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Open Access
Article
Publication date: 25 May 2023

Siraj Kariyilaparambu Kunjumuhammed, Bassam Khalil Hamdan Tabash and Vaidehi Pandurugan

This research aims to examine the educational philosophy of teachers in classrooms. Teachers' educational philosophy influences the power balance, course content function, student…

1919

Abstract

Purpose

This research aims to examine the educational philosophy of teachers in classrooms. Teachers' educational philosophy influences the power balance, course content function, student and teacher roles, responsibility for learning and assessment purposes and processes. The research also analyzes whether gender, qualification, specialization and experience significantly influence classroom educational philosophies.

Design/methodology/approach

The study utilized a quantitative research design, utilizing data from 193 teachers working in a public higher education institution in the Sultanate of Oman. The study utilized a survey method to solicit data from the respondents. Besides utilizing descriptive statistics such as mean and standard deviation, the study used analysis of variance (ANOVA) and t-test to test the hypotheses.

Findings

Analysis revealed an instructional strategy's preference, including elements of both teacher-centered and student-centered educational philosophies. Elements of progressivism, constructivism, reconstructivism and perennialism are more relevant in the teacher's instructional design. The results show no significant differences in teachers' pedagogical philosophy that exist based on gender, specialization and experience. However, teachers' age significantly influences their educational philosophy preferences.

Research limitations/implications

This research centers on a public higher education institution in the Sultanate of Oman, with a particular focus on the Department of Business Studies. This resarch delimits its discussion on teachers' chosen educational philosophy. Other possible factors may also impact student retention and effective teaching and learning.

Practical implications

This research offers valuable insights to academicians, higher education administrators, and policymakers. Specifically, this research emphasizes the significance of employing a blended approach, which incorporates both student-centered and teacher-centered educational philosophies, to enhance student engagement, retention, and effective teaching and learning.

Social implications

This research emphasizes the importance of educators' adoption of a blended educational philosophy in promoting student retention and engagement within higher education institutions. To achieve desirable outcomes, policymakers in higher education must ascertain which educational philosophy is most effective in the classroom. Additionally, ensuring congruence between preferred educational philosophy and teachers’  instructional practices is vital in facilitating effective teaching and learning.

Originality/value

To the best of the authors’ knowledge, this study is the first of its kind among teachers in higher education in the Sultanate of Oman. The outcome of this study helps detail the specific strategies teachers deploy and categorize into various educational philosophies.

Details

Arab Gulf Journal of Scientific Research, vol. 42 no. 3
Type: Research Article
ISSN: 1985-9899

Keywords

Open Access
Article
Publication date: 4 August 2022

Erik Nylander and Jason Tan

With the advancement of novel forms of text mining techniques, new possibilities have opened up to conduct large-scale content analysis of educational research from an…

1476

Abstract

Purpose

With the advancement of novel forms of text mining techniques, new possibilities have opened up to conduct large-scale content analysis of educational research from an international and comparative perspective. Since educational research tends to convey great variation based on country-specific circumstances it constitutes a good testbed for context-rich depictions of the knowledge formation within a given research field.

Design/methodology/approach

In this article, the authors compare the educational research that has been produced by scholars in Singapore and Sweden. The article begins by providing a rich overview of what has characterised the formation and institutionalization of educational research in public policy. After this background they map the knowledge formation of education by means of a comparative bibliometric approach using words from abstracts, titles and keywords published in 9017 peer-reviewed articles between 2000 and 2020. First, the authors describe the dominant topics in each country using topic modelling techniques. Secondly, the authors identify the most distinguishing discourses when comparing the two countries.

Findings

The findings illustrate two ideal-types for conducting educational research: Singapore being more centralised, practically-oriented, quantitative and uncritical, whereas Sweden is decentralised, pluralistic, qualitative and critical in orientation. After having mapped out the prevailing topics among researchers working in these locations, the authors connect these findings to larger debates on rivalling knowledge traditions in educational scholarship, the role of the state and the degree of autonomy within higher education.

