CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Abstracts | Educational and Pedagogical Sciences</title> <meta name="description" content="Abstracts | Educational and Pedagogical Sciences"> <meta name="keywords" content="Abstracts | Educational and Pedagogical Sciences"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value=""> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3818</div> </div> </div> </div> <div class="mt-3 text-center"> <h1 class="mb-1" style="font-size:1.2rem;">World Academy of Science, Engineering and Technology</h1> <h2 class="mb-1" style="font-size:1.1rem;">[Educational and Pedagogical Sciences]</h2> <h3 class="mb-1" style="font-size:1rem;">Online ISSN : 1307-6892</h3> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3818</span> Online Foreign Language Learning Motivation for Tunisian Students of English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leila%20Najeh">Leila Najeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the motivational factors influencing Tunisian university students learning English through online platforms. Using a mixed-methods approach, data were collected from 112 undergraduate students of English across universities in Tunisia. The study employed an online questionnaire to measure intrinsic and extrinsic motivation, incorporating the Learning Motivation Questionnaire (FFLLM-Q) developed by Gonzales in 2001 and semi-structured interviews to explore students’ perspectives on their online learning experiences. Quantitative analysis revealed a significant correlation between intrinsic motivation and interactive features such as gamification and adaptive content delivery, while extrinsic motivation was strongly linked to career aspirations and academic requirements. Qualitative findings highlighted challenges such as limited interaction with peers and teachers, technical constraints, and a lack of immediate feedback as demotivating factors. Participants expressed a preference for blended learning models, combining the flexibility of online education with the collaborative environment of traditional classrooms. This study underscores the need for tailored online learning solutions to enhance the motivational landscape for Tunisian students, emphasizing the importance of culturally relevant content, accessible platforms, and supportive learning communities. Further research is recommended to evaluate the long-term impact of these interventions on language proficiency and learner autonomy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivational%20factor" title="motivational factor">motivational factor</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20foreign%20language%20learnig" title=" online foreign language learnig"> online foreign language learnig</a>, <a href="https://publications.waset.org/abstracts/search?q=tunsian%20students%20of%20english" title=" tunsian students of english"> tunsian students of english</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20platforms" title=" online learning platforms"> online learning platforms</a> </p> <a href="https://publications.waset.org/abstracts/194870/online-foreign-language-learning-motivation-for-tunisian-students-of-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194870.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">6</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3817</span> Analyzing the Programme for International Student Assessment (PISA) Results in Uzbekistan: Insights from Organisation for Economic Co-operation and Development (OECD) Assessments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nukarova%20Marjona%20Kayimovna">Nukarova Marjona Kayimovna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article examines Uzbekistan's participation in the Programme for International Student Assessment (PISA) 2022, as the country took part in the assessment for the first time. The analysis delves into the initial results and performance metrics reported by the Organisation for Economic Co-operation and Development (OECD). By exploring Uzbekistan's data, the article highlights key findings, trends, and areas of strength and improvement. The aim is to provide a comprehensive understanding of how Uzbekistan's education system compares on the international stage and to offer insights into potential implications for future educational policies and reforms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=PISA" title="PISA">PISA</a>, <a href="https://publications.waset.org/abstracts/search?q=OECD" title=" OECD"> OECD</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20analysis%20of%20Uzbekistan" title=" data analysis of Uzbekistan"> data analysis of Uzbekistan</a>, <a href="https://publications.waset.org/abstracts/search?q=results" title=" results"> results</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking." title=" critical thinking."> critical thinking.</a> </p> <a href="https://publications.waset.org/abstracts/194600/analyzing-the-programme-for-international-student-assessment-pisa-results-in-uzbekistan-insights-from-organisation-for-economic-co-operation-and-development-oecd-assessments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194600.