Blueprint For Education Research Articles

Disaster risk reduction education (DRRE) in elementary education of Pakistan: Challenges and scaling up endeavours

Disaster Risk Reduction Education (DRRE) plays a crucial role in building community resilience by equipping children with the knowledge and skills needed to respond to disasters and reduce vulnerabilities. School children are not only among the most vulnerable to disaster impacts but also serve as important agents of change by sharing DRR knowledge with their families and communities. Over the past decade, educational initiatives in Pakistan have gained momentum to mitigate disaster-related damages and foster resilience. This approach has been supported by numerous studies highlighting its effectiveness in achieving positive results. This study examines the factors that can either aid or impede the expansion of disaster risk reduction education for primary school students in four districts of the Khyber Pakhtunkhwa Province. The study employed a multi-informant mixed-method approach that gathered data from multiple sources, including elementary school children, school personnel, and child-centered disaster risk reduction non-governmental organizations members. Many teachers in the study believed they could involve children in disaster preparedness and thought disaster risk reduction education should be taught in schools. The study identified six significant challenges (policy blueprint for DRR education, cognizance and availability of DRR educational materials, teacher’s competence to improve learning outcomes, strengthening school partnerships, allocating resources for optimal results, and giving children a voice) and proposed several policies recommendations for making progress. Although these issues may be prevalent in developing and developed nations, the suggested strategies may have applicability beyond the geographic confines of Khyber Pakhtunkhwa, Pakistan.

The Effect of Religious Understanding, Social Welfare, and Cultural Values of The Community Towards The Sacred Tomb

This research aims to determine the effect of religious understanding, social welfare and community cultural values on the sacredness of Astana Dua in Kampung Pasir Kaur, Weninggalih Village, Sindangkerta District, West Bandung Regency. The research method uses a quantitative approach with inferential statistical analysis. The research results prove that each independent variable (x1, x2 and x3) either partially or jointly has an influence on the dependent variable (Y). Strictly speaking, this study can accept and prove the hypothesis which states that, together the variables X1, X2 and X3 have a very strong influence on the Astana Dua Sacrality with a correlation coefficient of 0.941 and the significance of the ANOVA test (F test) is at a value of 0.000. The coefficient of determination together is 88.50%, and the remaining 11.50% is the influence of factors other than religious understanding, social welfare and cultural values that require further research. the implications for community education in Kampung Pasir Kaur are profound. Educational initiatives must be thoughtfully designed to balance religious, economic, and cultural learning, promoting a well-rounded understanding that respects and upholds the community’s traditional values and sacred sites. This integrated approach can serve as a model for other communities facing similar challenges, providing a blueprint for education that supports cultural preservation while fostering socioeconomic and spiritual growth.

Appropriate Inclusion: A Novel Framework for the Development of China's Special Education

Purpose This study examines the Action Plan for the Development and Improvement of Special Education (hereinafter, the Action Plan) of the 14th Five-Year Plan, a national blueprint for special education forwarded by the General Office of the State Council of the People's Republic of China in December 2021. Design/Approach/Methods This is an analytical policy review. Findings In analyzing the policy highlights and characteristics of the Action Plan, this policy review identifies four factors motivating the policy: the United Nations’ Convention on the Rights of Persons with Disabilities, the Outline of the People's Republic of China 14th Five-Year Plan for National Economic and Social Development and Long-Range Objectives for 2035, educational equity, and the high-quality development of special education. In addition to proposing three developmental requirements in line with China's national conditions, the Action Plan establishes eight implementation strategies and three support systems for the initial development of high-quality special education. Originality/Value The findings of this article will enhance leaders’ and relevant stakeholders’ understanding of new directions in and future paths of the high-quality development of special education in China.