Originality/value

Through large scale text mining techniques, researchers have begun to explore the semantic composition of various research fields such as higher education research, research on lifelong learning, or social science studies. However, the bibliometric method has also been criticised for creating “mega-national comparisons” that suffer from a lack of understanding of the national ramifications of various research pursuits. The authors’ study addresses these shortcomings and provides a rich depiction of educational research in Singapore and Sweden. It zooms in on the relationship between each country's institutional histories, research priorities and semantic output.

Details

International Journal of Comparative Education and Development, vol. 24 no. 3/4
Type: Research Article
ISSN: 2396-7404

Keywords

Content available
Book part
Publication date: 27 January 2023

Jason R. Swisher

Abstract

Details

Beyond Refuge
Type: Book
ISBN: 978-1-80382-268-6

Content available
Book part
Publication date: 2 August 2021

Abstract

Details

Annual Review of Comparative and International Education 2020
Type: Book
ISBN: 978-1-80071-907-1

Open Access
Article
Publication date: 20 February 2023

Prateek Kalia, Bhavana Behal, Kulvinder Kaur and Deepa Mehta

This exploratory study aims to discover the different forms of challenges encountered by school stakeholders, including students, teachers, parents and management due to the…

2377

Abstract

Purpose

This exploratory study aims to discover the different forms of challenges encountered by school stakeholders, including students, teachers, parents and management due to the coronavirus disease 2019 (COVID-19) pandemic.

Design/methodology/approach

Qualitative methodology was deployed for the study. A purposive sampling technique was used to select the respondents for a semi-structured interview. Data were examined using interpretative phenomenological analysis (IPA).

Findings

It was found that each stakeholder faced four different challenges: mental distress, physical immobility, financial crunches and technological concerns. Findings suggest that teachers are experiencing higher financial, technological and physical challenges as compared to other stakeholders followed by parents.

Originality/value

This paper discusses the major challenges faced by each stakeholder along with the opportunities. These findings will be useful for educationists, regulatory authorities, policymakers and management of educational institutions in developing countries to revisit their policy frameworks to develop new strategies and processes for the smooth implementation of remote learning during a period of uncertainty.

Details

Benchmarking: An International Journal, vol. 31 no. 1
Type: Research Article
ISSN: 1463-5771

Keywords

Content available
Book part
Publication date: 16 July 2024

Oswald A. J. Mascarenhas, Munish Thakur and Payal Kumar

Abstract

Details

A Primer on Critical Thinking and Business Ethics
Type: Book
ISBN: 978-1-83753-346-6

Open Access
Article
Publication date: 25 March 2024

Divya Surendran Nair and Seema Bhandare

The purpose of this study was to examine how well a strength-based program grounded in positive psychology principles can advance the practical critical thinking skills of those…

2760

Abstract

Purpose

The purpose of this study was to examine how well a strength-based program grounded in positive psychology principles can advance the practical critical thinking skills of those pursuing the teacher training course.

Design/methodology/approach

This study used a single-group pre-test post-test design with 35 teacher-trainees from the Bachelor of Education course. The two-and-a-half-week strength-based program used the values in action survey to identify strengths. Pre- and post-test scores, measured with the Cornell Critical Thinking Test – Level Z, underwent Statistical Package for Social Sciences analysis including paired samples t-test for subcomponent and overall composite analysis.

Findings

Analysis of the pre- and post-test scores demonstrated a statistical significance in the critical thinking scores obtained by the teacher-trainees. Post-test scores were consistently significant. Out of the elements of critical thinking, induction, meaning, observation and credibility were more prominent. Deduction and assumption identification were also having a significant effect.

