Shanlax International Journal of Education

The Impact of Aesthetic Education and Academic Management on the Innovative Development of Higher Vocational Colleges in Yuncheng City, Shanxi Province, China

Jing Wang — 2025-03-01

This research aimed to explore the impact of aesthetic education factors on academic management in higher vocational colleges in Yuncheng City, Shanxi Province. It also aims to analyze how this influences the higher vocational colleges’ innovative development. Furthermore, the study examines the effect of academic management factors on the innovative development at higher vocational colleges in Yuncheng City, Shanxi Province. A quantitative research method was adopted, with data collected through online questionnaires. The sample size of this study was 417, including 57 teachers, 353 students, and 7 school administrators. In order to analyze the data, reliability analysis, correlation analysis, and regression analysis were employed. This research shows that aesthetic education has a positive impact on the academic management of higher vocational colleges in Yuncheng City, Shanxi Province (0.587) at 0.01 level. The aesthetic education also has a positive impact on innovative development (0.570) at 0.01 level. Moreover, the study also demonstrates that effective academic management has a significant positive impact on innovative development (0.659) at the 0.01 significance level. In addition, this study makes a valuable intellectual contribution to the construction strategy of aesthetic education in local higher vocational colleges and provides important insights for policymakers, educators and administrators. It also offers valuable references for advancing innovation development of vocational education in the Yuncheng area, which is of a wide application value.

Development and Validation of an Attitude Scale towards Teaching

Suvendu Ray — 2025-03-01

A successful teaching-learning process depends heavily on teaching. Wherein the teaching process greatly benefits from the involvement of prospective teachers. They need to approach the teaching with a positive attitude for the teaching-learning process to be effective. Therefore, a reliable instrument is required for assessing the prospective teachers’ attitudes toward teaching. The study sample was chosen using convenient sampling and snowball sampling techniques due to the challenges and constraints associated with contacting prospective teachers. The study used 818 prospective teachers’ derived scores for exploratory and confirmatory factor analyses. After the literature review, draft scale items were developed. Field experts assessed the items for face and content validity, and the scale was finalized. Researchers tested the construct validity using EFA. The scale included twenty-eight (28) items with seven sub dimensions, according to the analysis’s findings. Following EFA, eighteen (18) items across seven sub dimensions were kept. Finally, CFA examined the scale, which consisted of 18 items, to create a path diagram. To assess the scale’s reliability, the internal consistency coefficients for Cronbach Alpha were evaluated. The attitude scale is able to measure prospective teachers’ attitudes toward teaching, according to all of these findings. The final scale will be play significant role for measuring attitudes towards teaching for prospective teachers as well as in-service teachers.

The Results of Research Competencies Developed for Learning Development of Nakhon Sawan Rajabhat University’s Student Teachers

B. Siribhorn — 2025-03-01

This research is aimed at examining the effects of developing research competencies to enhance the current learning of student teachers at Nakhon Sawan Rajabhat University. This study focuses on participants before, during, and after the implementation of the proposed model. The sample consists of 35 fourth-year students enrolled in the Bachelor of Education program during the first semester of the 2024 academic year at the Faculty of Education, Nakhon Sawan Rajabhat University, and were selected through multi-stage sampling. The research instruments include: A research competency development program aimed at enhancing learning, A multiple-choice test with four options consisting of 15 items to assess their acquired knowledge related to research for learning development. A 15-item, 5-point rating scale to evaluate research skills for learning development. A 15-item 5-point rating scale to assess attitudes toward research for learning development, along with a 15-item, 3-point rating scale to evaluate research report. This data was analyzed using mean, standard deviation, and repeated measures and a one-way analysis of these variances. The research results found that Student Teachers demonstrated significantly higher research knowledge and research skills for learning development after implementing the model compared to during and before the implementation, with statistical significance at the .05 level. Additionally, their personal attributes after implementing the model were significantly higher than those before the implementation, also at the .05 level of significance. However, the difference in personal attributes between the post-implementation and during the implementation stages was not statistically significant. Lastly, the evaluation of research report indicated a high level of quality.

The Quality Improvement Path for Optimizing the Talent Training Program of Dance Professionals in Dalian Art College, Liaoning Province, China

Miao Yu — 2025-03-01

This study examines the impact of quality improvement pathways on optimizing the training program for dance professionals at Dalian Art College in China. The study aims to address the need for effective training arrangements to improve student achievement and meet society’s demand for skilled professionals. A questionnaire was used to collect data from 316 participants using a simple random sample method. Descriptive statistics, reliability analysis, correlation analysis and regression analysis were used to evaluate the proposed hypotheses. The results show that the quality improvement path has a positive impact on the optimization of talent training plans, thus promoting the professional development of dance graduates. The results are statistically significant at the 0.01 level. This research not only provides practical insights for improving talent development programs and advancing the dance industry but also contributes to the broader academic discussion of artistic dance professionals. In addition, it aligns with several Sustainable Development Goals (SDGS), in particular quality education (SDG4) to ensure quality dance education and promote equity in education, and satisfactory work and economic growth by increasing career opportunities for dance professionals. The study also supports gender equality by providing equitable educational resources and opportunities for all dancers. Overall, this holistic quality improvement path promotes individual career development while contributing to sustainable development and gender equality in society.