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">11</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3816</span> The Impact of Democratic Leadership on Job Satisfaction Among Teachers in South Hebron Directorate Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Mahmoud%20Rjoob">Mohammad Mahmoud Rjoob</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to explore the impact of democratic leadership on job satisfaction among teachers in the South Hebron Directorate schools. The study was applied to a random sample representing the study population of teachers in the South Hebron Directorate of Education, with a sample size of 301 teachers from 12 schools. The researcher adopted the descriptive approach as it is the most suitable for the nature of this study, and a questionnaire was used as a tool for data collection and measuring various variables. The study recommended the importance of enhancing the concept of democratic leadership in schools to boost teachers' morale and improve the quality of the educational process. It also encouraged the adoption of democratic leadership styles by administrations, educational areas, and new principals due to their positive and effective impact on job performance. Additionally, the study suggested providing training courses for school principals and new teachers on how to apply the principles of democratic leadership that contribute to creating a positive educational environment and enhance the spirit of cooperation to achieve the school's goals. Finally, the study called for granting school principals more authority and powers to increase their ability to effectively deal with challenges and problems, which contributes to improving the educational process and enhances teachers' job satisfaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=democratic%20leadership" title="democratic leadership">democratic leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Hebron%20Directorate%20Schools" title=" South Hebron Directorate Schools"> South Hebron Directorate Schools</a> </p> <a href="https://publications.waset.org/abstracts/194567/the-impact-of-democratic-leadership-on-job-satisfaction-among-teachers-in-south-hebron-directorate-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194567.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">9</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3815</span> China’s Participation in WorldSkills Competition for 14 Years: Experience, Problems and Prospects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang%20Di">Wang Di</a>, <a href="https://publications.waset.org/abstracts/search?q=Luo%20Shengqiang"> Luo Shengqiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chen%20Yanjie"> Chen Yanjie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vocational skill competition is an effective means to test and improve the quality of engineering education personnel training and provides a high-level practice platform for practical teaching in engineering education. Since China participated in the WorldSkills Competition in 2011, it has achieved very good results in the past 14 years. This study provides a group portrait of China's participation in the WorldSkills Competition, including competitors, competition managers and, Chinese laborers, etc. Meanwhile, through in-depth research on the basic process of launching the WorldSkills Competition in China, the experience and main problems of China's participation in skills competition are summarized. Including China's remarkable practices in institutional mechanisms, team management, promoting world skills development, and boosting social equity and gender equality, it puts forward specific ideas for developing countries to strengthen engineering education and participate in skills competitions. Centering on the value concept of a community with a shared future for mankind proposed by China, we envision how to reinforce skills development in China and take concrete actions to support the United Nations Sustainable Development Goals (SDGs). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=WorldSkills%20competition" title="WorldSkills competition">WorldSkills competition</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=TVET" title=" TVET"> TVET</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20experience" title=" Chinese experience"> Chinese experience</a> </p> <a href="https://publications.waset.org/abstracts/194421/chinas-participation-in-worldskills-competition-for-14-years-experience-problems-and-prospects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194421.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">8</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3814</span> The Willingness and Action of Engineering Students in Career Choice: A Mixed-Method Research from the Perspective of the Rational Choice Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juan%20Wang">Juan Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiuxiu%20Wang"> Xiuxiu Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Di%20Wang"> Di Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Engineers are an important force supporting the economic and social development of a country. As China has the largest scale of engineering education in the world, the career choice of engineering students will affect the contribution of human capital to national scientific and technological progress and economic development. A questionnaire survey shows the following: on the whole, the students surveyed were willing to engage in an engineering career, but their willingness needed to be enhanced, and their willingness was affected by such factors as their understanding of the value of the engineering career; the resources from individual benefits, resources from career and individual strengths. Also, based on in-depth interviews with some engineering students, it is found that engineering students’ career choice behaviors totally based on survival rationality, economic rationality, social rationality and other combinations. Based on this, policy support should be given to the enrollment, training, employment and other aspects of engineering education; improve the professional status and treatment of engineers through multiple measures; ensure a smooth career path to enhance the willingness of engineering students to choose careers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20students" title="engineering students">engineering students</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20choice" title=" career choice"> career choice</a>, <a href="https://publications.waset.org/abstracts/search?q=engineer" title=" engineer"> engineer</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20capital" title=" human capital"> human capital</a> </p> <a href="https://publications.waset.org/abstracts/194414/the-willingness-and-action-of-engineering-students-in-career-choice-a-mixed-method-research-from-the-perspective-of-the-rational-choice-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194414.