, no. 02 (2025): 53–61. https://doi.org/10.54922/ijehss.2025.0907.

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This research paper examines the role of emotional intelligence (EI) in enhancing student success through holistic learning approaches. Holistic learning emphasizes the integration of cognitive, emotional, and social dimensions in the educational process. The study highlights how EI contributes to students’ academic performance, interpersonal relationships, and overall well-being. By analyzing various educational settings, the paper identifies key components of EI, including self-awareness, self-regulation, motivation, empathy, and social skills. It discusses how educators can foster EI throug

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Hussein, Dr Adan Maalim. "Optimizing Holistic Education for Sustainable Development." International Journal of Scientific Research and Management (IJSRM) 13, no. 03 (2025): 4022–27. https://doi.org/10.18535/ijsrm/v13i03.el03.

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Institutions of higher learning are society's primary tools for advancing knowledge. In educational institutions, knowledge management plays a crucial function. Administrative research such as student service, human resources systems, and teaching and learning processes can be independently identified and studied by educational institutions. More flexibility in the decision-making, teacher advancement, and learning processes can result from the usage of knowledge management systems. Nonetheless, there are several obstacles in the way of the successful and efficient implementation of knowledge

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Heinrich, William F., and Patrick M. Green. "Remixing Approaches to Experiential Learning, Design, and Assessment." Journal of Experiential Education 43, no. 2 (2020): 205–23. http://dx.doi.org/10.1177/1053825920915608.

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Background: Experiential learning approaches applied in classrooms are often disconnected from theory and loosely connected in classroom practice. Given critiques of experiential learning, there is a significant need for process learning theory with a practice-driven model. Scholars have only begun to explore the enhanced learning that often emerges from educative experiences designed with the fullness of experiential learning theory—designing with context, meaning-making, and assessment equal to the learning. Purpose: Through the lens of scholar-practitioner reflective inquiry, we propose a r

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Pereira, Ana, and Carsten Thomas. "Challenges of Machine Learning Applied to Safety-Critical Cyber-Physical Systems." Machine Learning and Knowledge Extraction 2, no. 4 (2020): 579–602. http://dx.doi.org/10.3390/make2040031.

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Machine Learning (ML) is increasingly applied for the control of safety-critical Cyber-Physical Systems (CPS) in application areas that cannot easily be mastered with traditional control approaches, such as autonomous driving. As a consequence, the safety of machine learning became a focus area for research in recent years. Despite very considerable advances in selected areas related to machine learning safety, shortcomings were identified on holistic approaches that take an end-to-end view on the risks associated to the engineering of ML-based control systems and their certification. Applying

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Chengula, Isaac J., Kenneth M. K. Bengesi, Sotco C. Komba, and Zebedayo S. K. Mvena. "Effect of Teaching and Learning Approaches on Graduates’ Entrepreneurial Competency for Self-Employment in Tanzania." International Journal of Entrepreneurship 6, no. 1 (2022): 41–58. http://dx.doi.org/10.47672/ije.1230.

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Purpose: Over the past decade, the need for improved teaching and learning approaches that enhance entrepreneurial competencies has been a critical agenda in Tanzania. Despite its importance, the process of realizing entrepreneurial competencies through education, suffers from various shortcomings especially in relation to teaching and learning approaches. This paper assesses the effects of teaching and learning approaches on graduates’ entrepreneurial competencies for self-employment in Tanzania. Methodology: The study used a cross-sectional case study research design with the aid of sn

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Yoon, Seung Won, and Alexandre Ardichvili. "Situated Learning and Activity Theory-based Approach to Designing Integrated Knowledge and Learning Management Systems." International Journal of Knowledge Management 6, no. 4 (2010): 47–59. http://dx.doi.org/10.4018/jkm.2010100103.

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Current Knowledge Management (KM) design approaches recognize the importance of integrating codification, personalization, and collaboration strategies. Incorporating various database systems, search functions, managerial support, performance appraisal, personalized widgets, and case summaries into seamless functions are exemplary efforts. However, KM is rarely integrated with organizational learning and development systems. In this article, the authors use concepts from the situated learning literature, Vygotskian cultural-historical theory of cognition, and a holistic learning and performanc

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Mukherjee, Madhav, Ngoc Thuy Le, Yang-Wai Chow, and Willy Susilo. "Strategic Approaches to Cybersecurity Learning: A Study of Educational Models and Outcomes." Information 15, no. 2 (2024): 117. http://dx.doi.org/10.3390/info15020117.

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As the demand for cybersecurity experts in the industry grows, we face a widening shortage of skilled professionals. This pressing concern has spurred extensive research within academia and national bodies, who are striving to bridge this skills gap through refined educational frameworks, including the integration of innovative information applications like remote laboratories and virtual classrooms. Despite these initiatives, current higher education models for cybersecurity, while effective in some areas, fail to provide a holistic solution to the root causes of the skills gap. Our study con

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Hayes, Derren. "Seven key reasons why proposed EYFS revisions must be changed." Children and Young People Now 2020, no. 2 (2020): 12–13. http://dx.doi.org/10.12968/cypn.2020.2.12.