Research on innovative methods of virtual reality course content for tourism education

Abstract Tourism practice teaching is an important means to cultivate high-quality skilled tourism talents. When virtual reality is in tourism practice, teaching undoubtedly shows a beautiful blueprint for modern tourism education. The article demonstrates the advantages of the application of VR technology, designs a VR practical training system for tourism education, and develops VR resources and interface interaction design for tourism education. Based on the binocular stereo imaging model to obtain maximum and minimum parallax, and combined with the adaptive weight PSO algorithm for optimizing tourism virtual scene viewpoints. Then, a comparison test for teaching was designed using the VR training system for tourism education. By analyzing students’ eye movement data to understand the viewpoint optimization effect of the AW-PSO algorithm, we also verified their learning performance, learning experience, and academic mood changes. The edge strength and clarity of the virtual scene obtained by the AW-PSO algorithm were 67.06 and 14.71, respectively, and the theoretical score of the experimental class students was 83.15, which was 9.06% higher than that of the control class students. Based on tourism education, VR practical training systems can effectively enhance students’ learning interest and academic mood for tourism education courses and help develop high-quality tourism education courses in colleges and universities.

Critical Factors for Enhancing Students’ Collaborative Learning Experiences in a Project-based Connectivism Learning Environment

The advent of technology has led to a significant challenge in redesigning today’s learning environment, as much technology is under-utilized in many classrooms, and educators still lack the confidence and proper theoretical frameworks to redesign their classes efficiently. The objective of this study was to design a project-based connectivism learning environment that transforms the traditional teacher-centered class environment into more student-centered learning approaches to enhance their collaborative learning experiences. Students were engaged in developing a group project and constructivism learning activities to complete their projects collaboratively. A mixed-method research design using four data collection instruments (survey, open-ended questions, interviews and online posts) was deployed on 300 participating students in a Malaysian university to investigate the critical factors for improving students’ learning experiences within this learning environment. The Exploratory Factor Analysis performed yielded four factors, 1) Group Dynamics and Experiences, 2) Motivation, 3) Use of Technologies, and 4) Real-World Relevance. The findings demonstrated that students improved their collaborative skills, technology was better optimized, and Connectivism Learning effectively enhanced the student learning process. The resulting Multimedia-based Connectivism Learning Framework (MCLF) was successfully aligned with four shifts in the Malaysia Blueprint for Higher Education and may serve as a practical guideline for redesigning classrooms for 21st-century education.

Internalisasi Nilai Kearifan Lokal dalam Keilmuan Bimbingan dan Konseling

World life which is constantly changing rapidly requires the presence of realistic studies and views by paying attention to local wisdom. In the academic field, especially education today, which is characterized by decentralization and autonomy, it gives a pedagogical orientation to the trend of multiculturalism. The orientation of Indonesian education is directed at the nation's motto “Bhineka Tunggal Ika”, Unity in Diversity, meaning that the blueprint for Indonesian education must be based on a philosophical and cultural basis which guarantees that Indonesian people are dignified and sovereign who are not uprooted from their cultural roots as an Indonesian nation. Guidance and counseling as an integral part of education requires a strong philosophical foundation based on the abstraction of environmental and local cultural values. For guidance and counseling, the philosophical foundation provides directions for scientific development as general competence, code of ethics, and practice of guidance and counseling services. Directions are needed as a guide in facing such rapid and complex changes in life.

Outcomes of the V-Healthy education and awareness program that empowers high school students to understand and diagnose vascular disease risk factors