The Role of Sequences in Harmony Education

Maryna Demir — 2025-03-01

This study aims to examine how sequences are addressed in harmony textbooks published in Turkey and to highlight their significance in harmony education. Sequences play a crucial role in both thematic and harmonic development, contributing significantly to the enrichment of musical structures. However, it has been observed that sequences are often superficially addressed or limited to practical applications in Turkish harmony education materials. This limitation hinders students’ understanding of the theoretical foundations of sequences and their ability to apply them effectively.
The research adopts a qualitative approach, employing document analysis as its primary method. The sample comprises 14 widely used harmony textbooks in Turkey, analyzed for their theoretical explanations, practical examples, and educational treatment of sequences. The data were evaluated using content analysis to identify the role, scope, and deficiencies of sequences in harmony education.
The findings reveal that sequences are generally treated superficially in most harmony textbooks in Turkey and are rarely integrated into broader theoretical contexts. Nevertheless, some textbooks provide more detailed theoretical and practical insights into sequences. The study emphasizes the need for a more comprehensive approach to incorporating sequences into harmony education and offers suggestions for addressing these gaps.
This research serves as a valuable resource for academics and educators in music education, providing guidance on how sequences can be more effectively integrated into educational contexts. The findings also aim to contribute to the improvement of harmony education materials in Turkey. This study offers several recommendations for enhancing the integration of sequences in harmony education. First, educational materials should be developed to provide a detailed explanation of the theoretical foundations and various types of sequences, and sequences should be incorporated as a fundamental topic in the curriculum. Additionally, supporting materials should be provided to help educators utilize sequences more effectively in an educational context, and greater emphasis should be placed on the use of visual and auditory resources to enhance students’ understanding of the subject. In line with these recommendations, this study aims to contribute to the improvement of harmony education materials and to provide a framework for a more effective approach to teaching sequences in music education.

Teachers’ Views on Science Learning and Students’ Environmental Awareness and Conservation: A Comparative Study

Thetipat Phajan — 2025-03-01

This study investigates the differences in attitudes and awareness among science teachers regarding the design of instructional activities and their influence on students’ environmental awareness and conservation. It compares large provincial secondary schools with medium-sized secondary schools, collecting data from 41 teachers and 88 students through questionnaires and semi-structured interviews. The findings reveal distinct instructional priorities between the two school types. In large provincial secondary schools, most teachers prioritize disseminating scientific knowledge (57.00%), followed by developing scientific process skills (43.00%), while cultivating scientific attitudes is not a focus (0.00%). In contrast, medium-sized secondary schools emphasize scientific process skills (69.00%), followed by knowledge dissemination (31.00%), with no emphasis on scientific attitudes (0.00%).Students in medium-sized secondary schools demonstrated higher levels of environmental awareness and conservation. Interviews suggest that in large provincial schools, social context, parental expectations for higher education, and student preparedness lead teachers to focus on knowledge-based instruction. Meanwhile, in mediumsized schools, the environmental context and parental expectations favor practical applications and employment, with the school’s natural surroundings reinforcing this approach. As a result, these schools emphasize scientific process skills and real-world applications, leading to positive outcomes such as fostering scientific and environmental attitudes and encouraging students to actively engage in solving environmental issues.

Minimizing Cultural Manipulation in Audiovisual Translation-based Language Learning through Adaptation

Fatima Elimam — 2025-03-01

Audiovisual translation has recently received a considerable attention, particularly by FL teaching and learning theorists. While learners try to focus on the linguistic input, culture overrides other considerations. Audiovisual Text-based language learning, particularly if MT-rendered, serves as a source of cultural and ideological manipulation through the emphasis on, and literal rendering of, the Source Langue Text. AVT issues go beyond language, simple entertainment and formal linguistic norms, into broader cultural and ideological locus of argument, whether they are rendered by means of humans, or a machine. Subtitling, being a less costly type of AVT, compared to dubbing, literally transmits to learners the most hazardous nuances of the Source Language culture. Even-Zohar -in her Polysystem Theory- states that, “… I conceive of translated literature not only as an integral system within any literary polysystem, but as a most active system within it”, underlining the fact that Audiovisual texts, being a type of literary texts, also interact as active systems that necessitates mitigating learners’ exposition to such a system activity. Ensuring that the audiovisual texts to be used in language learning settings are rendered by human translators, not by machines, is necessary to avoid or diminish, learners’ direct exposure to the polysystem activity of the Source Text in question, so as to drive the learners’ attention towards the linguistic aspects of the audiovisual text, maintain the aims of the AVT-based language learning setting. It is, indeed, seems impossible to provide concrete guidelines pertaining to the use of AVT in individual learning settings, yet in directed AVT use in classrooms, teachers are highly recommended to use covert translations rather than the ones that violates cultural norms, particularly those rendered by a machine. Educational policymakers are urged to emphasize the use of censored audiovisual materials that are also covertly translated in a way that maintain learners’ own culture, moral values and social norms.