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As a consultation on changes to the early years foundation stage framework closes, childcare organisations express concerns over how the proposed reforms prioritise formal learning subjects over holistic approaches to education

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Suwarni, Suwarni, Suud Sarim Karimullah, Kaniah Kaniah, Tri Amanat, Muh Safar, and Indra Tjahyadi. "Inclusive Sexual Education: Integrating Gender Approaches in Learning." AL-ISHLAH: Jurnal Pendidikan 16, no. 1 (2024): 416–27. http://dx.doi.org/10.35445/alishlah.v16i1.4690.

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The importance of integrating gender approaches into inclusive sexuality education is prominent in creating a safe, supportive educational environment as well as providing a holistic understanding of sexual and gender issues. This study aims to investigate the positive impact of integrating gender approaches in inclusive sexuality education on individual knowledge of gender issues, gender awareness and sexual behavior. The library research method is the main framework to explain the theoretical foundations and previous findings in this area, identify potential research gaps, and formulate a so

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Nasir, Muhammad, Muhammad Khairul Rijal, Amie Primarni, Lucas Lima, and Singgih Prastawa. "Philosophical Foundations of Holistic Education in the 21st Century." International Journal of Educational Narratives 2, no. 6 (2024): 471–82. https://doi.org/10.70177/ijen.v2i6.1610.

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The 21st century brings an increasing demand for educational approaches that develop not only intellectual but also emotional, social, and ethical dimensions of learners, positioning holistic education as a relevant framework. Rooted in philosophies that value the interconnectedness of knowledge, self-awareness, and community responsibility, holistic education emphasizes the development of well-rounded individuals prepared to engage with complex global issues. This research aims to explore the philosophical foundations of holistic education, examining key principles from thinkers such as Rouss

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Ye, Hong, and Dolores Borras. "Teaching Approaches and EFL Students’ Self-Regulated Learning Capacity." Asia Pacific Journal of Management and Sustainable Development 12, no. 2 (2024): 38–46. https://doi.org/10.70979/fkor1485.

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This study investigates the relationship between teaching approaches and EFL students’ self-regulated learning capacity in a Chinese university setting. The research explored the characteristics of teaching approaches, including student-centered independent inquiry learning, teacher-centered direct teaching, student-centered cooperative learning, and teacher-centered questioning, and assessed EFL students’ self-regulated learning capacity in terms of commitment control, metacognitive control, satiation control, emotion control, and environmental control. The study found that while EFL students

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Balvinder, Shukla, Joshi Manoj, Sujatha R, Beena T, and Kumar Harish. "Demystifying Approaches of Holistic and Multidisciplinary Education for Diverse Career Opportunities: NEP 2020." Indian Journal of Science and Technology 15, no. 14 (2022): 603–7. https://doi.org/10.17485/IJST/v15i14.2296.

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Abstract <strong>Objectives:</strong> To explore the roles of a Holistic Approach and Multidisciplinary education for diverse career opportunities with reference to its introduction in NEP 2020 for the placement of students and orient them in accordance with the requirements of the stakeholders. <strong>Methods:</strong> Amity University Uttar Pradesh conducted 52 Focus Group Discussions having 6 to 7 Principals in a group pan India. The selected principals of schools that had secured state/district rank based on Board results were invited to participate in an online focus group

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Falade Adesola,. "A Holistic Analysis of Algorithms and Approaches of Violence Crime Prediction among Students in Institutions of Learning." Journal of Information Systems Engineering and Management 10, no. 17s (2025): 268–77. https://doi.org/10.52783/jisem.v10i17s.2724.

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The prediction of violent crimes is a critical challenge for law enforcement agencies, especially in Higher Education Institutions (HEIs), aiming at improving public safety and resource allocation effectiveness. Traditional crime prevention methods often rely on reactive strategies that may lack the precision to predict and prevent incidents before they occur. With the advent of advanced machine learning (ML) techniques, there is growing interest in leveraging large datasets and predictive models to forecast violent crimes. This paper explores the use of various machine learning algorithms—suc

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Sabitha, Sai, Deepti Mehrotra, and Abhay Bansal. "New Weighted Clustering Approach to Map and Prioritise Learning Knowledge Objects towards Learning Approaches." International Journal of Emerging Technologies in Learning (iJET) 11, no. 06 (2016): 28. http://dx.doi.org/10.3991/ijet.v11i06.5318.

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To have a unique learning experience and a high learning impact, diverse courses should be incorporated in e-Learning. Learning Management System, a tool in e-Learning manages and delivers content to users. Learning Objects (LO), the course content is the fundamental unit of Learning Management System. Knowledge Object of Knowledge Management System can also be a viable resource in technology supported learning. A learning scenario for a given learner has to be identified. The course content (LO) has to match their learning skills. Data mining techniques can be widely used to find similar obje

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Feriyanto, F., and Deka Anjariyah. "Deep Learning Approach Through Meaningful, Mindful, and Joyful Learning: A Library Research." Electronic Journal of Education, Social Economics and Technology 5, no. 2 (2024): 208–12. https://doi.org/10.33122/ejeset.v5i2.321.

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In modern education, fostering effective learning strategies is essential to improve educational outcomes. This study explores the integration of Meaningful Learning, Mindful Learning, and Joyful Learning within the Deep Learning approach, aiming to enhance student engagement and comprehension. Meaningful Learning connects new knowledge with prior understanding, Mindful Learning emphasizes full attention and reflection, and Joyful Learning creates an enjoyable and motivating environment. Using a library research method, this study analyzed data from journal articles, books, and prior studies p

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