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Book part
Publication date: 20 March 2024

Rahila Huma Anwar, Urooj Yahya and Sajida Zaki

Before the British colonial regime, Muslims in South Asia recognized a transnational notion of education that stretched on all sides, including the Middle East, Africa, Europe…

Abstract

Before the British colonial regime, Muslims in South Asia recognized a transnational notion of education that stretched on all sides, including the Middle East, Africa, Europe, and Central and South-East Asia, with a great social awakening and consciousness about the importance of inclusive education. Academia included theological and secular subjects and focused on producing thoughtful, sophisticated, and confident individuals ready to defend their beliefs with sound knowledge and reasoning. However, the British Raj in the 19th and 20th centuries had a lasting and indelible impression on the Muslims and the Islamic education system. British colonial regime challenged the theological discourse and education and compelled a Western style of education. These transformations in the education system raised several dilemmas and impasses for the Muslims of South Asia. Pakistan has remained a silent recipient of this tension underpinned in its educational systems even before its inception. This chapter traces the roots of education systems operating in Pakistan starting from the ninth century with the victory of Mohammad Bin Qasim through the 19th-century colonial rule of Great Britain until today, when the country offers a blend of diverse education systems. The study explores values embedded in different education systems operating in Pakistan. It is essential to understand the values inherent in these systems to see the harmony or conflict prevailing as a consequence which might have repercussions for the different societal segments and communities. Renewed focus toward value realization will facilitate refining educational frameworks and a promise for the acceptance of global and international advancements.

Details

Worldviews and Values in Higher Education
Type: Book
ISBN: 978-1-80262-898-2

Keywords

Article
Publication date: 5 March 2024

William Joseph Fassbender

This study builds on previous theoretical work that considered artificial intelligence (AI) and its potential for creating “teacher-centaurs” whose labor could be accelerated…

Abstract

Purpose

This study builds on previous theoretical work that considered artificial intelligence (AI) and its potential for creating “teacher-centaurs” whose labor could be accelerated through the use of generative AI (Fassbender, in review). The purpose of this paper is to use empirical methods to study centaur teachers and the division of labor (Durkheim, 1893/2013) that arise from outsourcing teaching tasks to AI.

Design/methodology/approach

Multiple case study (Stake, 2006) was used to collect data on two secondary English teachers who were early adopters of generative AI. Data included semi-structured interviews as well as ChatGPT chat logs, which helped in describing how teaching approaches evolved using AI technology.

Findings

Results showed that teachers used AI for planning, instruction and assessment. AI-augmented teaching practices allowed teachers to complete tasks with greater speed, which in turn increased stamina and short-term work–life balance. Given the novelty of AI, concerns about data privacy and academic integrity raised ethical questions.

Originality/value

ChatGPT’s rise to popularity in 2023 brought with it significant discussions about education, specifically how students would use AI primarily as a tool for plagiarism. This study takes a different focus, considering how early adoption of AI has begun changing teacher labor, offering implications for the future of the teaching profession.

Article
Publication date: 27 March 2024

Jyoti Mudkanna Gavhane and Reena Pagare

The purpose of this study was to analyze importance of artificial intelligence (AI) in education and its emphasis on assessment and adversity quotient (AQ).

Abstract

Purpose

The purpose of this study was to analyze importance of artificial intelligence (AI) in education and its emphasis on assessment and adversity quotient (AQ).

Design/methodology/approach

The study utilizes a systematic literature review of over 141 journal papers and psychometric tests to evaluate AQ. Thematic analysis of quantitative and qualitative studies explores domains of AI in education.

Findings

Results suggest that assessing the AQ of students with the help of AI techniques is necessary. Education is a vital tool to develop and improve natural intelligence, and this survey presents the discourse use of AI techniques and behavioral strategies in the education sector of the recent era. The study proposes a conceptual framework of AQ with the help of assessment style for higher education undergraduates.

