Student learning outcomes

ii DECLARATION I, Roxanne Longueira, student number 04396928 hereby declare that this dissertation, "Exploring the functionality of the South African education quintile funding system," is submitted in accordance with the requirements for the Magister Educationis degree at University of Pretoria, is my own original work and has not previously been submitted to any other institution of higher learning.

ABSTRACT
Teachers’ Experiences of Professional Development Programmes in selected Schools in the Western Cape Province

1. Introductory Statement
School-Based Teacher Professional Development Programmes (TPDs) are essential for contextual improved teacher practices but also contributes to the effective delivery of the curriculum in the classroom and improved student performance in schools. Teacher Professional Development (TPD) is implemented in multiple ways with varied context, content, and modes of delivery, offering teachers with contrasting experiences to the programmes.
2. Problem
It is evident from teachers’ that most current TPDs lack background knowledge, experience levels, and are not sufficiently informed to meet the professional learning needs of teachers in schools. Notable challenges to TPD in South Africa include irregularities in the implementation process, inconsistency, and the fact that most of them do not adequately address teachers’ professional needs.
The various challenges with professional development activities of teachers can be traced to the disjointed structures of in-service professional development, the absence of teachers' assessments to identify their professional needs, a lack of feedback on TPD activities, and other factors. There is a lack of systematic and regular monitoring of teachers’ progress by Senior Management Teams, and Education District Officials as well as a lack of good planning.

3. Purpose
This research explores the teachers experiences of Teacher Professional development Programmes(TPDs) and perspectives of the Principals, Deputy Principals, Departmental Heads, Subject Heads, Grades Heads, Subject Advisors/Curriculum Advisors and Circuit Managers on the teachers experiences of the programs based on their pivotal roles in ensuring effective implementation of School-Based Teacher Professional Development, by initiation of the programmes in schools, provision of efficient and effective support in mentorship and assessment of TPD performance which determines the teachers experiences of the programmes.
4. Methodology
Employing a qualitative narrative inquiry design targeting (30) Primary and (30)high school teachers who had participated in the selected schools organised Teacher Professional Development(TPD), , (15) primary and (15) high schools Principals, Deputy Principals(15), Departmental Heads(15), Subject Heads(15), Grade Heads(15) in Primary and High schools; and Subject Advisors((10), Curriculum Advisors(10) and Circuit Managers(10) working in the Western Cape Department of Education(WCDE) Education districts and circuit offices guiding and supporting teachers in the effective curriculum delivery in the classroom. 
Qualitative data was collected in three phases, the first phase targeted teachers who experience school-based TPDs;, the second phase school senior management team(SMT) who initiate TPDs in school; and the third phase WCDE officials who guide and support TPDs implementation in schools, each phase informing the next phase of the data collection process through the semi structured interviews/Unstructured Face to Face Interviews, analysis of TPD Policy documents and from the evaluation of the teacher reflective journals and TPD Posters as        and assessment to substantiate the findings.
5. Data analysis
Research data was analysed inductively ………Content and thematic analysis were used to identify themes and analyze data.
6. Findings
Several themes have been identified based on the findings with the existing Teacher Professional Development Programmes in the Western Cape Province schools and its impact on the teachers experiences of the implementation of the programmes. 

Key Words: experiences, teachers, teacher professional development, implementation, school-based teacher professional development, school-based TPD framework.

ABSTRACT
Teachers’ Experiences of Professional Development Programmes in selected Schools in the Western Cape Province

1. Introductory Statement
School-Based Teacher Professional Development Programmes (TPDs) are essential for contextual improved teacher practices but also contributes to the effective delivery of the curriculum in the classroom and improved student performance in schools. Teacher Professional Development (TPD) is implemented in multiple ways with varied context, content, and modes of delivery, offering teachers with contrasting experiences to the programmes.
2. Problem
It is evident from teachers’ that most current TPDs lack background knowledge, experience levels, and are not sufficiently informed to meet the professional learning needs of teachers in schools. Notable challenges to TPD in South Africa include irregularities in the implementation process, inconsistency, and the fact that most of them do not adequately address teachers’ professional needs.
The various challenges with professional development activities of teachers can be traced to the disjointed structures of in-service professional development, the absence of teachers' assessments to identify their professional needs, a lack of feedback on TPD activities, and other factors. There is a lack of systematic and regular monitoring of teachers’ progress by Senior Management Teams, and Education District Officials as well as a lack of good planning.

3. Purpose
This research explores the teachers experiences of Teacher Professional development Programmes(TPDs) and perspectives of the Principals, Deputy Principals, Departmental Heads, Subject Heads, Grades Heads, Subject Advisors/Curriculum Advisors and Circuit Managers on the teachers experiences of the programs based on their pivotal roles in ensuring effective implementation of School-Based Teacher Professional Development, by initiation of the programmes in schools, provision of efficient and effective support in mentorship and assessment of TPD performance which determines the teachers experiences of the programmes.
4. Methodology
Employing a qualitative narrative inquiry design targeting (30) Primary and (30)high school teachers who had participated in the selected schools organised Teacher Professional Development(TPD), , (15) primary and (15) high schools Principals, Deputy Principals(15), Departmental Heads(15), Subject Heads(15), Grade Heads(15) in Primary and High schools; and Subject Advisors((10), Curriculum Advisors(10) and Circuit Managers(10) working in the Western Cape Department of Education(WCDE) Education districts and circuit offices guiding and supporting teachers in the effective curriculum delivery in the classroom. 
Qualitative data was collected in three phases, the first phase targeted teachers who experience school-based TPDs;, the second phase school senior management team(SMT) who initiate TPDs in school; and the third phase WCDE officials who guide and support TPDs implementation in schools, each phase informing the next phase of the data collection process through the semi structured interviews/Unstructured Face to Face Interviews, analysis of TPD Policy documents and from the evaluation of the teacher reflective journals and TPD Posters as        and assessment to substantiate the findings.
5. Data analysis
Research data was analysed inductively ………Content and thematic analysis were used to identify themes and analyze data.
6. Findings
Several themes have been identified based on the findings with the existing Teacher Professional Development Programmes in the Western Cape Province schools and its impact on the teachers experiences of the implementation of the programmes. 

Key Words: experiences, teachers, teacher professional development, implementation, school-based teacher professional development, school-based TPD framework

This paper examined the feasibility of teaching the d-h theorem in SHS1. The study tried to find out if there is a significant difference between the scores of students who used d-h theorem and those who used the conventional method. Also, if students who used d-h theorem can remember and applied it as those who used the conventional method. The reliability coefficients of the tests were determined by the Cronbach Alpha method and Wilcoxon Rank-Sum Test was also used to test if the performance between both groups were significantly different or not. From the results, the reliability coefficients for all tests were above 70 percent. The results of the performance of the experimental group were better than that of the control group in test III and VII. This showed that students in the experimental group learnt and remember the d-h theorem and applied it more than their counterpart in the control group. In conclusion, the d-h theorem has the power that overcomes the inherent problems o...