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">9</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3813</span> From Dissection to Diagnosis: Integrating Radiology into Anatomy Labs for Medical Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julia%20Wimmers-Klick">Julia Wimmers-Klick</a> </p> <p class="card-text"><strong>Abstract:</strong></p> At the Canadian University of British Columbia's Faculty of Medicine, anatomy has traditionally been taught through a combination of lectures and dissection labs in the first two years, with radiology taught separately through lectures and online modules. However, this separation may leave students underprepared for medical practice, as medical imaging is essential for diagnosing anatomical and pathological conditions. To address this, a pilot project was initiated aimed at integrating radiological imaging into anatomy dissection labs from day one of medical school. The incorporated radiological images correlated with the current dissection areas. Additional stations were added within the lab, tailored to the specific content being covered. These stations focused on bones, and quiz questions, along with light-box exercises using radiographs, CT scans, and MRIs provided by the radiology department. The images used were free of pathologies. Examples of these will be presented in the poster. Feedback from short interviews with students and instructors has been positive, particularly among second-year students who appreciated the integration compared to their first-year experience. This low-budget approach was easy to implement but faced challenges, as lab instructors were not radiologists and occasionally struggled to answer students' questions. Instructors expressed a desire for basic training or a refresher course in radiology image reading, particularly focused on identifying healthy landmarks. Overall, all participants agreed that integrating radiology with anatomy reinforces learning during dissection, enhancing students' understanding and preparation for clinical practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality%20improvement" title="quality improvement">quality improvement</a>, <a href="https://publications.waset.org/abstracts/search?q=radiology%20education" title=" radiology education"> radiology education</a>, <a href="https://publications.waset.org/abstracts/search?q=anatomy%20education" title=" anatomy education"> anatomy education</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a> </p> <a href="https://publications.waset.org/abstracts/194411/from-dissection-to-diagnosis-integrating-radiology-into-anatomy-labs-for-medical-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194411.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">8</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3812</span> Assessment of Technical and Vocational Education and Training Training Quality Factors and Their Impact on Low Enrollment Rates in Ethiopian Technical and Vocational Education and Training Colleges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abebe%20Tibebu">Abebe Tibebu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the quality of training factors in Ethiopian Technical and Vocational Education and Training (TVET) colleges and their impact on declining enrollment rates. Employing a descriptive survey design, both quantitative and qualitative data were collected from diverse stakeholders, including Grade 12 graduates, current TVET trainees, trainers, college deans, community members, high school directors, teachers, and officials from TVET government agencies. The sample included 20 TVET centers from various Ethiopian regions. Secondary data were obtained from college and government documents, while primary data were gathered through questionnaires, interviews, focus group discussions, and observations. Analysis was conducted using descriptive statistics with SPSS, capturing response frequencies and percentages. The study's findings highlight several key factors affecting TVET enrollment: limited infrastructure capacity, insufficient trainer competency, misaligned curriculum, low-quality training delivery particularly in cooperative training implementation and industry partnership and low success rates on Certification of Competency (CoC) exams. Many TVET institutions lack qualified trainers, adequate machinery, and timely provision of materials for practical skills training. Based on these findings, the study recommends enhanced infrastructure investment, professional development for trainers, curriculum adjustments to better align with industry needs, and standardized assessment practices. Addressing these areas through collaborative efforts with government bodies and industry stakeholders is essential to improving the quality and appeal of Ethiopian TVET programs, ultimately strengthening enrollment and outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=TVET" title="TVET">TVET</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20factors" title=" quality factors"> quality factors</a>, <a href="https://publications.waset.org/abstracts/search?q=enrollment" title=" enrollment"> enrollment</a>, <a href="https://publications.waset.org/abstracts/search?q=potentially%20enrolled" title=" potentially enrolled"> potentially enrolled</a> </p> <a href="https://publications.waset.org/abstracts/194373/assessment-of-technical-and-vocational-education-and-training-training-quality-factors-and-their-impact-on-low-enrollment-rates-in-ethiopian-technical-and-vocational-education-and-training-colleges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194373.