Search results

Saudi Arabia’s government’s dedication to modernizing and improving the country’s educational system has resulted in profound changes to the country’s educational environment. A key component of societal development, economic prosperity, and preparing the next generation for a changing environment is education. This chapter charts the historical development, emphasizing significant events and difficulties encountered at every educational level. The chapter describes the significant increase starting in the 1950s, focusing on worldwide standards while upholding moral principles, from its origins in Islamic studies to King Abdulaziz Al-Saud’s creation of a formal education system. Significant progress persisted into the 2000s, especially in the area of women’s education. This chapter also discusses the implication of Vision 2030 in Education and Research skills and provides significant insights for the elevation of the quality and the impact of education toward resilient social inclusive economic development in Saudi Arabia.

The purpose of this study was to explore the experiences of former teachers who transitioned into self-directed education (SDE), a K-12 educational paradigm where learning is authentically student-led.

Drawing on Ivan Illich’s Deschooling Society and qualitative thematic analysis of interviews with educators who have left conventional teaching, the research delves into understanding the modern concept of deschooling, critique of conventional schooling’s limitations and the implications of both for the future of educational practice.

The study highlights the themes that emerged from a cross-analysis of text and lived experience, emphasizing the need for childhood autonomy and agency in approaches to education. This study reveals a reimagined relationship and new profession for educators as they reemerge on the other side of the deschooling process. This study offers insights into the transformative potential of deschooling and SDE’s alignment with Illich’s vision for a lifelong learning society that transcends institutional constraints, thereby contributing to the discourse on educational reform and the empowerment of authentic learner-directed education.

Research on SDE as a field is quite limited, with no known prior empirical studies on SDE mentors or their process of deschooling. This work also provides theoretical novelty in using Deschooling Society as a lens for understanding the phenomenon of deschooling through lived experience as a critique of modern society and creating a real, re-envisioned future.

This article endeavors to detail the outcomes of an exploratory investigation into the perceived attainment levels of complex thinking competencies among business students at a technological university in western Mexico. It seeks to examine and contrast the students' self-assessed development of this critical competency, along with its associated sub-competencies, throughout their academic tenure.

Our analysis focused on two distinct groups of students, one at the beginning of their academic journey and the other nearing its completion, to explore whether perceptions of competency development were equitable across genders. Utilizing multivariate descriptive statistical analysis, we were able to substantiate the existence of a gender gap in the perceived development of competencies.

While both male and female students showed improvement in their self-perceived competencies, the results indicate that women outperformed their male counterparts in the area of complex thinking and its associated sub-competencies by the conclusion of their degree programs.

The evidence suggests that there is a gender gap in the educational process for this group of students, highlighting the urgent need to minimise disparities in the perception between male and female business students about their competencies.

This article presents findings that pave the way for future research aimed at exploring strategies to narrow the gap in perceived competency achievement throughout the educational journey in business studies, considering how the environment and cultural elements can be determining factors in how students perceive their abilities and skills.

The purpose of the article “Nurturing Human Intelligence in the Age of AI: Rethinking Education for the Future” is to explore the profound impact of Artificial Intelligence (AI) on education and to emphasize the need for a fundamental shift in current education systems. The article aims to provide practitioners with actionable insights on how to navigate the rapidly evolving landscape of AI in education while preparing young people for their crucial role as the workforce of tomorrow. It seeks to highlight the potential of AI to revolutionize education while also acknowledging the importance of preserving the unique human touch in the learning process.

This article explores the disruptive impact of Artificial Intelligence (AI) on education and emphasizes the need for a fundamental shift in current education systems to prepare young people for an AI-driven future. It highlights the potential of AI to revolutionize education through personalized learning experiences, enhanced teacher professional development and automation of administrative tasks while acknowledging the importance of approaching AI implementation with caution and preserving the unique human touch in education. The article argues for a shift in focus from rote learning to fostering critical thinking, creativity and problem-solving skills, emphasizing the development of Learning Mastery and Knowledge Mastery. It underscores the vital role of educators in leveraging AI technologies and preparing young people for the future, along with the need for responsive educational policies and curriculum frameworks that integrate AI literacy and ethical considerations. The article concludes by calling for reimagining the schooling system, prioritizing high-level thinking and nurturing the unique capabilities of human intelligence. The future of education lies in harnessing the power of AI while celebrating and cultivating distinctively human qualities. Educational practitioners play a crucial role in shaping this future by bridging the gap between research and practice, ensuring a positive and prosperous future for society in an AI-driven world.