Originality/value

Research on AQ evaluation in the Indian context is still emerging, presenting a potential avenue for future research. Investigating the relationship between AQ and academic performance among Indian students is a crucial area of research. This can provide insights into the role of AQ in academic motivation, persistence and success in different academic disciplines and levels of education. AQ evaluation offers valuable insights into how individuals deal with and overcome challenges. The findings of this study have implications for higher education institutions to prepare for future challenges and better equip students with necessary skills for success. The papers reviewed related to AI for education opens research opportunities in the field of psychometrics, educational assessment and the evaluation of AQ.

Details

Education + Training, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0040-0912

Keywords

Book part
Publication date: 20 March 2024

Sheldene Simola

Within North American institutions of higher education, the sociopolitical construct of whiteness comprises an often implicit set of lessons that are reflected not only in policy…

Abstract

Within North American institutions of higher education, the sociopolitical construct of whiteness comprises an often implicit set of lessons that are reflected not only in policy and curricula but also in the teaching practices of faculty. Such lessons perpetuate white centricity and supremacy, at enormous costs to those who have been negatively racialized. Therefore, it is critical for white faculty to engage meaningfully with ongoing processes of self-reflection, self-education, and skill development so that they can contribute positively to the interrogation and disruption of whiteness in higher education. This chapter discusses seven processual considerations for white educators who seek to interrogate and disrupt the problem of whiteness in teaching and learning.

Details

Worldviews and Values in Higher Education
Type: Book
ISBN: 978-1-80262-898-2

Keywords

Article
Publication date: 20 October 2023

Arash Arianpoor, Elham Yazdanmehr and Majid Elahi Shirvan

To measure the dynamic features of compassion as an emotional and behavioral construct, the present research used a univariate latent growth modeling (LGM) approach within the…

Abstract

Purpose

To measure the dynamic features of compassion as an emotional and behavioral construct, the present research used a univariate latent growth modeling (LGM) approach within the structural equation modeling (SEM) framework. The aim was to trace the dynamic development of compassion longitudinally in accounting and business students during a three-credit English course at university.

Design/methodology/approach

The suggested method ensures the measurement invariance over time, deals with the first order latent variable, traces its growth and takes into account the measurement errors. This longitudinal analytical method was used to explore the initial state and the growth of compassion in four points of time during a language course. The data were collected from 60 adult accounting and business students in four time phases using Sprecher and Fehr's Compassionate Love Scale and were analyzed in Mplus 8.4 with univariate LGM.

Findings

The model fit was accepted and the invariance of the latent factor was confirmed over time. The negative covariance between intercept and slope (second-order latent variables) suggested that lower initial scores in L2 learners' compassion show a faster increase in compassion over time as the mean of slope is larger than that of the intercept. L2 learners who started off at a higher level of compassion showed a slower change in compassion over time. This can be at least partly explained by the teacher's motivating role or learners' compassion but needs to be further explored in complementary qualitative phases for deeper insights.

Originality/value

In the present research, awareness was raised of the developmental nature of compassion as an emotional and behavioral construct essential to the accounting and business profession. The great strength of this research lies in the dynamic approach to the compassion construct and the LGM used to capture the temporal growth of compassion and how it evolved through the L2 course.

Details

Asian Review of Accounting, vol. 32 no. 2
Type: Research Article
ISSN: 1321-7348

Keywords

Article
Publication date: 22 March 2024

Rida Afrilyasanti, Eko Suhartoyo and Utami Widiati

Through the action research study, this paper aims to examine how e-portfolios improve students’ critical, reflective and creative thinking as part of higher-order thinking skills…

Abstract

Purpose

Through the action research study, this paper aims to examine how e-portfolios improve students’ critical, reflective and creative thinking as part of higher-order thinking skills (HOTS). Besides, this paper also explores how e-portfolios enhance students’ speaking skills. The study is carried out to improve the current state by identifying and solving problems in specific contexts.

Design/methodology/approach

This investigation was designed to seek the improvement of the students’ higher-order thinking and speaking skills after the implementation of the e-portfolio. Action research was chosen because action research is suitable to bring change and improvement in the system or assume to bring progress in the system. This study was designed in two phases, featuring reflection and connection between previous and new data.