Background: One of the most serious obstetric emergencies that seriously endanger both mother and fetus and dramatically increase maternal and perinatal mortality in our community is uterine rupture. The aim of the study is to ascertain the prevalence of uterine rupture and the various aetiologies/predisposing factors associated with it. Methods: From January 1, 2007, to December 31, 2016, patients with ruptured uteruses were studied retrospectively and cross-sectionally at the Nnamdi Azikiwe University Teaching Hospital in Nnewi, Nigeria. Outcome measures included prevalence rate, surgical choices, maternal and fetal outcomes, and maternal case fatality rate. Stata 13.0 (StataCorp LP, Texas, USA) was used to analyze the data. Results: There were 10,777 deliveries and a total of 66 cases of ruptured uterus were treated, giving a ratio of 1 in 163 deliveries or prevalence of 6.0/1000 deliveries. Sixty four case notes were retrieved giving retrieval rate of 97.0% and prolonged obstructed labour was the commonest aetiologic factor identified (42.2%). Other associated factors were grand multiparity (36.0%), previous caesarean section (28.1%), previous myomectomy (3.1%), injudicious use of oxytocin (25.0%), use of misoprostol (3.1%) and abnormal lie (17.2%). Twenty of the patients (31.3%) had repair of the ruptured uterus alone, and 28(43.8%) had repair with bilateral tubal ligation. Six of the patients (9.4%) had total abdominal hysterectomies while 10(15.6%) had sub-total hysterectomies. There were a total of 4 maternal deaths giving a case fatality rate of 6.3%. The fetal outcome was poor with only 11 (17.2%) survivors. Conclusion: Only 17.2% of surviving fetuses had a good result, and 6.1 per 1000 deliveries involved uterine rupture. The rupture of gravid uterus will be decreased, if not completely eliminated, by adequate health education, widespread availability of comprehensive obstetric care facilities, enhanced antenatal care, a decline in the prevalence of primary caesarean sections, and population empowerment of women.

This qualitative study explored how AI-Powered pronunciation tools affect the fluency development of Pakistani ESL learners, particularly undergraduate students studying English Literature. Through semi-structured interviews with 15 students who actively used AI-Powered tools like Speechling, ChatGPT and Google Assistant etc., the research investigated learners' perceptions, experiences, and perceived changes in their English fluency due to the use of these tools. The findings revealed that Pakistani ESL learners gained increased confidence, noticed clearer speech production, and appreciated the immediate corrective feedback offered by AI-powered tools. However, limitations such as internet dependency, lack of contextual explanations, and unfamiliar accents in AI models were also highlighted. The study suggests integrating AI-powered tools into English language curricula to enhance autonomous pronunciation practice while maintaining teacher guidance for contextual learning of Pakistani ESL learners.

University life can be a period of growth and development, but it is also a time of significant stress and challenge. Thus, the study aimed to explore factors with the potential to exert facilitative and debilitative influence on university students' academic performance. A research project was designed by putting together emotional intelligence and test anxiety, as two pillars that can adequately explain performance in educational contexts. The sample consisted of 205 students from the Department of Primary Education at the University of Crete. Participants completed the Emotional Intelligence Scale and the Cognitive Test Anxiety Scale-Revised and agreed to have their responses paired with their Grade Point Average (GPA) of all passed courses as well. Analyses tested the effect of the identified variables on GPA. A series of correlational analyses was conducted to explore the relationships among the above-mentioned variables. Increased worry was associated with decreases in GPA, while increased emotional intelligence was associated with increases in GPA. Moreover, the mediating role of cognitive test anxiety between emotional intelligence and academic performance emerged, indicating that emotional intelligence relates to GPA primarily indirectly. The results shed light on the impact these factors have on students' academic outcomes and highlight the importance of developing a multifaceted intervention model that supports emotional intelligence and reduces worry in higher education.

This study, conducted in 2024 at a foundation university in Istanbul, Türkiye, examined the relationship between English for Academic Purposes instructors' personality traits and their integration of ChatGPT into teaching practices. A convergent concurrent mixed-methods design was employed, allowing for the simultaneous collection and separate analysis of quantitative and qualitative data before merging the results for interpretation. In the quantitative phase, 111 English for Academic Purposes instructors were recruited through convenience sampling to complete an online survey measuring their attitudes toward ChatGPT use and personality traits such as Openness to Experience and Ambiguity Tolerance. In the qualitative phase, 8 instructors were selected via purposeful sampling for semi-structured interviews, ensuring variation in personality profiles relevant to the study focus. Quantitative findings indicated that openness, conscientiousness, and ambiguity tolerance significantly influenced instructors' willingness to integrate ChatGPT into their teaching. Qualitative insights further revealed that while instructors appreciated ChatGPT's support in lesson planning and language instruction, many expressed ethical and pedagogical concerns. These included fears of diminishing student creativity, the risk of overreliance, and the challenge of aligning Artificial Intelligence tools with learning outcomes. The integration of both data sets enabled a richer understanding of how individual personality traits shape educators' perceptions and use of Artificial Intelligence technologies. The study contributes to ongoing discussions on digital pedagogy by offering practical insights for all stakeholders of education, suggesting that personalityaware strategies may support more thoughtful and effective adoption of Artificial Intelligence in academic contexts.

As Generative AI increasingly shapes the landscape of higher education, this study offers a novel wideangle lens contribution by centering the underexplored perspectives of university teachers on the pedagogical implications of tools like ChatGPT. Adopting a qualitative descriptive approach, this study employed convenience sampling to target the views of 41 instructors at a leading English-medium university in Kazakhstan. The thematic analysis of their qualitative responses to open-ended survey questions probed for their views on how AI affects their teaching practices. Findings include the potential of AI to enhance both teacher and student productivity, contingent on its use as a complementary, not competing, tool. In contrast, challenges highlighted a lack of coherent institutional policies, along with concerns about the inaccuracy and opacity of generative models. Such issues, teachers reported, may heighten student temptation to misuse AI, resulting in diminished learning and increased teacher workload. The study offers original theoretical insights into AI integration in higher education from a teacher's standpoint and provides actionable recommendations for institutional engagement, including improved assessment design and targeted AI training for faculty and students.