IntroductionV-Healthy (Center for Vascular Awareness Inc, Latham NY) is a grassroots vascular health education and awareness campaign that educates high school students about the importance of the vascular disease risks they face today and its impact decades later, and empowers health care professionals and schoolteachers to lead vascular health education in their communities. This study evaluates the impact of the V-Healthy initiative in empowering and educating adolescents about the implications of vascular disease risk factors and in creating a blueprint for a community outreach program that focuses on vascular health and disease education and awareness. MethodsThe V-Healthy program is an initiative that connects community vascular health care professionals and educators with high school students, for a day of vascular health education. The V-Healthy program curriculum is provided in two distinct stages. Stage I consists of didactic vascular health education and takes place in the classroom for the duration of one class period (40-50 minutes). The class period is divided into four sessions including a PowerPoint presentation to teach the impact of vascular disease risk factors (hypertension, diabetes, hyperlipidemia, smoking/vaping, and genetics) on the development of peripheral arterial disease, venous disease, aortic disease, and stroke, and three hands-on sessions that introduce students to vascular innovation and technology, vascular patients, and the diagnosis of a vascular disease risk factor such as hypertension. Stage I concludes with a student questionnaire aimed to gauge students’ retention of the material and attitude toward the program. Stage II offers students (with parental consent) the opportunity to participate in the “Diagnosing Hypertension” study. Students were provided automated blood pressure monitors and taught to measure blood pressure in their parents daily for 1 week. Findings are recorded in designated blood pressure logs, which are then categorized using the 2018 American Heart Association blood pressure categorization system: normal (<120/<80), elevated (120-129/<80), stage I (130-139/80-89), or stage II (≥140/≥90). No identifiable student or guardian information is collected. ResultsOver 3 years, more than 12,000 students participated in the V-Healthy program and 5120 students completed student surveys, which indicated that 97% improved their understanding of vascular health, >93% could identify vascular disease risk factors, 84% wanted to educate their families, and 76% wanted more vascular health education. A total of 1064 students participated in the “Diagnosing Hypertension” study and diagnosed hypertension in 73% of their parents: 34% for stage I hypertension and 39% for stage II hypertension. Over a 3-year period of this study, the number of schools participating increased 20-fold (from 1 to 20), the number of volunteer vascular health professionals and schoolteachers increased 13-fold (from 16 to 210), and our ability to connect with and impact high school students grew 15-fold (from 800 to over 12,000). ConclusionsV-Healthy is the first program to connect over 12,000 students to vascular health professionals in their communities to empower them to diagnose and understand vascular disease risk factors and their implications on the development of vascular disease. Furthermore, the V-Healthy program has displayed substantial growth over a 3-year period in impacting high school students and vascular health care professionals, and has the potential to be used as a blueprint for community-based vascular health education and awareness initiatives.

INTEGRATED STEM PROBLEM-BASED LEARNING APPROACH: A STUDY ON MALAYSIAN UNDERGRADUATES’ ACHIEVEMENT IN LEARNING GENETICS CONCEPTS

Science, Technology, Engineering, and Mathematics (STEM) education should focus on producing scientific and innovative society as emphasized in the Malaysia Education Blueprint for Higher Education (2015-2025). The blueprint states STEM education to be practised at higher education institutions to produce competent graduates. This study echoed the initiatives of implementing STEM at higher education institutions. Hence, STEM education module integrated with Problem Based Learning (PBL) approach was developed. PBL approach was chosen as means to deliver STEM education because PBL approach fosters teamwork and engagement in learning. The Integrated STEM-PBL module was used to measure the achievement towards genetic concepts. A pre-experimental research design with one group-posttest design was applied. A total of 50 participants who are first-year undergraduates from the faculty of biology from a public university in Malaysia were studied. Genetics Concepts Achievement Test (GCAT) was used to measure the achievement towards genetics concepts in this study. The GCAT was validated by experts with Kuder-Richardson 20 (KR-20) internal consistency reliability measure. The administration of GCAT at pretest and posttest showed that the integrated STEM-PBL module enhanced and retained the students’ achievement in genetics concepts

PUBLIC RELATIONS EDUCATION

In this article the question is posed to what extent the prescriptive model for public relations education formulated by the International Public Relations Association (IPRA) can be accepted as a role model for South Africa. This model, known as The Wheel of Education, was proposed by IPRA to suggest generally accepted educational standards. The model takes the form of a recommended curriculum accompanied by a set of general re~ommendations pertaining to education and research. In this article, an attempt is made to test the validity of this model by reviewing it in terms of both international and South African literature. It is suggested that the model has international validity but lacks sufficient emphasis on international public relations. It is also suggested that the model cannot be applied strictly as a blueprint for public relations education in South Africa, but needs to be adapted to the development needs of this country.

Enhancing Research Mechanisms and Institutional Processes in Malaysia: A Case Study of Universiti Malaya (UM)

Malaysia’s research and development landscape has grown tremendously over the last decade. The growth of scholarly output in Malaysia has also risen significantly compared to countries such as China, Singapore and Australia. Malaysia has made it a target that research output and quality will increase through an expenditure of 1.3% of the GDP allocated to Research and Development (R&amp;D). Thus far, Malaysia has achieved phenomenal growth within the research sector, with a four-fold increase in the number of citations and has generated approximately RM1.25 billion through 11% yearly growth in the number of patents from Malaysian Universities. This case study aims to provide, firstly, an overview of research governance in Malaysia, and secondly, a discussion of research governance practices at Universiti Malaya (UM). Data is obtained from the 11th Malaysian Plan (2016-2020) and linked to the Malaysian Transformation Program. The Malaysian Education Blueprint for Higher Education (2015-2025) launched in 2015 also outlined a comprehensive transformation for research in higher education programmes. In addition, other published documents on research governance practices by agencies providing research funding were also reviewed. This case study highlights best practices in research management and governance to strengthen and further enhance the current research management and governance in support of the Malaysian government’s initiative towards achieving a high-income nation status.

