Modeling the Effects of Interrelations Among External Support and Internal Factors on Teachers’ ICT Integration Ability in Less Developed Areas of China

SAGE Open, Год журнала: 2025, Номер 15(1)

Опубликована: Янв. 1, 2025

The research exploring the cumulative impact of influencing factors on teachers’ ICT integration ability is lacking. Additionally, mediating role internal relationship between external support and has not been adequately addressed. This gap hinders comprehensive enhancement ability. study administered a questionnaire survey involving 9,591 teachers from 238 primary secondary schools across Ningxia Hui Autonomous Region in China, structural equation model was utilized to systematically examines effects less developed areas. consisted scales measuring support, professional development, motivation, positive attitude, results demonstrated that can be significantly enhanced through serial mediation intrinsic attitude towards ICT. Furthermore, it established also by providing ICT-related development when there enough support. These findings deepen understanding interrelations among areas, could benefit Practical implications for governments, schools, were discussed.

Язык: Английский

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Prevalence of stress and associated factors among students in Ethiopia: a systematic review and meta-analysis

Frontiers in Public Health, Год журнала: 2025, Номер 13

Опубликована: Фев. 17, 2025

Introduction Stress is an increasing public health issue among the student population. This stress affects their academic performance, mental health, and overall well-being. As a result, we conducted systematic review meta-analysis to determine pooled prevalence associated factors of students in Ethiopia. Methods An extensive search electronic databases such as PubMed, Google Scholar, Semantic HINARI, Science Direct, cross-referencing, manual was identify cross-sectional studies published from 1998 2024. The preferred PRISMA guideline used report items for this meta-analysis. To extract data, Microsoft Excel 16 analyze STATA 17 software were used. JBI quality assessment tool included with medium high-quality scores. estimate its factors, random effects model funnel plot Egger’s regression test assess publication bias, I 2 statistics heterogeneity studies. protocol has been registered PROSPERO (ID: CRD42024578490). Results A total 23 8,946 study participants met inclusion criteria. Ethiopia 37.64% (95% CI: 29.61–45.66; = 98.8%). Female gender (OR 1.82, 95% 1.57–2.12), rural resident 1.51, 1.22–1.87), living outside university dormitory 2.02, 1.34–3.05), habit alcohol consumption 1.46, 1.12–1.91), being cigarette smoker 2.36, 1.49–3.74), khat chewer 1.35, 1.02–1.80), working unfavorable environment 1.80, 1.20–2.71), having poor social support 1.93, 1.39–2.68), significantly increased risk stress. Conclusion findings indicated high students. identified female gender, residence, dormitory, chewing, consumption, environment, support, smoking significant develop coping skills resilience, integrating education into curriculum could help prevent Furthermore, strategies programs, substance use reduction counseling services, management workshops be beneficial. Systematic registration https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42024578490 , CRD42024578490.

Язык: Английский

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Identifying Rural Elementary Teachers’ Perception Challenges and Opportunities in Integrating Artificial Intelligence in Teaching Practices

Sustainability, Год журнала: 2025, Номер 17(6), С. 2748 - 2748

Опубликована: Март 20, 2025

This research investigates the challenges and opportunities rural elementary teachers perceive in using AI as a pedagogical tool to support student learning schools. Using convergent parallel mixed methods approach, we analyzed responses from 45 who participated professional development on integration education. Through both closed-ended open-ended survey responses, employed an adaptation of TPACK framework (I-TPACK) literacy proposed by UNESCO identify primary utilizing for purposes The results highlight resource accessibility teacher critical reduce digital divide communities. Teachers see inclusion opportunity personalize learning, workload, facilitate teaching multigrade classrooms without perceiving it job threat. At same time, they emphasize need technological didactic resources aligned with specific characteristics their contexts, such offline adaptable curricula address prevalent issue limited or absent internet connectivity many

Язык: Английский

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Reducción de la brecha digital en zonas rurales: soluciones tecnológicas para una educación equitativa

South Florida Journal of Development, Год журнала: 2024, Номер 5(10), С. e4527 - e4527