ABSTRACT
Teachers’ Experiences of Professional Development Programmes in selected Schools in the Western Cape Province

1. Introductory Statement
School-Based Teacher Professional Development Programmes (TPDs) are essential for contextual improved teacher practices but also contributes to the effective delivery of the curriculum in the classroom and improved student performance in schools. Teacher Professional Development (TPD) is implemented in multiple ways with varied context, content, and modes of delivery, offering teachers with contrasting experiences to the programmes.
2. Problem
It is evident from teachers’ that most current TPDs lack background knowledge, experience levels, and are not sufficiently informed to meet the professional learning needs of teachers in schools. Notable challenges to TPD in South Africa include irregularities in the implementation process, inconsistency, and the fact that most of them do not adeqauately address teachers’ professional needs.
The various challenges with professional development activities of teachers can be traced to the disjointed structures of in-service professional development, the absence of teachers' assessments to identify their professional needs, a lack of feedback on TPD activities, and other factors. It has further been stated that, although studies by Mewborn & Huberty, (2004:4) in Gumbo (2020:23) affirm that South African teachers are provided with various workshops, training, or meetings that can improve their pedagogical content knowledge (PCK), most of these workshops do not meet the attendees' needs. Similarly, Dlamini and Mbatha (2018:28) affirmed that existing teachers’ professional development does not adequately address their professional needs. There is a lack of systematic and regular monitoring of teachers’ progress by Senior Management Teams, as well as a lack of good planning for TPD activities and programmes at the school level.
The complexity of the challenges faced by those involved in TPD programmes, as stipulated above, clearly alludes to multiple factors that have shaped the complexity of programme implementation: teachers as the individuals who participate in the programmes, the processes through which such TPD programmes are designed and the nature of the programmes offered, and the institutions that are entrusted with the responsibility to offer the programmes. These factors present challenges to effective content, facilitation, and implementation of the programmes.


3. Purpose
This research explores the teachers experiences of Teacher Professional development Programmes(TPDs) and perspectives of the Principals, Deputy Principals, Departmental Heads, Subject Heads, Grades Heads, Subject Advisors/Curriculum Advisors and Circuit Managers on the teachers experiences of the programs based on their pivotal roles in ensuring effective implementation of School-Based Teacher Professional Development, by initiation of the programmes in schools, provision of efficient and effective support in mentorship and assessment of TPD performance which determines the teachers experiences of the programmes.
4. Methodology
Employing a qualitative narrative inquiry design targeting (30) Primary and (30)high school teachers who had participated in the selected schools organised Teacher Professional Development(TPD), , (15) primary and (15) high schools Principals, Deputy Principals(15), Departmental Heads(15), Subject Heads(15), Grade Heads(15) in Primary and High schools; and Subject Advisors((10), Curriculum Advisors(10) and Circuit Managers(10) working in the Western Cape Department of Education(WCDE) Education districts and circuit offices guiding and supporting teachers in the effective curriculum delivery in the classroom. 
Qualitative data was collected in three phases, the first phase targeted teachers who experience school-based TPDs;, the second phase school senior management team(SMT) who initiate TPDs in school; and the third phase WCDE officials who guide and support TPDs implementation in schools, each phase informing the next phase of the data collection process through the semi structured interviews/Unstructured Face to Face Interviews, analysis of TPD Policy documents and from the evaluation of the teacher reflective journals and TPD Posters as        and assessment to substantiate the findings.
5. Data analysis
Research data was analysed inductively ………Content and thematic analysis were used to identify themes and analyze data.
6. Findings
Several themes have been identified based on the findings with the existing Teacher Professional Development Programmes in the Western Cape Province schools and its impact on the teachers experiences of the implementation of the programmes. 
  .

Key Words: experiences, teachers, teacher professional development, implementation, school-based teacher professional development, school-based TPD framework

ABSTRACT
Teachers’ Experiences of Professional Development Programmes in selected Schools in the Western Cape Province

1. Introductory Statement
School-Based Teacher Professional Development Programmes (TPDs) are essential for contextual improved teacher practices but also contributes to the effective delivery of the curriculum in the classroom and improved student performance in schools. Teacher Professional Development (TPD) is implemented in multiple ways with varied context, content, and modes of delivery, offering teachers with contrasting experiences to the programmes.
2. Problem
It is evident from teachers’ that most current TPDs lack background knowledge, experience levels, and are not sufficiently informed to meet the professional learning needs of teachers in schools. Notable challenges to TPD in South Africa include irregularities in the implementation process, inconsistency, and the fact that most of them do not adeqauately address teachers’ professional needs.
The various challenges with professional development activities of teachers can be traced to the disjointed structures of in-service professional development, the absence of teachers' assessments to identify their professional needs, a lack of feedback on TPD activities, and other factors. It has further been stated that, although studies by Mewborn & Huberty, (2004:4) in Gumbo (2020:23) affirm that South African teachers are provided with various workshops, training, or meetings that can improve their pedagogical content knowledge (PCK), most of these workshops do not meet the attendees' needs. Similarly, Dlamini and Mbatha (2018:28) affirmed that existing teachers’ professional development does not adequately address their professional needs. There is a lack of systematic and regular monitoring of teachers’ progress by Senior Management Teams, as well as a lack of good planning for TPD activities and programmes at the school level.
The complexity of the challenges faced by those involved in TPD programmes, as stipulated above, clearly alludes to multiple factors that have shaped the complexity of programme implementation: teachers as the individuals who participate in the programmes, the processes through which such TPD programmes are designed and the nature of the programmes offered, and the institutions that are entrusted with the responsibility to offer the programmes. These factors present challenges to effective content, facilitation, and implementation of the programmes.


3. Purpose
This research explores the teachers experiences of Teacher Professional development Programmes(TPDs) and perspectives of the Principals, Deputy Principals, Departmental Heads, Subject Heads, Grades Heads, Subject Advisors/Curriculum Advisors and Circuit Managers on the teachers experiences of the programs based on their pivotal roles in ensuring effective implementation of School-Based Teacher Professional Development, by initiation of the programmes in schools, provision of efficient and effective support in mentorship and assessment of TPD performance which determines the teachers experiences of the programmes.
4. Methodology
Employing a qualitative narrative inquiry design targeting (30) Primary and (30)high school teachers who had participated in the selected schools organised Teacher Professional Development(TPD), , (15) primary and (15) high schools Principals, Deputy Principals(15), Departmental Heads(15), Subject Heads(15), Grade Heads(15) in Primary and High schools; and Subject Advisors((10), Curriculum Advisors(10) and Circuit Managers(10) working in the Western Cape Department of Education(WCDE) Education districts and circuit offices guiding and supporting teachers in the effective curriculum delivery in the classroom. 
Qualitative data was collected in three phases, the first phase targeted teachers who experience school-based TPDs;, the second phase school senior management team(SMT) who initiate TPDs in school; and the third phase WCDE officials who guide and support TPDs implementation in schools, each phase informing the next phase of the data collection process through the semi structured interviews/Unstructured Face to Face Interviews, analysis of TPD Policy documents and from the evaluation of the teacher reflective journals and TPD Posters as        and assessment to substantiate the findings.
5. Data analysis
Research data was analysed inductively ………Content and thematic analysis were used to identify themes and analyze data.
6. Findings
Several themes have been identified based on the findings with the existing Teacher Professional Development Programmes in the Western Cape Province schools and its impact on the teachers experiences of the implementation of the programmes. 
  .