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">9</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3811</span> Minimizing Learning Difficulties in Teaching Mathematics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hari%20Sharan%20Pandit">Hari Sharan Pandit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mathematics teaching in Nepal has been centralized and guided by the notion of transfer of knowledge and skills from teachers to students. The overemphasis on an algorithm-centric approach of mathematics teaching and the focus on ‘rote–learning’ as the ultimate way of solving mathematical problems since the early years of schooling have been creating severe problems in school-level mathematics in Nepal. In this context, the author argues that students should learn real-world mathematical problems through various interesting, creative and collaborative, as well as artistic and alternative ways of knowing. The collaboration-incorporated pedagogy is an distinct pedagogical approach that offers a better alternative as an integrated and interdisciplinary approach to learning that encourages students to think more broadly and critically about real-world problems. The paper, as a summarized report of action research designed, developed and implemented by the author, focuses on the needs and usefulness of collaboration-incorporated pedagogy in the Nepali context to make mathematics teaching more meaningful for producing creative and critical citizens. This paper is useful for mathematics teachers, teacher educators and researchers who argue on arts integration in mathematics teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=algorithm-centric" title="algorithm-centric">algorithm-centric</a>, <a href="https://publications.waset.org/abstracts/search?q=rote-learning" title=" rote-learning"> rote-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration%20-%20incorporated%20pedagogy" title=" collaboration - incorporated pedagogy"> collaboration - incorporated pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=action%20research" title=" action research"> action research</a> </p> <a href="https://publications.waset.org/abstracts/193865/minimizing-learning-difficulties-in-teaching-mathematics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193865.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">11</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3810</span> Recommendations for Teaching Word Formation for Students of Linguistics Using Computer Terminology as an Example</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Svetlana%20Kostrubina">Svetlana Kostrubina</a>, <a href="https://publications.waset.org/abstracts/search?q=Anastasia%20Prokopeva"> Anastasia Prokopeva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research presents a comprehensive study of the word formation processes in computer terminology within English and Russian languages and provides listeners with a system of exercises for training these skills. The originality is that this study focuses on a comparative approach, which shows both general patterns and specific features of English and Russian computer terms word formation. The key point is the system of exercises development for training computer terminology based on Bloom’s taxonomy. Data contain 486 units (228 English terms from the Glossary of Computer Terms and 258 Russian terms from the Terminological Dictionary-Reference Book). The objective is to identify the main affixation models in the English and Russian computer terms formation and to develop exercises. To achieve this goal, the authors employed Bloom’s Taxonomy as a methodological framework to create a systematic exercise program aimed at enhancing students’ cognitive skills in analyzing, applying, and evaluating computer terms. The exercises are appropriate for various levels of learning, from basic recall of definitions to higher-order thinking skills, such as synthesizing new terms and critically assessing their usage in different contexts. Methodology also includes: a method of scientific and theoretical analysis for systematization of linguistic concepts and clarification of the conceptual and terminological apparatus; a method of nominative and derivative analysis for identifying word-formation types; a method of word-formation analysis for organizing linguistic units; a classification method for determining structural types of abbreviations applicable to the field of computer communication; a quantitative analysis technique for determining the productivity of methods for forming abbreviations of computer vocabulary based on the English and Russian computer terms, as well as a technique of tabular data processing for a visual presentation of the results obtained. a technique of interlingua comparison for identifying common and different features of abbreviations of computer terms in the Russian and English languages. The research shows that affixation retains its productivity in the English and Russian computer terms formation. Bloom’s taxonomy allows us to plan a training program and predict the effectiveness of the compiled program based on the assessment of the teaching methods used. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=word%20formation" title="word formation">word formation</a>, <a href="https://publications.waset.org/abstracts/search?q=affixation" title=" affixation"> affixation</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20terms" title=" computer terms"> computer terms</a>, <a href="https://publications.waset.org/abstracts/search?q=Bloom%27s%20taxonomy" title=" Bloom's taxonomy"> Bloom's taxonomy</a> </p> <a href="https://publications.waset.org/abstracts/193861/recommendations-for-teaching-word-formation-for-students-of-linguistics-using-computer-terminology-as-an-example" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193861.