The Need in Enhancing the Standard of Teaching Related to Assessment as Learning Indicators - Summative Assessment Indicators Leading to School Quality Curriculum Development

Waiyawut Yoonisil — 2025-03-01

This research aims to study the need to enhance the standard of teaching related to assessment as learning indicators and summative assessment indicators, leading to the development of a highquality school curriculum. It is survey research with eighty participants selected using multi-stage sampling. The research tools included questionnaires assessing conditional needs. Data analysis was conducted using means, standard deviation, and PNI (Priority Need Index) Modified. The research results indicate that the need to enhance the standard of teaching related to assessment as learning indicators and summative assessment indicators is crucial for developing a high-quality school curriculum. Overall, the current condition of the need to raise the standard of teaching is at a moderate level (X̅=3.25), while the desired condition is at a high level (X̅=4.49). The overall need index is 0.276. When considering individual aspects, it was found that the design of up-to-date learning materials has the highest need index. This is followed by classroom research and school curriculum development, respectively.

Feasibility of Transformational Leadership of School Administrators Program under Mahasarakham Primary Educational Service Area Office 1

Jaruwan Champarat — 2025-03-01

This research aims to 1) study the current situation, the desired conditions, and the necessary needs for enhancing transformational leadership among school administrators, and 2) develop a program to enhance transformational leadership among school administrators. The research was conducted in two phases: 1) studying the current situation, desired conditions, and necessary needs for enhancing transformational leadership among school administrators. The sample group consisted of 272 participants, including school administrators, deputy administrators, and head teachers of various departments. The research tool was a questionnaire designed to assess both the current and desired states of transformational leadership. The data were analyzed using percentage, mean, standard deviation, and the necessity index (PNI_modified). 2) developing a program to enhance transformational leadership among school administrators. The group providing information consisted of five experts. The tool used was an assessment form for evaluating the program’s appropriateness and feasibility. The data were analyzed using mean and standard deviation. The current state of transformational leadership among school administrators was found to be at a moderate level overall. The desired conditions were rated at the highest level overall. The most necessary area for enhancement was found to be intellectual stimulation. The transformational leadership enhancement program for school administrators consists of six main components: Principles Objectives Goals Content Development process Measurement and evaluation The content is divided into four modules: Module 1: Idealized influence Module 2: Inspirational motivation Module 3: Intellectual stimulation Module 4: Individualized consideration. The evaluation results of the program’s appropriateness and feasibility were found to be at the highest level overall.

Gamification in ESL Higher Education: A Pathway to Motivation and Engagement

Melissa Ozlem Grab — 2025-03-01

Within the world of university education, gamification, being the amalgamation of game to non gaming contexts, has gained attentions as an innovative teaching strategy particularly in the English as a second language (ESL) teaching. Deciding to use this mixed methods study to investigate the effect of gamification on student motivation and engagement in ESL teaching/learning contexts in higher education institutions in a motivated way was the right choice. In particular, the paper examines how game based elements like; points, badges, leader boards and cooperative challenges affect learner motivation and engagement. Prior to and post the intervention, the intrinsic and extrinsic motivation of 200 ESL students were measured. To investigate the experiences of the 30 randomly selected participants with gamified learning, these students were interviewed. After the intervention, there was found increase in the intrinsic and extrinsic motivation of the learners. Key themes such as motivation through competition and engagement through interactive learning tasks were also fore fronted in the qualitative results. There were many students who said they felt enjoying the gamified activities reduced language anxiety and made the learning process much nicer and also more fun and that the atmosphere felt rewarding. Despite these points, this study also has some drawbacks such as possible over reliance on extrinsic rewards as well as careful application to maintain educational value. The study makes evident that gamified elements should correspond to learning goals including a spectrum of game mechanics that can accommodate different learners’ preference and provide continuous feedback to enhance efficacy. Based on the study, gamification is a powerful tool to transform ESL learning into fun, interactive and creative learning experiences by engaging the learner through ‘gamers’ mindset. The findings point at discerning implications for educators and institutions bringing game based strategies into the language curricula.