Originality/value

Most critical thinking programs focus on evaluating specific teaching methods for improving critical thinking skills. In education, positive psychology studies often center on students’ well-being, attention spans and academic success, aligning with wellness programs. Despite the importance of strengths in positive psychology, there is a lack of research on using a strength-based approach to boost critical thinking skills. This study aims to enhance teacher-trainees’ critical thinking by leveraging their individual strengths, moving away from traditional instructional strategies.

Content available
Book part
Publication date: 22 August 2014

Abstract

Details

Annual Review of Comparative and International Education 2014
Type: Book
ISBN: 978-1-78350-453-4

Open Access
Article
Publication date: 1 June 2020

Martin Lackéus

Three different pedagogical approaches grounded in three different definitional foundations of entrepreneurship have been compared in relation to their effects on students. They…

10929

Abstract

Purpose

Three different pedagogical approaches grounded in three different definitional foundations of entrepreneurship have been compared in relation to their effects on students. They are: (1) “Idea and Artefact-Creation Pedagogy” (IACP), grounded in opportunity identification and creation, (2) “Value-Creation Pedagogy” (VaCP), grounded in value creation and (3) “Venture-Creation Pedagogy” (VeCP), grounded in organisation creation.

Design/methodology/approach

Data were collected at 35 different sites where education was deemed to be entrepreneurial and experiential. A quantitative, smartphone app-based data collection method was used alongside a qualitative interview approach. 10,953 short-survey responses were received from 1,048 participants. Responses were used to inform respondent selection and discussion topics, in 291 student and teacher interviews. Comparative analysis was then conducted.

Findings

The three approaches resulted in very different outcomes, both in magnitude and in kind. VaCP had strong effects on entrepreneurial competencies, on student motivation and on knowledge and skills acquisition. VeCP had weaker effects on knowledge and skills acquisition. IACP had weak effects on all outcomes probed for. Differences were attributed to variation in prevalence of certain emotional learning events and to variation in purpose as perceived by students.

Research limitations/implications

VaCP could serve as an escape from the potential dilemma faced by many teachers in entrepreneurial education, of being caught between two limiting courses of action; a marginal VeCP approach and a fuzzy IACP one. This could prompt policymakers to reconsider established policies. However, further research in other contexts is needed, to corroborate the extent of differences between these three approaches.

Originality/value

Most impact studies in experiential entrepreneurial education focus only on organisation-creation-based education. This study contributes by investigating entrepreneurial education that is also grounded in two other definitional foundations. Allowance has been made for novel comparative conclusions.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 26 no. 5
Type: Research Article
ISSN: 1355-2554

Keywords

Open Access
Article
Publication date: 29 August 2021

Thuraya Khalifa Al Riyami

The purpose of this study is to explore employers’ views on the current English communication skills of higher education institutions (HEIs) graduates in Oman and to identify the…

2984

Abstract

Purpose

The purpose of this study is to explore employers’ views on the current English communication skills of higher education institutions (HEIs) graduates in Oman and to identify the workplace communication challenges encountered by graduates of these institutions.

Design/methodology/approach

The study used a mixed-methods approach. In the first phase of the study, a questionnaire was distributed to 50 employers in different government and private sectors. In the second phase of the study, semi-structured interviews were conducted with 15 employers to get clarification on some of the issues that were raised in the questionnaire and get the employers’ opinions about how to improve the communication skills of Omani graduates and what initiatives HEIs can take to achieve that.

Findings

The study revealed that Omani graduates encounter many challenges in the workplace, including low proficiency in English, lack of research skills and persuasive skills and inappropriate use of language during meetings and events.

Research limitations/implications

HEIs should foster a relationship with the job market through continuous meetings to seek their feedback on English courses so that they can improve them to cater to specific job requirements.

Originality/value

The higher education system in Oman has achieved substantial growth in terms of quantity, including the number of institutions, enrolled students, hired teachers and specialisations. This growth of HEIs highlights the necessity of preparing Omani citizens who are capable of participating in the ongoing development in Oman and to this end, English communication skills are critical.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 17 no. 2
Type: Research Article
ISSN:

Keywords

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