Key Words: experiences, teachers, teacher professional development, implementation, school-based teacher professional development, school-based TPD framework

This research explores teacher leadership as a necessary skill in modern education. First, the foundations of teacher leadership are addressed through three axes: the definition of the concept, the essential skills of the teacher leader, and the different leadership styles. Then, the impact of this leadership on students, particularly on their motivation and personal development, as well as on the school, particularly through the commitment of the teaching team and the evolution of educational programs, was analyzed. On a practical level, an observation grid was designed to assess leadership mastery among primary school teachers. The results show gaps in the application of this skill and a notable variation between teachers specializing in educational sciences (LEE) and other teachers. To address this, concrete proposals are put forward, such as the integration of this skill into teachers' professional skills frameworks, in order to give it a central place in the evaluation and supervision processes.

In today’s digital world, technology is transforming education at an unprecedented rate. Nearly 80% of universities in the United States now use learning management systems (LMS) to support online and hybrid learning environments (Means, Bakia, & Murphy, 2014). This expansion is particularly significant for adult learners, many of whom balance work, family, and academic commitments. While platforms like Canvas provide essential flexibility, technology alone does not guarantee improved learning outcomes. It must be applied intentionally to enhance engagement and support student success.

Two technologies reshaping adult education are LMS platforms and artificial intelligence (AI). LMS platforms such as Canvas allow students to access materials and complete assignments asynchronously, which is especially valuable for adult learners. AI provides data-driven insights, enabling instructors to personalize instruction and manage learners’ cognitive load. This paper examines how Canvas and AI impact adult learner engagement in asynchronous learning, drawing on cognitive load theory and adult learning principles to argue that these technologies create more supportive and effective learning environments.

The theological problems of the love for one's neighbour ethics are considered: the impossibility of literal fulfilment of the commandments and doubtfulness of their applicability in public and state life. One of the approaches to solving these problems is based on the principle of reverence for life, proposed by Albert Schweitzer and expressing, in his opinion, the essence of love for one's neighbour. Subsequently, this principle was borrowed by Karl Barth, who gave it a theological justification. Although Barth's texts on reverence for life are well known, some fundamental issues are still insufficiently investigated. Why did Barth claim that reverence for life does not fully express the essence of Christian ethics? What is the fundamental difference between the Barth's and Schweitzer's approaches to Christian ethics? How was this difference of approaches manifested in the practical recommendations? The article provides a comparative analysis of Barth's and Schweitzer's ethics and answers the above questions.

This study basically dives into what teachers at private high schools in Hargeisa, Somaliland, are actually doing with their time when they throw AI into the mix for lesson prep. They rounded up 120 teachers and hit them with a pretty standard survey-stuff like how they split up their hours, how slammed they feel, whether AI tools actually help, you get the idea. We're talking about things like auto-lesson planners, AI content generators, even those grading platforms that either save your soul or make you want to throw your laptop out the window. Now, the numbers-yeah, they ran some stats (regression analysis and all that jazz) to figure out if using AI really makes a dent. Turns out, teachers who lean on AI aren't drowning in paperwork and prep nearly as much. They get to put more energy into actually teaching, spicing up their lessons, and all that good stuff they probably signed up for in the first place. But here's the kicker: having some tech skills, a bit of experience, and, honestly, support from the school makes a huge difference in squeezing all the juice out of these AI tools. The stats back it up-there's a solid, moderately strong link between diving into AI and actually getting better at managing your time (B = 0.52, Beta = 0.45, r = 0.652, p < 0.01 for the stats nerds). Bottom line AI's not just a shiny toy. It genuinely bumps up lesson planning, boosts how much teachers can get done, and even helps them teach better. If you're running a school in Somaliland and you're not investing in solid AI training and support, you're kinda missing the boat.

Understanding Library Impacts" is a qualitative protocol designed to investigate the ways library services and resources contribute to undergraduate learning using interviews with librarians, faculty, and students. The Critical Incident Technique (CIT) is used in the student interviews to identify aspects of library services and resources that are critical to student success. The Revised Taxonomy of Educational Objectives is used to classify faculty goals for student learning and student interpretations of these goals. An alignment process using these data is proposed to connect library contributions to institutional goals for student learning. This paper reports on a pilot study conducted in 2005 at a liberal arts college to evaluate the protocol. Results of the pilot study suggest the protocol can detect library contributions to institutional goals for student learning. Future studies should be carried out to evaluate the protocol in other post-secondary settings. The protocol should be of benefit to libraries seeking to improve library services and to communicate library contributions to institutional goals to stakeholders.

Recognizing the inherent value in outdoor play and learning for young children, we focused upon the practices and perspectives of adults at an early childhood center as the outdoor play areas were transformed into outdoor classrooms. A salient finding emerging from the data exhibited a gap between constructivist child-led theories of play and learning and the changing needs for greater adult-led learning in the altered outdoor environment. Disparate attitudes towards greater adult intervention in children’s play existed between parents, teachers, and administrators, as children and staff transitioned and acclimated to the new outdoor classroom. Using ethnographically grounded data collection, researchers interpret these findings to suggest that while teachers maintain a strong preference for child-led learning, the changing outdoor space requires increased adult-led activities and intentional environmental education goals and training.

This chapter investigates the perceived erosion of critical academic skills among 745 university students due to dependency on AI tools. The survey measured six key constructs: AI Dependency (AID), Cognitive Offloading (CO), Motivational Decline (MD), Academic Skills Erosion (ASE), Academic Integrity Awareness (AIA), and External Pressures (EP), using a five-point Likert scale. Path Analysis was employed to examine the interrelationships among these constructs. The results revealed a strong positive relationship between AID and both CO and MD, which indicated that the increased reliance on AI leads to reduced cognitive engagement and diminished academic motivation. Additionally, CO and MD were positively associated with ASE, which means that students who offload cognitive tasks and experience MD are more likely to exhibit deteriorating academic skills. While AIA had a weak negative relationship with AID, EP showed a moderate positive association and highlighted the role of academic stress in driving AI reliance.

This research evaluates the application of the well-known ethnocentric, polycentric, regiocentric and geocentric (EPRG) paradigm as it relates to internationalizing university business schools in general, and specifically as regards the strategic appraisal of school mission, curriculum, faculty, and students. Successful business school internationalization requires a visionary mission, strong commitment from administration and faculty and actively involved students.

THE PELL INSTITUTE for the Study of Opportunity in Higher Education THE PELL INSTITUTE for the Study of Opportunity in Higher Education The Pell Institute for the Study of Opportunity in Higher Education conducts and disseminates research and policy analysis to encourage policymakers, educators, and the public to improve educational opportunities and outcomes of low-income, first-generation, and disabled college students. The Pell Institute is the first research institute to specifically address the issues impacting educational opportunity for this growing population. A particular emphasis of the Pell Institute is on professional practice and development for efforts designed to encourage, support, and enhance educational opportunity for low-income, first-generation students.