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">10</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3809</span> Education Management and Planning with Manual Based</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Purna%20Bahadur%20Lamichhane">Purna Bahadur Lamichhane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education planning and management are foundational pillars for developing effective educational systems. However, in many educational contexts, especially in developing nations, technology-enabled management is still emerging. In such settings, manual-based systems, where instructions and guidelines are physically documented, remain central to educational planning and management. This paper examines the effectiveness, challenges, and potential of manual-based education planning systems in fostering structured, reliable, and adaptable management frameworks. The objective of this study is to explore how a manual-based approach can successfully guide administrators, educators, and policymakers in delivering high-quality education. By using structured, accessible instructions, this approach serves as a blueprint for educational governance, offering clear, actionable steps to achieve institutional goals. Through an analysis of case studies from various regions, the paper identifies key strategies for planning school schedules, managing resources, and monitoring academic and administrative performance without relying on automated systems. The findings underscore the significance of organized documentation, standard operating procedures, and comprehensive manuals that establish uniformity and maintain educational standards across institutions. With a manual-based approach, management can remain flexible, responsive, and user-friendly, especially in environments where internet access and digital literacy are limited. Moreover, it allows for localization, where instructions can be tailored to the unique cultural and socio-economic contexts of the community, thereby increasing relevancy and ownership among local stakeholders. This paper also highlights several challenges associated with manual-based education management. Manual systems often require significant time and human resources for maintenance and updating, potentially leading to inefficiencies and inconsistencies over time. Furthermore, manual records can be susceptible to loss, damage, and limited accessibility, which may affect decision-making and institutional memory. There is also the risk of siloed information, where crucial data resides with specific individuals rather than being accessible across the organization. However, with proper training and regular oversight, many of these limitations can be mitigated. The study further explores the potential for hybrid approaches, combining manual planning with selected digital tools for record-keeping, reporting, and analytics. This transitional strategy can enable schools and educational institutions to gradually embrace digital solutions without discarding the familiarity and reliability of manual instructions. In conclusion, this paper advocates for a balanced, context-sensitive approach to education planning and management. While digital systems hold the potential to streamline processes, manual-based systems offer resilience, inclusivity, and adaptability for institutions where technology adoption may be constrained. Ultimately, by reinforcing the importance of structured, detailed manuals and instructional guides, educational institutions can build robust management frameworks that facilitate both short-term successes and long-term growth in their educational mission. This research aims to provide a reference for policymakers, educators, and administrators seeking practical, low-cost, and adaptable solutions for sustainable educational planning and management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educatoin" title="educatoin">educatoin</a>, <a href="https://publications.waset.org/abstracts/search?q=planning" title=" planning"> planning</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=manual" title=" manual"> manual</a> </p> <a href="https://publications.waset.org/abstracts/193853/education-management-and-planning-with-manual-based" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193853.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">12</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3808</span> From Madrassah to Elite Schools; The Political Economy of Pluralistic Educational Systems in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Zia">Ahmad Zia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study problematizes the notion that the pluralistic educational system in Pakistan fosters equality. Instead, it argues that this system not only reflects but also sustains existing class divisions, with implications for the future economic and social mobility of children. The primary goal of this study is to explore unequal access to educational opportunities in Pakistan. By examining the intersection between education and socioeconomic status, it attempts to explore the implications of key disparities in different tiers of education systems in Pakistan like between madrassahs, public schools and private schools, with an emphasis on how these institutions contribute to the maintenance of class hierarchies. This is a primary data based case study and the most recent data has been directly gathered Qualitative methods have been used to collect data from the units of data collection (UDCs). it have used Bourdieu’s theory as a leading framework. Its application in the context of country like Pakistan is very productive. it choose the thematic analysis method to analyse the data. This process helped me to identify relevant main themes and subthemes emerging from my data, which could comprise my analysis. Findings reveal that the educational landscape in Pakistan is deeply divided having far-reaching implications for social mobility and access to opportunities. This study found profound disparities among various educational institutions with respect to widening socioeconomic divides. Every kind of educational institution operates in a distinct socio-cultural and economic environment. Therefore, access to quality education is highly stratified and remains a privilege for only those who can afford it. This widens the socioeconomic gap that already exists. There has not been an extensive investigation of the relationship between pluralistic educations with class stratification in