Introduction: The Civic Reconstruction of Higher Education and the Future of the Good Society

Introduction: The Civic Reconstruction of Higher Education and the Future of the Good Society

Better in Pictures

Better in Pictures

Toward an information theoretic ontology of risk, resilience and sustainability and a blueprint for education– Part I

ABSTRACT The concept of risk as the theoretical and methodological basis for information-consistent ranking of decision alternatives is central for safe, sustainable and resilient societal developments. However, due to significant disparities in the understanding of the concept of risk in academia, and in its application in governance and industry, we argue that a new paradigm for risk must be established. In a sequence of three papers (Part I, Part II and Part III) we take up this challenge, with the leading objective of providing a coherent foundation for the further development and transfer of the general body of knowledge relevant to governance of risk, resilience and sustainability – through research and education. In Part I, the present paper, we first present our motivation and general approach to the problem. Thereafter, we provide an overview and a discussion on the state of research and education in the domain of risk, resilience and sustainability, and propose a generic, information-based hazard classification scheme, which informs the development of a domain ontology and a blueprint for education.

Toward an information theoretic ontology of risk, resilience and sustainability and a blueprint for education - part II

ABSTRACT The concept of risk as the theoretical and methodological basis forinformation- consistent ranking of decision alternatives is centralto safe, sustainable and resilient societal developments. However,due to significant disparities in the understanding of the concept ofrisk in academia, and in its application in governance and industry,we argue that a new paradigm for risk must be established. In asequence of three papers (Part I, Part II and Part III) we take upthis challenge, with the leading objective of providing a coherentfoundation for the further development and transfer of the generalbody of knowledge relevant to governance of risk, resilience and sustainability – through research and education. Part II (the presentpaper) provides a logic for the structuring of the knowledge domainin terms of a domain ontology of the concepts relevant for anintegrated science of risk, resilience and sustainability.

The University of Miami Infectious Disease Elimination Act Syringe Services Program: A Blueprint for Student Advocacy, Education, and Innovation.

After the closure of pill mills and implementation of Florida’s Prescription Drug Monitoring Program in 2010, high demand for opioids was met with counterfeit pills, heroin, and fentanyl. In response, medical students at the University of Miami Miller School of Medicine embarked on a journey to bring syringe services programs (SSPs) to Florida through an innovative grassroots approach. Working with the Florida Medical Association, students learned patient advocacy, legislation writing, and negotiation within a complex political climate. Advocacy over 4 legislative sessions (2013–2016) included committee testimony and legislative visit days, resulting in the authorization of a 5-year SSP pilot.The University of Miami’s Infectious Disease Elimination Act (IDEA) SSP opened on December 1, 2016. Students identified an urgent need for expanded health care for program participants and founded a weekly free clinic at the SSP. Students who rotate through the clinic learn medicine and harm reduction through the lens of social justice, with exposure to people who use drugs, sex workers, individuals experiencing homelessness, and other vulnerable populations. The earliest success of the IDEA SSP was the distribution of over 2,000 boxes of nasal naloxone, which the authors believe positively contributed to a decrease in the number of opioid-related deaths in Miami-Dade County for the first time since 2013. The second was the early identification of a cluster of acute human immunodeficiency virus infections among program participants.Inspired by these successes, students from across the state joined University of Miami students and met with legislators in their home districts, wrote op-eds, participated in media interviews, and traveled to the State Capitol to advocate for decisive action to mitigate the opioid crisis. The 2019 legislature passed legislation authorizing SSPs statewide. In states late to adopt SSPs, medical schools have a unique opportunity to address the opioid crisis using this evidence-based approach.

Educating future doctors for uncertainty and complexity.