This study examines the extent to which severe behavioral problems in early primary school, in conjunction with IQ capacity, influence the likelihood of attaining a university degree, and explores the moderating role of socio-emotional skills. While previous research has addressed the separate impact of behavioral difficulties and intelligence on academic achievement, less is known about their combined long-term influence. Using a proposed longitudinal design, participants will be followed from early primary school into adulthood, applying validated measures such as the Child Behavior Checklist (CBCL) and the Wechsler Intelligence Scale for Children (WISC). Results indicate that socio-emotional skills significantly buffer the negative effects of early behavioral problems, with both high IQ and strong socio-emotional competencies serving as protective factors for long-term academic success.

The purpose of this study was to examine the relationship between the effectiveness of teachers of Kendriya Vidyalayas and Navodaya Vidyalayas teachers and mental health. The study sample consisted of 370 secondary school teachers with 185 students from all types of schools. These participants were incorrectly selected from 12 districts in Himachal Pradesh, India to ensure a balanced presentation of gender and location. To collect data, this study used the Teacher Efficacy Scale (TES-UK) of Umme Kulsum (2017) and the Positive Inventory of Mental Health (PMHI-ACHR) developed by Agashe and Halode (2007). The results showed a strong positive correlation between the effectiveness of teachers in Kendriya Vidyalayas and Navodaya Vidyalayas and the mental health of educators. This indicates that improvements in mental wells in both educational settings can contribute to improving lesson effectiveness. Furthermore, this study confirmed a large link between these variables, increasing the idea that teachers who improve mental health tend to have greater benefits in occupations, but lower mental health tend to be less effective. These findings highlight how important it is to support teacher intellectual wells to improve general educational outcomes and quality of education.

The teaching and learning in physics have undergone complete transformation through AI-driven intelligent tutoring systems adaptive learning stages and virtual labs that produce enhanced student involvement, interactive simulations and immediate feedback. The AI-powered Physics Education Technology (PhET) Interactive Simulations together with ChatGPT enables students to experiment with concepts by applying detailed explanations on complex physics theories to help abstract knowledge become more understandable. The deployment of AI resolves key educational obstacles since it delivers virtual labs alongside chatbots to make quality training more accessible for differential learners and resource-challenged students. Education integration of AI in physics faces major hurdles because of equity problems together with its expense burden and human resistance to adaptation and worries related to privacy of data and algorithmic discrimination. While AI instruments deliver better solutions for complex problems and enhanced understanding of concepts they do not reach scientific problem complexity levels which require human-like reasoning and heavy reliance on AI tools could hinder students' critical thinking abilities. Organizations receiving government financing along with training programs for teachers and ethical guidance must identify these challenges to establish high-quality physics education instruments. The supportive combination of AI with augmented reality and quantum computing enables educators and policymakers and researchers to collaborate for new educational breakthroughs. Responsible AI implementation enables physics education to achieve its goal of accessibility along with producing intriguing learning experiences which deliver effective 21st-century skill acquisition. The evolution emphasizes future progress in making traditional learning practices better through AI while developing careful implementation methods to help teacher reforms.

This paper discusses insights derived from a small-scale ethnographic study designed to explore young children's (aged three to six) everyday, lived experiences within a participatory family museum in southern England. Inspired by the childcentred work of this paper begins by examining the effectiveness of photo-elicitation interviews in accessing 'snap-shots' of children's perspectives of their museum visits. In the current study this method is complemented by the use of chest-mounted GoPro cameras to provide a first person and more holistic perspective of children's museum visits. 12 children's visits were filmed in total. During three of these, children were also carrying child-friendly digital cameras. As this was part of a larger study the data collection was designed to compare the utility of GoPro technology being used in tandem with both photo and drawingelicitation. In response to these initial findings a photo-map of the museum was created to prompt discussion with the final six participants. Recruitment was purposive and there was no contact with the participants prior to them arriving at the museum. The video captured by the chest-mounted Go-Pro cameras is particularly illuminating when analyzed in the context of the post-visit interview data. Although the photo-elicitation and drawing-elicitation interviews do reveal some important details about the children's experiences and perspectives, the video footage highlights the difficulties with relying on these methods in an everyday museum setting. For example parental involvement in the children's photography is far more pervasive than might be expected, and the degree to which the camera affects the nature of the children's visits is notable. The video also reveals how easy it is to misinterpret children when relying solely on their recollections in an interview situation. This paper finishes with a discussion of the strengths and weaknesses of using Go-Pro technology as a complementary tool in the exploration of young children's museum experiences.

Each year, around 8,000 Grade XII students in Bhutan sit for the Bhutan Higher Secondary Education Certificate (BHSEC) examination, overseen by the Bhutan Council for School Examinations and Assessment (BCSEA). The results significantly shape students' futures, raising concerns about the effects of these exams on their well-being and coping strategies. Although standardized exams ensure quality and consistency, they can also encourage rote learning, unhealthy competition, and psychological stress. The broader impact on academic growth and long-term success remains underexplored. This study investigates student perceptions of board exams, their coping strategies, and the role of preparatory resources and teaching methods. Using a mixed-methods approach, quantitative data from 3,920 students and qualitative insights from 30 educators and 7 students were collected. Results show a strong positive link between exams and academic performance (rs(22) = .75, p ≤ .001), but also highlight high stress levels, calling for a more balanced, student-centered examination approach.

Background Teacher performance is a critical determinant of educational quality, although the factors influencing teacher effectiveness in specific contexts remain underexplored. Understanding these factors in private secondary schools in North Nazimabad, Karachi, is essential for enhancing the quality of education. Objective This study aimed to examine the factors influencing the performance of secondary school teachers in private schools in North Nazimabad Town, focusing on understanding the roles of subject mastery, leadership support, experience, and communication skills in teacher performance. Methods An interpretative phenomenological design guided 40 semi-structured interviews (30 teachers, 10 principals) from 10 systematically selected schools (Englishmedium, ≥ 250 enrolment, mid-fee). Participants' median age was 34 years for teachers (range 24-53) and 45 years for principals (37-58); median classroom and leadership experience were 9 and 17 years, respectively. Verbatim transcripts were coded inductively, yielding 35 codes that collapsed into four teacher themes and five principal themes. A binary endorsement grid tracked whether each participant explicitly linked any driver to stronger student outcomes. Results The teachers reported that deep subject expertise, adaptability in lesson planning, and effective communication promoted stronger student engagement and improved the learning outcomes. Principals highlighted continuous training, transformational leadership, teacher skills, motivation and stakeholder engagement. Endorsement frequencies were high: deep subject expertise (teachers 87%, principals 80%), adaptable lesson planning (80%, 90%) and effective communication (93%, 90%). Supportive leadership was associated with a reported 15% rise in teacher participation in professional-learning communities and two fewer weekly disciplinary incidents per class. Conclusions Effective teaching in resource-constrained Karachi schools hinges on synergistic interactions among strong content knowledge, adaptive planning, high-quality communication and transformational leadership. Prioritising two

This paper will explore the effects of social interaction in a multicultural society on the formation of character and a values system in children. It will discuss how the school community can create a culture that supports every individual to explore one's values hierarchy while helping students to develop their character and flourish. It will argue that schools can help to foster a culture of inclusion where all can feel safe, valued and enabled to bloom. Schools that are firmly committed to developing the whole child give importance to character education. Character education is a systematic approach that helps students improve their moral judgment and thinking. It helps students to acquire basic human values. Character education becomes even more important in a multicultural context; it provides the essential tools that help one to be inclusive and integrate different beliefs. Humans are social beings and interact with others; this interaction helps individuals to change their attitudes to integrate within the group. The family, peers and schools provide groups of interactions that influence the children's character formation. They can provide groups of belonging where one can feel safe and widen one's belief system. The sense of trust created within groups of belonging provides a positive experience where one can examine one's beliefs and develop them. The role of the media and virtual groups should not be underestimated; in today's culture, they play an important role in values and character development.