(1) AI can revolutionize education through personalized learning, enhanced teacher development and task automation. (2) Balance is needed between AI and human touch in education. Current education systems fail to cultivate critical thinking and creativity. (3) Learning Mastery and Knowledge Mastery should be emphasized to foster independent thinking and problem-solving. (4) Educators play a vital role in integrating AI into the learning process. (5). AI can redefine success in education and cultivate future-proof skills. (6). Responsive and adaptable educational policies are necessary. (7) The future of education lies in harnessing AI while nurturing human intelligence.

Not appropriate for style of text.

(1) Educators should actively engage with AI technologies and explore ways to integrate them into the learning process to enhance personalized learning experiences. (2) Professional development programs should be designed to equip teachers with the necessary skills to effectively utilize AI tools and leverage them to improve instructional practices. (3) Curriculum frameworks need to be revised to integrate AI literacy, digital citizenship and ethical considerations into the educational journey of young learners. (4) Educational institutions should invest in AI-powered assessment tools that provide a holistic understanding of a student’s abilities, capturing their strengths and areas for improvement beyond test scores. (5) Educators should focus on teaching metacognitive strategies, encouraging self-reflection and self-assessment and providing opportunities for students to develop problem-solving and critical-thinking skills. (6) Active learning strategies, such as project-based learning, problem-based learning and inquiry-based learning, should be employed to foster deep learning and knowledge mastery. (7) Educational policies should encourage innovation and collaboration between educational institutions, government bodies and industry stakeholders to ensure responsiveness to the rapidly evolving landscape of AI in education. (8) Educators should strive to create a learning environment that nurtures and celebrates the unique capabilities of human intelligence while harnessing the power of AI to enhance the learning experience.

(1) Workforce preparedness for an AI-driven future. (2) Potential exacerbation of societal inequalities. (3) Fostering human–AI collaboration skills. (4) Addressing ethical concerns regarding data privacy and security. (5) Emphasizing lifelong learning to adapt to changing demands. (6) Redefining success through a holistic view of student abilities. (7) Shaping societal values that balance human intelligence and AI capabilities. The education system must address these implications to ensure equitable access to AI-enhanced learning, maintain public trust and prepare individuals for a society where human–AI collaboration is essential, while promoting a balanced and harmonious coexistence between human intelligence and AI.

The article “Nurturing Human Intelligence in the Age of AI: Rethinking Education for the Future” offers a fresh perspective on the impact of AI on education. While the topic of AI in education is not novel, the article’s emphasis on nurturing human intelligence alongside AI integration sets it apart. The author’s call for a fundamental shift in education systems to prioritise critical thinking, creativity and problem-solving skills is a unique approach. The article’s exploration of Learning Mastery and Knowledge Mastery as key concepts in preparing students for an AI-driven future adds originality to the discussion. Overall, the article presents a thought-provoking and original viewpoint on the future of education in the age of AI.

This case study delves into the evolving landscape of equity, inclusion and diversity (EID) initiatives within the health-care sector, with a specific focus on the “EverybodyIN” program implemented at the Mayo Clinic, a large academic Medical Center in the USA. Against the backdrop of growing awareness catalyzed by societal events, this case study aims to explore the multifaceted aspects of workplace conversations aimed at addressing racial disparities and fostering a more inclusive environment.

The case study relies on the application of critical race theory and a social constructionist approach to investigate the impact of a subset of voluntary educational conversations that were centered on the Black/African-American experience, on staff members’ racial understanding and allyship within the health-care organization. Through thematic analysis of postevent surveys and participant sentiments, three overarching themes emerged: appreciation, education and validation.

Through thematic analysis of postevent surveys and participant sentiments, three overarching themes emerged: appreciation, education and validation. The findings underscore the pivotal role of leadership buy-in, evidence-based practices, health equity and an ongoing commitment to “the journey” in successful EID efforts. The results highlight the significance of integrating EID into health-care organizations as a continuous endeavor that aligns with organizational values and mission.