In 2018 the UK's medical regulator, the General Medical Council, produced a blueprint for undergraduate medical education, Outcomes for graduates.1 This guidance highlights the inclusion of teaching on uncertainty and complexity, in order to reflect the fact that the health and care of many patients is nonlinear and unpredictable. This is an aspect that medical students and newly qualified doctors need to be able to recognise. As a group of medical educators from different UK higher education institutions with an interest in medical student well‐being, we focused our third national symposium for medical teachers (September 2019) around educating for uncertainty and complexity. The emphasis of the symposium was on how we as medical educators can adequately prepare future doctors for the demands of contemporary practice, and indeed more widely for modern society. This focus feels particularly relevant as we write this, poised on the edge of the Covid‐19 pandemic.

Strategic Development of Flipped Framework on Educators and Learning Constructs for ESL Context: The Experts’ Agreement

The flip learning approach has been accepted by numerous studies as a strategic approach in implementing technological-based classroom environments. Concurrently, Ministry of Education Malaysia is introducing the national educational blueprint for higher education with the focus on heavy investment in developing Blended learning environments at tertiary institutions. This poses a conundrum of how best to implement such environments effectively. Hence, much researches needed to be empirically done to prove the effectiveness of a specific Blended learning approach for an ESL context. This paper aims to ascertain the required constructs in developing a framework for flipped learning in an ESL environment. The study utilized Fuzzy Delphi method to gather and analyze viewpoints of 18 experts from the relevant fields. An online questionnaire was developed to gather the experts’ agreement towards four educators and learning related constructs namely ‘Flexible Environments’; ‘Shift in Learning Culture’; ‘Intentional Content’; ‘Professional Educators’; and 42 items gathered from the literature. The FDM analysis rejected six of the items; finalizing the framework with 36 items. The framework is beneficial to ESL educators, learners and developers of technology-based learning methods

Equitably improving outcomes for cancer survivors and supporting caregivers: A blueprint for care delivery, research, education, and policy

Cancer care delivery is being shaped by growing numbers of cancer survivors coupled with provider shortages, rising costs of primary treatment and follow-up care, significant survivorship health disparities, increased reliance on informal caregivers, and the transition to value-based care. These factors create a compelling need to provide coordinated, comprehensive, personalized care for cancer survivors in ways that meet survivors' and caregivers' unique needs while minimizing the impact of provider shortages and controlling costs for health care systems, survivors, and families. The authors reviewed research identifying and addressing the needs of cancer survivors and caregivers and used this synthesis to create a set of critical priorities for care delivery, research, education, and policy to equitably improve survivor outcomes and support caregivers. Efforts are needed in 3 priority areas: 1) implementing routine assessment of survivors' needs and functioning and caregivers' needs; 2) facilitating personalized, tailored, information and referrals from diagnosis onward for both survivors and caregivers, shifting services from point of care to point of need wherever possible; and 3) disseminating and supporting the implementation of new care methods and interventions.

Management as a Calling: A Blueprint for Management Education in the 21st Century

Business’s capacity to transform society is only as great as the schools that train its future leaders. This demands that business schools reform their vision to promote values of business serving society in order for students to see business as a true calling rather than simply a career. Here is a blueprint for management education in the 21st century that teaches students that they will possess awesome power as business leaders, and with that power comes great responsibility and an obligation to create benefit for all of society.

Envisioning Innovation at the Intersection of Sport and Disability: A Blueprint for American Higher Education

In January 2013, the United States Department of Education’s Office of Civil Rights issued policy guidelines to ensure that students with disabilities have equal opportunities to participate in extracurricular athletic activities in public elementary, secondary and postsecondary schools. To date, few educational institutions, particularly within higher education, have met this national need. This paper describes a pilot course offered at a large public university on the west coast of the United States that combines learning about disability studies while participating in goalball, a sport designed for individuals with visual impairments. The implementation of this pilot program highlights the challenges and opportunities for educational institutions to offer students with disabilities, particularly students with visual impairments, equal opportunities to participate in athletics. The paper envisions innovation at the intersection of sport and disability and offers a possible blueprint for other colleges and universities that seek to create similar extra or co-curricular opportunities in line with the OCR’s policy guidelines.