Online units of study are now an integral part of accounting education programs. Educators are increasingly becoming responsible for developing and teaching asynchronous online units, which can be challenging. This paper describes the transition of a blended working in professions unit by enhancing the blended materials using cognitive load theory (CLT) at an Australian university. Blended learning significantly reduces face-to-face instruction by integrating online learning experiences. To assess the perceptions of leaners on enhanced blended learning materials, survey data was collected, and student perception ratings were compared in blended learning environments incorporating CLT concepts and without CLT. Results show that student rated blended learning environments incorporating cognitive load theory (CLT) highly, thus empirically validating the use of CLT in accounting education. The article concludes with suggestions of how accounting educators can incorporate CLT into online accounting instruction.

Online classroom management is considered essential for promoting student learning outcomes and engagement. This study examines the relationship between online classroom management and student learning outcomes, with student engagement as a mediator. A cross-sectional survey method was employed to collect data via questionnaires distributed through Google Forms. Respondents were selected using multi-stage cluster sampling from six universities in Beijing, China. A total of 400 valid questionnaires were analyzed quantitatively using SPSS to address the research questions. The findings indicate that online classroom management positively correlates with student engagement and learning outcomes. Moreover, student engagement significantly mediates the relationship between online classroom management and student learning outcomes. The study validates the model that online classroom management, mediated by student engagement, positively influences university students’ learning outcomes, thus supporting the research hypotheses based on the relationships among the variables. This study contributes to the integration of theory and enhances the understanding of the relationship between online classroom management and student learning outcomes. Additionally, it offers insights for policymakers and practitioners on how to support online classroom management and improve student learning outcomes.

Afdeling for gammel og ny testament -section for biblical studies Afdeling for kirkehistorie og praktisk teologi -section for church history and practical theology Afdeling for miljø-og arbejdsmedicin -department of environmental and occupational medicine Afdeling for sygeplejevidenskab -department of nursing science Affektiv lidelse -mood disorder Afhandling -dissertation, thesis Anatomisk institut -department of anatomy Angst -anxiety Ansatte -employees Ansøgning -application Antidepressiv medicin -antidepressants Apotek -pharmacy Arbejdsmarked -labour market Behandling -treatment Bestyrelse -board Bevidsthed -consciousness Bevidsthedsteori -theory of mind Bibliotek -library Bibliotekar -librarian Baerbar computer -laptop Cand. Jur. -Master of Laws (LL.M) Cand. Mag. -Master of arts (MA) Cand. Med. -Medical doctor (MD) Cand. Paed. -Master of education (MEd) Cand. Scient. -Master of science (MSc) Center for bioetik og nanoetik -Centre for bioethics and nanoethcis Center for rusmiddelforskning -centre for drug and alcohol research Centerleder -centre director Centraladministration-central administration

T his study was carried out to investigate the effect of competency-based and problembased learning strategies on students' academic performance in acid-base titration Chemistry in7 Mkpat Enin Local Government Area. The study adopted a quasiexperimental pretest-posttest non-randomised design. The population of the study consisted of 1840 Senior Secondary School Two (SS2) Chemistry students in the sixteen public coeducational secondary schools in Mkpat Enin Local Government Area. A sample size of 83 SS2 Chemistry students was used for the study. A simple random sampling technique was used in selecting two coeducational secondary schools, and in each of the selected schools, an intact class of SS2 Chemistry students was used for the study. The two selected schools were assigned to experimental groups 1 and 2, respectively. Experimental group 1 students were exposed to a competency-based learning strategy and experimental group 2 students were exposed to a problem-based learning strategy. The instrument for data collection was the Acid-Base Titration Performance Test (ABTPT) with a reliability coefficient of 0.88 obtained using the Kuder-Richardson formula-20. The data collected were analysed using Mean, Standard Deviation, and Analysis of Covariance (ANCOVA). The results showed that there is no significant difference in the mean performance scores of students taught the concept of acid-base titrations using competency-based and problem-based learning strategies. The results also showed no significant difference in the mean performance scores of male and MULTIDISCIPLINARYPage 1

This study aimed to investigate the use of a structured learning outcomes approach for fifth-grade mathematics instruction, with a focus on students with difficulties in learning mathematics, across two mainstream schools in Kuwait. Three special education teachers, across three classes, who worked with 30 focus students, participated in the study. Teachers implemented a structured approach to curriculum and pedagogy based on a focus on learning outcomes, simultaneously supported by a dedicated technology platform, with the aim of encouraging a focus on differentiation to meet individual learning needs. This study employed a mainly qualitative approach involving interviews to gauge teacher perceptions of the extent to which this approach supported them in thinking more effectively about individual learning needs. Links are made to the extant literature in this area, and recommendations are made for future research using this learning outcomes approach based on a wider sample of mainstream schools and classrooms.

The deployment of superintelligent generative artificial intelligence (genAI) in clinical diagnosis represents one of the most consequential transformations in the history of medicine. Advanced tools such as the Microsoft AI Diagnostic Orchestrator (MAI-DxO), in collaboration with OpenAI's Generative Pre-trained Transformer (GPT)-derived models, now outperform generalist physicians in diagnostic accuracy and efficiency, boasting accuracy rates exceeding 85% while reducing testing costs by up to 70%. Advocates hail these breakthroughs as a triumph of scale, speed, and economic rationality-offering hope to under-resourced healthcare systems especially in low-and middle-income countries (LMICs) and overwhelmed clinicians. Yet this economic promise masks a deeper, more insidious cost; the creeping marginalization of the physician's role. Framed as partners in care, clinicians increasingly face relegation to supervisory or validation functions, as algorithms undertake the core cognitive tasks that have long defined the medical profession. The physician risks being transformed from healer and thinker to technician and observer. If left unchecked, this trajectory portends the de-skilling of medical practice, the erosion of professional identity, and the eventual displacement of human clinicians in favor of algorithmic workflows. This Perspective examines the global economic logic driving the adoption of superintelligent genAI in diagnosis, critiques the ethical and professional consequences of unchecked automation, and proposes guardrails to protect the centrality of human clinical judgment. Building on recent findings-such as the MAI-DxO diagnostic benchmark, even though it has not yet been approved for clinical use-and informed by historical examples of professional disruption, we argue that the rise of superintelligent genAI in medicine demands active, deliberate oversight rather than passive acceptance. As with past technological revolutions, the outcome will not be decided by capability alone, but by values. If cost-saving becomes the singular metric of success, we may soon find ourselves in a healthcare system where efficiency thrives-but care, in its fullest human sense, does not.

