Personalizing and decolonizing general education: A case study in gamifying global art history curriculum DOI Creative Commons
James Hutson,

Trent Olsen,

Robyne Elder

и другие.

Forum for education studies., Год журнала: 2025, Номер 3(1), С. 2335 - 2335

Опубликована: Март 19, 2025

This study explores the transformation of general education art history courses at a liberal arts college, shifting from Eurocentric surveys to decolonized, gamified, and student-centered curriculum. Through longitudinal mixed-methods design, research evaluates integration global narratives innovative teaching strategies enhance student engagement competencies. Data pre- post-implementation with faculty, students, instructional designers demonstrate significant improvements in satisfaction, cultural openness, art. Challenges include navigating demographic skews, addressing complexity gamified structures, refining assignment instructions. Findings highlight value curriculum redesigns that promote inclusivity, flexibility, active learning, offering framework for advancing globalized academic landscape.

Язык: Английский

The Impact of Institutional Environments and Peer Networks on Women's Leadership Aspirations in Higher Education in Bangladesh DOI
Nadia Nawrin,

Kazi Saria Rahman,

Arafa Akther

и другие.

IGI Global eBooks, Год журнала: 2025, Номер unknown, С. 57 - 88

Опубликована: Март 7, 2025

This is an exploratory study that attempts to investigate the influence of institutional environments and peer networks on women's leadership aspirations in higher education Bangladesh. While enrolment tertiary has increased globally, their representation academic remains low. There are three identified challenges inhibit advancement: exclusionary networks, barriers career progression, a restrictive gender culture. These factors, self-reinforcing, make it difficult for women overcome hurdles achieve position. research aims identify important factors will either help or hinder academics from climbing up ladder and, by implication, offer insights creating conducive professional development. By examining these dynamics, this came with possible action-oriented recommendations toward improving practices support systems facilitating

Язык: Английский

Процитировано

0

Social Media Beliefs in Relation to Learners Academic Performance: An Individual Profiling DOI Creative Commons

Jesús Cabrera

Опубликована: Март 17, 2025

This study examines the relationship between students’ social media beliefs and their academic performance, focusing on Grade 9 learners in District 10 of Bayawan City Division. Using a quantitative descriptive research design, data were gathered from 159 students across three high schools through structured questionnaire. Statistical tools such as percentage, weighted mean, chi-square, Pearson’s correlation coefficient employed for analysis. Findings reveal that most respondents are female, aged 14-15, with parents earning below 10,000 pesos monthly. Students generally perceive useful tool education, connection, entertainment. While they believe provides educational resources fosters belongingness, overall found to be "somewhat true" rather than strongly positive or negative. The further do not significantly affect demographic variables age household income influence perceptions media. However, significant difference was noted male female students, females displaying more cautious attitudes. Based these findings, recommends balance use offline activities, while educators implement guidance responsible engagement. Schools may also integrate digital literacy programs help maximize benefits minimizing distractions. Future could explore qualitative insights into students' habits provide in-depth understanding its impact learning.

Язык: Английский

Процитировано

0

Personalizing and decolonizing general education: A case study in gamifying global art history curriculum DOI Creative Commons
James Hutson,

Trent Olsen,

Robyne Elder

и другие.

Forum for education studies., Год журнала: 2025, Номер 3(1), С. 2335 - 2335

Опубликована: Март 19, 2025

This study explores the transformation of general education art history courses at a liberal arts college, shifting from Eurocentric surveys to decolonized, gamified, and student-centered curriculum. Through longitudinal mixed-methods design, research evaluates integration global narratives innovative teaching strategies enhance student engagement competencies. Data pre- post-implementation with faculty, students, instructional designers demonstrate significant improvements in satisfaction, cultural openness, art. Challenges include navigating demographic skews, addressing complexity gamified structures, refining assignment instructions. Findings highlight value curriculum redesigns that promote inclusivity, flexibility, active learning, offering framework for advancing globalized academic landscape.

Язык: Английский

Процитировано

0