Findings

By completing this action research study, the authors assisted students in improving their higher-order thinking and speaking skills. The improvement was related to the indicators for learning success, which were explained in this research. The HOTS criteria include the capacity to analyze essential facts and arguments that the students presented in their spoken works logically and critically.

Research limitations/implications

HOTS encompasses critical, logical, creative and metacognitive thinking skills. Future research should go further into the usage of e-portfolios in the development of students’ metacognitive capacities. Moreover, because this investigation was carried out using action research methods, it is crucial to recognize that no generalizability can be offered for the findings.

Practical implications

The study’s findings should also benefit practitioners and instructors endeavoring to enhance students’ e-portfolios, critical thinking and digital skills in the classroom.

Social implications

The discussion focuses on important development topics. Everyone, not just students, should be encouraged to participate in creating and developing our technological future. The analysis offers unique and essential perspectives into what to explore for such a substantial attempt as implementing digital technology, specifically to construct an e-portfolio.

Originality/value

Despite the widespread usage of e-portfolios in English as a foreign language (EFL) instruction, there is a lack of research on how e-portfolios can enhance EFL students’ HOTS and speaking abilities. Hence, this study addresses a deficiency in existing research by examining the potential of e-portfolios to enhance students’ HOTS and oral communication skills within the context of EFL.

Details

Interactive Technology and Smart Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 31 January 2024

Marlon Sipe and Reynaldo Gacho Segumpan

English, the lingua franca of the world, permeates a global teaching-learning space not only for communication per se but also as a medium of instruction and social interaction…

Abstract

Purpose

English, the lingua franca of the world, permeates a global teaching-learning space not only for communication per se but also as a medium of instruction and social interaction. The authors studied the lived experiences of five English-speaking university lecturers as regards English as a foreign language (EFL) teaching in a non-English-speaking Asian country.

Design/methodology/approach

Using a phenomenological inquiry and through Zoom interviews, the authors studied the lived experiences of five English-speaking university lecturers as regards EFL teaching in a non-English-speaking Asian country.

Findings

Thematic analyses guided the authors' understanding of the participants’ lived experiences in the classroom, such as the following: (1) Local students have a negative perception of EFL; (2) lecturers’ professional standards are hardly imposed and (3) local students have a mixed level of English proficiency. The authors also examined the participants’ lived experiences in the organization, where the following issues surfaced: (1) sending of communication messages beyond working hours, (2) bureaucratic working environment and (3) changing of policies.

Practical implications

The authors' research implies the need for programs and policies that will help EFL teachers deal with instructional and other socio-cultural challenges in an Asian context.

Originality/value

In the Asian setting, there is a dearth of literature that focuses on the experience of university lecturers of English as a Foreign Language (EFL), in particular, their teaching challenges. The authors confronted this gap by understanding the local beliefs about EFL teaching among English-speaking university lecturers.

Details

Qualitative Research Journal, vol. 24 no. 2
Type: Research Article
ISSN: 1443-9883

Keywords

Article
Publication date: 26 April 2023

Banatul Murtafi'ah and Intan Pradita

The previous coronavirus disease 2019 (COVID-19) pandemic has forced pre-service English teachers to conduct their teaching simulation virtually. In the context of online…

Abstract

Purpose

The previous coronavirus disease 2019 (COVID-19) pandemic has forced pre-service English teachers to conduct their teaching simulation virtually. In the context of online teaching, social presence is vital for effective learning. This skill is perceived as a way to humanize the online learning process. This article explores how social presence is represented in the pre-service teacher's synchronous online classroom and how the development of social presence enables the pre-service teachers to develop their students' well-being and thus humanize online classrooms.

Design/methodology/approach

The current study draws upon case study research. The data were collected from (1) synchronous online teaching simulation recordings of pre-service English teachers from the Language Classroom Management course and (2) interview transcripts from three participants. Both data sources were transcribed, coded and analyzed. A two-step coding scheme for pre-service English teachers' social presence was adapted from the Community of Inquiry (CoI) coding template.