Background: Generative Artificial Intelligence (genAI) tools, such as ChatGPT, hold promise for higher education but also raise valid concerns. Critical questions arise regarding university educators' attitudes toward the growing use of genAI in education. This multinational study aimed to examine the determinants of genAI Perceived Usefulness and Effectiveness among educators in Arab universities Methods: The study applied the validated Technology Acceptance Model (TAM)-based theoretical framework using the Ed-TAME-ChatGPT survey instrument. Data were collected using a self-administered structured online questionnaire distributed in November-December 2024 via SurveyMonkey platform. Results: The final sample comprised 685 academics across the Gulf Cooperation Council countries, Levant/Iraq, Egypt/Sudan, and the Maghreb countries. In multivariate analyses, Social Influence (β = 0.445 and 0.531, p < 0.001) and Technology Readiness (β = 0.325 and 0.314, p < 0.001) positively predicted Perceived Usefulness and Effectiveness, respectively, while Anxiety was a negative predictor (β =-0.154 and-0.088, p < 0.001 and p = 0.007, respectively). Across demographic and academic factors, Perceived Effectiveness varied by nationality and university location, whereas Perceived Usefulness was associated with academic qualification. Conclusions: This study showed the ubiquitous use of genAI tools especially ChatGPT among university educators in Arab universities and confirmed the validity of the Ed-TAME-ChatGPT instrument. The findings http://jed.julypress.com

This study is aimed at identifying the relationship between classroom environment and mathematics anxiety of students. Adopting a quantitative data analysis procedure, it has been revealed that there exists a significant negative correlation for the scales for teacher's support and learning mathematics anxiety and mathematics evaluation anxiety. It has also been identified that learning environment scales and learning mathematics anxiety include significant, negative and independent relationships in relation to teacher's support, investigation, task orientation and equity. Acknowledging teachers as catalysts in pedagogical practice, the study shows that they can play a pivotal role in easing mathematics learning byreducing mathematics anxiety.

He has as M.S.E. and Ph.D. degrees in Civil Engineering from the University of Texas at Austin, and a B.S.E. degree from Tulane University. He teaches undergraduate and graduate courses on mechanics and structural design (reinforced concrete, structural steel, masonry, and wood).

BRICS is a group of five emerging economies that include Brazil, Russia, India, China, and South Africa. These nations have a combined population of over 3.6 billion people, accounting for approximately 42% of the world's population. As emerging economies, these nations face various challenges related to poverty, inequality, and environmental degradation. The Sustainable Development Goals (SDGs) provide a framework for addressing these challenges and achieving sustainable development. This article highlights the 4th SDGs, named outcome-based education (OBE) practices in BRICS nations for quality education. In the current scenario, Google trends analysis and Twitter both platforms are famous for listening to the voice of the citizen of a person/ a group, or a nation. Understanding the public opinions and sentiments expressed through tweets can greatly help worldwide political and commercial use. Further, this research article has done the Google trends analysis and extracted tweets for sentiment analysis for OBE practices in BRICS nations. R and its associated packages are used to display word clouds and bar diagrams to depict the subjectivity and polarity (mood) of the public of BRICS nations about the OBE. This research work can help the government of BRICS counties to formulate outcome-based education policies to manage the opinions and emotions of the people for the prosperity of their respective countries. This research can attract and motivate other researchers to work in this direction.

There are also numbers of dimensions of the educational system where the AI application is leading to modifications in terms of teaching-learning strategies, assessment and accreditation processes, and organizational practices. Moreover, it has the vested interest of promoting the improvement of the teaching of science. Of interest to this systematic review is therefore to present a basic understanding of the empirically tested connection between science education and artificial intelligence. It also assesses impacts of AI on learning outcomes for students, possible adoption contexts, perceptions that students and teachers have concerning AI, as well as challenges inherent in use of AI in the teaching of sciences. The research also aims to answer questions as to how resources developed with AI may enhance chemistry students' performance and understanding and increase their level of interest. In this study, the quasi-experimental group was used to investigate an experimental group that has used the AI-learning modules and a control group that was taught according to usual teaching procedures. Data was collected using questionnaires, interviews with students, pre-and post-tests. This research suggested that incorporating of AI could significantly improve the students' performance outcomes particularly on their understanding of concepts and problem solving skills. Thus, for the effect to go viral, some of the teachers may require training on the use of the equipment, and technology needs to be made available in order to support the wide use.

This study investigated secondary school science, technology and mathematics teachers' teaching subject challenges in Onna Local Government Area. Two research questions were used for the study. Descriptive survey design was used. The population of the study comprised of all the secondary school science, technology and mathematics teachers in the nine public secondary schools in the study Area. A sample size of 51 secondary school science, technology and mathematics teachers drawn from seven randomly selected secondary schools was used for the study. One instrument used was Questionnaire on Teaching Subject Challenges (QTSC). The instrument was validated by two (2) lecturers and found to have a reliability index of 0.75 using cronbach alpha. Data obtained from research instrument were analyzed using mean score, standard deviation, percentages, frequency count and analysis of variance (ANOVA) was used to test the hypotheses at 0.05 level of significance. The result showed that teachers encountered most teaching challenges, all the teachers that were used for the study irrespective of their areas of teaching subject, had similar teaching challenges. It is therefore, recommended that secondary school science, technology and mathematics teachers should endeavour to collaborate on professional issues and undergo on-the-job-training in order to solve the most classroom teaching challenges.

Durable inequality is the categorical long-persisting inequality found in every sphere of life. The categorical distinction, such as male/female or rich/poor among people is the fundamental thesis of this term. Exploitation and opportunity hoarding are the major structural causes of durable inequality whereas emulation and adaptation are the tools for establishing durable inequality. This paper addresses the social and economic dimensions of durable gender inequality in Bangladesh. It finds that the patriarchal social system is the major social cause for durable gender inequality which creates the ground for discrimination against women from their birth to death. It limits women's ability in the decision-making process, affects the health status of women's own and their families and creates the early marriage of women. Access to and control over productive resources is the main economic cause for durable gender inequality which affects overall growth and development of the country. This paper finds out the main determinants of durable gender inequality in the education system. Access to schooling, educational investment and learning outcomes are the three major reasons which can create durable gender inequality in the education sector.