Опубликована: Окт. 23, 2024

El artículo explora la creciente brecha digital en zonas rurales, una problemática que se intensificó con pandemia de COVID-19, afectando gravemente a educación. Las diferencias el acceso tecnología y infraestructura banda ancha han limitado las oportunidades aprendizaje para los estudiantes enfrentan barreras tecnológicas falta recursos adecuados participar entornos línea. Este revisa principales soluciones propuestas reducir esta brecha, incluyendo expansión conectividad través uso tecnologías móviles llevar educación áreas remotas. También, analizan iniciativas como bibliotecas rurales que, mediante tecnológicos, permiten acceder herramientas digitales esenciales. La alfabetización es otro aspecto crucial abordado, subrayando importancia capacitar comunidades fomentar inclusión educativa. Los docentes también desempeñan un papel fundamental integración tecnológica, ya actúan mediadores facilitan transición hacia más equitativa. Además, examinan políticas públicas proyectos comunitarios promueven equidad digital, destacando cómo cooperación entre gobiernos, organizaciones puede contribuir cerrar digital. Finalmente, concluye implementación efectiva no solo mejorará educación, sino proporcionará desarrollo sostenibles largo plazo, garantizando mayor

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The Preferred Use of Google Classroom Features for Online Learning in Indonesian EFL Classes

The Electronic Journal of e-Learning, Год журнала: 2024, Номер 22(8), С. 76 - 92

Опубликована: Июль 30, 2024

Google Classroom has been frequently used as an e-learning platform to substitute for Learning Management System (LMS), and the use of its features (Classwork, Stream, People, etc.) varies among teachers with different goals, focuses, familiarity. However, research not addressed how selection affects students learning experience. Therefore, this study was aimed at finding out should be better facilitate online in English a foreign language (EFL) classes. The data collected from ten leading schools Indonesia, 373 participated study. Two questionnaires were delivered online, i.e. Use questionnaire features, consisting 23 items, Technology Acceptance Model (TAM) specified EFL, 21 items four constructs, usefulness, ease use, intention, actual system use. analyzed using multiple linear regression model determine effect each feature on students’ perception TAM indicators. hypotheses rejected significance level 0.05. results show that there is correlation between both variables. also Classwork Stream significant predictors almost all In case, covers activities, includes interaction or communication facilities. Based these results, it can suggested needs activities (e.g., quizzes, assignments, materials, schedules) student interaction/communication announcements, notices, discussions, shared posts). contribute educators developers consider maximizing design activity due their learning.

Язык: Английский

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Design preferences for learning spaces among rural primary school students in China: a case study

Building Research & Information, Год журнала: 2024, Номер unknown, С. 1 - 21

Опубликована: Ноя. 19, 2024

This study investigated the design preferences of rural primary school students with regard to learning spaces in Lianyungang, Jiangsu Province, China, focusing on spatial layout, physical attributes, technology and furniture arrangements. The research aimed identify critical needs schools students, especially context China's education reform strategy. A combination a tailored card-sorting activity semi-structured interviews, specifically suited cognitive levels were used gather data from 36 across six grades three case schools. Findings revealed that prefer flexible equipped modern ergonomic furniture. Lower-grade favoured colourful, interactive spaces, while upper-grade preferred more personalized social advanced technology. emphasizes need for future designs incorporate updated configurations support evolving teaching methods. These findings also provide practical guidance architects, educators policymakers involved renewal retrofitting projects buildings China development aligned Chinese reforms UNESCO's Sustainable Development Goal 4 (SDG4).

Язык: Английский

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COVID-19 online learning challenges: Kazakhstan secondary schools case study

Frontiers in Education, Год журнала: 2024, Номер 9

Опубликована: Окт. 16, 2024

Background The COVID-19 pandemic necessitated a rapid transition to online learning (OL) globally, posing significant challenges for educational systems. This study investigates the experiences of secondary school students in Kazakhstan, highlighting adaptation processes, outcomes, and faced during this shift. Methods Data were collected through an survey administered 3,670 across selected convenience sampling. comprised 21 questions using combination Likert-type scales multiple-choice capture students’ demographic details, satisfaction levels, perceived difficulties, academic performance changes OL. validation was ensured by cross-referencing responses, descriptive statistics, T-tests, ANOVA, correlation analysis, regression employed analyze data identify factors influencing attitudes toward OL associated challenges. Results results revealed that with positively correlated education general negatively level difficulty ( p < 0.001). Rural students, while more satisfied overall 0.001), less compared their urban peers, also reported greater 0.05). A portion respondents (44.2%) disagreed effective method, 43.7% expressed need face-to-face interaction teachers, especially female rural Most (40.8%) worse outcomes OL, particularly 32.0% noted decrease motivation. Regression analysis identified older those who experienced as likely prefer it, showed improvement motivation favorable These findings highlight complexity preferences disparities between pandemic. Conclusion While may be applicable other countries similar systems, cultural, economic, technological differences should considered when generalizing results. insights gained from will valuable policymakers, educators, institutions improve resilience effectiveness practices face such

Язык: Английский

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