The findings underscore the pivotal role that theory and practice play through a newly described framework that includes leadership buy-in, evidence-based practices, health equity and an ongoing commitment to “the journey” for successful EID efforts.

The results highlight the significance of integrating EID into health-care organizations as a continuous endeavor that aligns with organizational values and mission.

By fostering a safe and informed space for dialogue, organizations can empower staff to engage authentically and acquire cultural competence that may contribute to advancing health equity.

The term “Pacific” is often used to describe the diverse ethnic makeup of individuals from the Pacific Islands who have migrated to New Zealand (NZ), but this oversimplifies their multifaceted and dynamic identities. Pacific students in NZ often face a variety of challenges when attempting to access and succeed in higher education, such as financial barriers, language barriers, cultural differences, and feelings of isolation. Appreciative mentoring (AM) is an effective method of engagement that equips Pacific students with the knowledge and skills to foster personal and professional growth. Academics in education can become appreciative mentors with mentoring as a long-term, diverse approach that emphasizes relationships and personal growth to ensure that students have the assistance they need to reach their full potential.

This study aims to explore how Black homeschooling organizations based in the United States with a public web presence in 2023–2024 characterize their missions and what these mission statements can tell us both about the growing homeschooling movement among Black parents, as well as its potential implications for education as a means of individual and collective uplift and positive social change.

This paper used critical constructivist grounded theory (Levitt, 2021) and emergent coding to analyze the mission statements and organizational descriptions of all 19 U.S.-based Black homeschooling organizations with a public facing web presence identified via Google search in 2023 and 2024.

Utilizing Afrofuturism as our theoretical framework, themes such as Black self-determination, community, support, and resources, and safety and empowerment emerged. Black homeschooling organizations offer families a safe and informative community as they seek agency, autonomy and brighter futures for their children than may be on offer in traditional schools.

Our research fills an empirical gap in the literature on Black homeschooling by examining an existing but, so far as this paper could determine, unstudied population of U.S.-based Black homeschooling organizations. Our research also contributes by applying Afrofuturism and fugitive pedagogy as novel theoretical frameworks to better understand the move toward homeschooling by increasing numbers of Black parents.

Several African American educators served as an inspiration in the development and scholarship of an African American female who teaches at a Predominantly White Institution (PWI) of higher learning. This chapter shares the author's foundational beginnings and persistence in academe while teaching and leading in a race-conscious society. She shares some of her upbringing, education, and early teaching experiences. She also shares her motivation to learn and serve (Bethune, 1950, 1963), while walking in circles. Sizemore (1973, 2008) to provide a roadmap of her journey to support new and developing African American female professors. She uses poetry and the dimensions of African American culture (Boykin, 1983) to guide her sharing. The author uses her exploration of identity development as an African American womanist who advocates as an African American first, to share how she has developed as a scholar whose renewal of purpose targets becoming a full professor.

To share the narratives of six Indigenous Researchers representing the diverse thinking of Native Hawaiian and Pacific Islanders. The narratives describe the impact Decolonizing Methodologies have on our lives within the framework of Tuhiwai Smith’s Indigenous Research Agenda.

Linda Tuhwai Smith’s Indigenous Research Agenda framework is used to explore through narrative, the impact Decolonizing Methodologies had on the authors’ professional awakening as Indigenous Researchers. Each author reflects on their first encounter with Decolonizing Methodologies and describes through their narratives how the book influenced and guided their research and community work.

Positionality as a Native Hawaiian or Pacific Islander is imperative to being an Indigenous Scholar. Understanding who one is requires critical reflection and is a part of developing an Indigenous Research Agenda. The challenges each Indigenous scholar’s narrative explores is navigating a Western system while staying true to our values and identity as Native Hawaiian or Pacific Islander. At the core is our ability to work in partnership with the community to bring forth sustainable change.

This paper explores the impact Decolonizing Methodologies had on the authors thinking and research approaches. The narratives the authors share is from the positionality of being Native Hawaiian or Pacific Islander.