Findings

This study reports that all the three social presence categories (i.e. cohesive, affective and interactive) emerged from their online teaching simulation. In addition, the development of social presence to humanize online classrooms from the pre-service teachers was found in these stages: (1) having a role model for teaching, (2) showing respect and being friendly and (3) adjusting the language of instructions to the students' level.

Research limitations/implications

This study has been limited to the pre-service teachers in one university only. Therefore, this needs to be tested in wider settings and contexts.

Practical implications

Theoretically, this study has added students' well-being as the element that connects social presence to the humanizing online classroom. Meanwhile, practically, in relation to teacher education, this paper also recommends the teaching stages leading to a more humanized online learning.

Originality/value

Current studies tend to describe social presence in experienced teachers' asynchronous online classrooms. Rarely did the studies explore social presence as practiced by pre-service teachers in the context of synchronous videoconferencing class. Furthermore, there has also been limited research connecting social presence with humanized classrooms.

Details

Journal of Applied Research in Higher Education, vol. 16 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 15 June 2023

B. Mythiri, S. Anjana Krishna and V.K. Karthika

This paper investigated the possibilities of implementing inclusive education in the tertiary-level language classrooms and suggests new teaching methodologies adhering to the…

Abstract

Purpose

This paper investigated the possibilities of implementing inclusive education in the tertiary-level language classrooms and suggests new teaching methodologies adhering to the guidelines of multicultural education (MCE) framework. It explored how Indian teachers fostered social inclusivity in ESP (English for Specific Purposes) classrooms and documented the methods used by the language teachers to sustain a socially inclusive environment in the classroom.

Design/methodology/approach

This qualitative study undertaken with 17 faculty members using online interviews and surveys as tools revealed the challenges faced by the teachers.

Findings

The results have implications towards teacher training as there is a clear dearth of teacher strategies to foster an equitable and inclusive learning environment inside the classroom.

Social implications

Classrooms are the sources of values and perspectives, and teachers are responsible for providing equal opportunities to students who are otherwise marginalised in society.

Originality/value

Inclusive education aims at providing equal opportunities to people despite the differences in terms of race, class, caste, region, religion, gender, sexuality, ethnicity and disabilities. India being a multilingual and multicultural country, inculcating values in students to enable them to reflect beyond these differences becomes important.

Details

Journal of Applied Research in Higher Education, vol. 16 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 5 July 2023

Jiseun Sohn, Insun Park, Gang Lee and Sinyong Choi

Limited research exists on the perceptions of police within specific ethnic minority groups. The primary purpose of this study is to investigate the experiences of Korean and…

Abstract

Purpose

Limited research exists on the perceptions of police within specific ethnic minority groups. The primary purpose of this study is to investigate the experiences of Korean and Korean American residents in the Metro Atlanta area regarding their perceptions of cooperation with the police, particularly in relation to hate crimes, along with their perceptions of police legitimacy and other relevant factors. By focusing on this specific population, the study aims to shed light on their unique perspectives and contribute to a deeper understanding of the complex dynamics between ethnic minorities and law enforcement.

Design/methodology/approach

The authors’ sample comprised 128 Korean residents who were asked about their demographics, victimization experiences, self-rated English proficiency and police legitimacy. Multiple linear regression analyses were employed to investigate the impact of police legitimacy, victimization experiences and English-speaking skills on the participants' level of cooperation with the police.

Findings

Police legitimacy and self-rated levels of English proficiency emerged as the most significant factors in predicting the level of cooperation among residents with the police. Furthermore, individuals who have experienced crime victimization in the past were more willing to cooperate with the police compared to those who have not. Additionally, men showed a higher tendency to cooperate with the police compared to women participants.

Originality/value

The findings of this study suggest important implications for the policies and strategies aimed at enhancing the relationship between the Korean American community and the police. These implications include the need for improved language support for non-English speaking community members and the importance of building trust and fostering mutual understanding to cultivate positive police-community relations. By implementing measures based on these findings, it is recommended to promote a more inclusive and effective approach to policing within the Korean American population.

Details

Policing: An International Journal, vol. 47 no. 2
Type: Research Article
ISSN: 1363-951X

Keywords

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