Medical education is increasingly in need of assessing how well emerging immersive technologies stack up against traditional teaching methods. This chapter offers a comparative look at spatial understanding in anatomy education across three approaches: traditional learning (TL), augmented reality (AR), and virtual reality (VR). We examined these teaching methods through a two-phase assessment: pre-test baselines and immediate post-test results. Students were divided into three distinct groups: one following traditional learning methods, another working with an AR anatomy mobile app, and a third using our Immersive Virtual Anatomy Laboratory (IVAL) virtual reality system. This structured evaluation lets us track initial learning gains across all three methods. Our findings show that while both AR and VR outperform TL in immediate knowledge acquisition, VR demonstrates greater effectiveness in our context of spatial learning; however, AR may be better suited for particular use cases requiring portability or layered visualization. These insights offer evidence-based advice for effectively incorporating immersive technologies into medical curricula, taking into account resource limitations and educational goals.

This study explores the connection between attention span and academic performance among university students in the digital era. With the rise of social media and constant digital distractions, attention spans are shrinking—raising concerns about their impact on students' learning and achievement. Using the Continuous Performance Test (CPT) and students’ GPA, this quantitative research investigates whether reduced attention span correlates with lower academic performance. The findings aim to inform educators, parents, and institutions about strategies to improve student focus and enhance academic outcomes in a highly distracted environment.

This study employs Difference-in-Differences models to evaluate the impact of early social media use - experienced through a personal smartphone - on academic performance among children aged 7 to 16. A unique dataset comprising 5,227 students from northern Italy was constructed by merging data from a specially designed questionnaire on lifetime digital media habits with longitudinal standardized test scores in Italian, English and mathematics. Participants who created a personal social media account in 6th, 7th, or 8th grade were separately matched with late adopters who initiated their first social media account in the 9th grade or later. The findings provide compelling evidence that early engagement with social media adversely affects learning outcomes. Additional evidence of the effects of early social media use on other academic outcomes for which we lack a longitudinal component (school marks, grade repetitions, track enrolment and self-efficacy) is in line with our main findings. We also find supporting evidence that a substantial part of this negative effect is mediated by students’ smartphone pervasiveness in key moments of the day. These results hold significant implications for educators, policymakers and parents, and for the ongoing debate on children's exposure to social media and its consequences for their well-functioning.

ในยุคที่การศึกษาระดับอุดมศึกษาถูกคาดหวังให้ผลิตบัณฑิตที่มีคุณภาพสูง ตอบสนองต่อความต้องการของสังคม และสามารถแข่งขันในเวทีโลกได้อย่างมีศักยภาพ กระบวนการหนึ่งที่มีความสำคัญยิ่งในการยืนยันคุณภาพของผลลัพธ์การเรียนรู้ คือ “การทวนสอบผลสัมฤทธิ์ของนักศึกษา” ซึ่งนอกจากจะเป็นกลไกสนับสนุนการประกันคุณภาพการศึกษาแล้ว ยังเป็นเครื่องมือสำคัญที่ช่วยให้ผู้สอนสามารถตรวจสอบความสอดคล้องของผลการจัดการเรียนการสอนกับผลการเรียนรู้ที่หลักสูตรกำหนดไว้ได้อย่างมีประสิทธิภาพ
คู่มือการทวนสอบผลสัมฤทธิ์ของนักศึกษา หลักสูตรประกาศนียบัตรบัณฑิตวิชาชีพครู วิทยาลัยบัณฑิตศึกษาด้านการจัดการ มหาวิทยาลัยศรีปทุม วิทยาเขตขอนแก่น จึงจัดทำขึ้นเพื่อเป็นแนวทางปฏิบัติอย่างเป็นระบบและเป็นรูปธรรม โดยยึดตามกรอบมาตรฐานคุณวุฒิระดับอุดมศึกษาแห่งชาติ (TQF) และผลลัพธ์การเรียนรู้ของหลักสูตร (Program Learning Outcomes – PLO) ทั้งนี้ครอบคลุมทุกขั้นตอนของกระบวนการทวนสอบ ตั้งแต่ระดับรายวิชา (CLO) จนถึงระดับหลักสูตร
ภายในคู่มือฉบับนี้ได้นำเสนอองค์ความรู้เกี่ยวกับการทวนสอบใน 2 ระดับหลัก ได้แก่ การทวนสอบระดับรายวิชา และการทวนสอบระดับหลักสูตร โดยอธิบายอย่างละเอียดทั้งในด้านแนวคิด วิธีการ เครื่องมือ กลยุทธ์ ตลอดจนการใช้ผลลัพธ์ในการพัฒนาการเรียนการสอน พร้อมทั้งยกตัวอย่างการประยุกต์ใช้แบบทดสอบ การประชุม การสังเกต และการสอบถาม เพื่อให้การดำเนินงานทวนสอบสามารถปฏิบัติได้จริงในบริบทของหลักสูตร
ผู้จัดทำหวังเป็นอย่างยิ่งว่า คู่มือฉบับนี้จะเป็นประโยชน์แก่คณาจารย์ คณะกรรมการหลักสูตร และผู้เกี่ยวข้องทุกฝ่ายในการพัฒนาคุณภาพการเรียนการสอน และสามารถใช้เป็นแนวทางในการยกระดับหลักสูตรให้ตอบสนองต่อมาตรฐานวิชาชีพ และความต้องการของผู้เรียนและสังคมได้อย่างแท้จริง

The collegiate experience provides opportunities for learners to engage with others in an environment that prepares graduates for twenty-first century challenges. This chapter offers reasons why students should engage with other students by doing, feeling, and thinking, and posits that engagement on campus not only serves students individually and collectively, but also contributes to a vibrant campus-learning environment.

The collegiate experience provides opportunities for learners to engage with others in an environment that prepares graduates for twenty-first century challenges. This chapter offers reasons why students should engage with other students by doing, feeling, and thinking, and posits that engagement on campus not only serves students individually and collectively, but also contributes to a vibrant campus-learning environment.

Pregnancy constitutes a period of heightened risk for domestic violence, which can be physical, sexual, psychological, or emotional. A
woman may be at risk irrespective of race, age, socioeconomic status,
or educational level. The abdomen is the most common target for
physical violence .
Women who experience violence during pregnancy have a higher
risk of pregnancy loss, preterm delivery, low birth weight neonates, premature rupture of membranes, stillbirth, and increased likelihood of cesarean delivery. The main objective of the present study was to
investigate pregnancy outcomes among women who had experienced
domestic violence compared with women who had not been abused.

A smart society's ability to advance is significantly
influenced by the quality of the higher education system. A trend related to artificial intelligence known as the fourth Industrial Revolution, or "smart industry," is transforming many facets of life, most notably the educational system. The efficiency of science, technology, engineering, and mathematics is essential to the smart industry. The next industrial revolution can be built on a mathematical foundation. In order to prepare our graduates for the modern world and help them meet business needs, our university education system must be user-friendly. Outcome-Based Education (OBE) must be adopted. We conducted a research among college students and asked them a series of questions about their comprehension and awareness of OBE. We also looked at the difficulties associated with putting Outcome Based Education (OBE) into practice.