the literature so far. This study adds to a multifaceted understanding of educational disparities in Pakistan by analysing the intersections between socioeconomic divisions and educational access. It offers valuable theoretical and practical insights into the subject. This study provides theoretical concepts and empirical data to enhance scholars' understanding of socioeconomic inequality, specifically in relation to education systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20inequality" title="social inequality">social inequality</a>, <a href="https://publications.waset.org/abstracts/search?q=pluralism" title=" pluralism"> pluralism</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20divide" title=" class divide"> class divide</a>, <a href="https://publications.waset.org/abstracts/search?q=capitalism" title=" capitalism"> capitalism</a>, <a href="https://publications.waset.org/abstracts/search?q=globalisation" title=" globalisation"> globalisation</a>, <a href="https://publications.waset.org/abstracts/search?q=elitism" title=" elitism"> elitism</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/193601/from-madrassah-to-elite-schools-the-political-economy-of-pluralistic-educational-systems-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193601.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">10</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3807</span> Exploring Intercultural Communication and Organizational Challenges of Women's Stereotypes: Gendered Expectancies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Enaifoghe">Andrew Enaifoghe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Women's roles in the past and modern society were typically subordinate to men. This form of discrimination against women prevented them from taking on leadership roles as they were considered male roles. However, some theories, like social thought, suggest that human minds form a map during socialization, where each category of things/objects is represented in schemata or nodes. These representations or nodules are interrelated, subject to their probability of developing together and formed based on previous experiences. The consequences of gender roles and the threat of stereotyping in the workplace have been debated by the researcher. The study also looks at the effects of stereotypes beyond test performance and the submission of socio-cultural briefs low-cost interventions in the working environment through organizational and intercultural communication. This study adopted a qualitative research method with a systematic document analysis, which allows researchers to study by consulting and making sense of written materials available in the public or private domain. The study employed the Social Identity Theory (SIT) and Organizational Control Theory to conceptualize this paper. The study discovered that when women use an interpersonally oriented leadership style in male-dominated industries, they have been found to suffer from high levels of mental ill-health and continue to endure significant amounts of pressure from their professions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender%20roles" title="gender roles">gender roles</a>, <a href="https://publications.waset.org/abstracts/search?q=stereotyping" title=" stereotyping"> stereotyping</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational" title=" organizational"> organizational</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication" title=" intercultural communication"> intercultural communication</a> </p> <a href="https://publications.waset.org/abstracts/193584/exploring-intercultural-communication-and-organizational-challenges-of-womens-stereotypes-gendered-expectancies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193584.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">12</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3806</span> Particle Observation in Secondary School Using a Student-Built Instrument: Design-Based Research on a STEM Sequence about Particle Physics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.Pozuelo-Mu%C3%B1oz">J.Pozuelo-Muñoz</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Cascarosa-Salillas"> E. Cascarosa-Salillas</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Rodr%C3%ADguez-Casals"> C. Rodríguez-Casals</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20de%20Echave"> A. de Echave</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Terrado-Sieso"> E. Terrado-Sieso</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on the development, implementation, and evaluation of an instructional sequence aimed at 16–17-year-old students, involving the design and use of a cloud chamber—a device that allows observation of subatomic particles. The research addresses the limited presence of particle physics in Spanish secondary and high school curricula, a gap that restricts students' learning of advanced physics concepts and diminishes engagement with complex scientific topics. The primary goal of this project is to introduce particle physics in the classroom through a practical, interdisciplinary methodology that promotes autonomous learning and critical thinking. The methodology is framed within Design-Based Research (DBR), an approach that enables iterative and pragmatic development of educational resources. The research proceeded in several phases, beginning with the design of an experimental teaching sequence, followed by its implementation in high school classrooms. This sequence was evaluated, redesigned, and reimplemented with the aim of enhancing students’ understanding and skills related to designing and using particle detection instruments. The instructional sequence was divided into four stages: introduction to the activity, research and design of cloud chamber prototypes, observation of particle tracks, and analysis of collected data. In the initial stage, students were introduced to the fundamentals of the activity and provided with bibliographic resources to conduct autonomous research on cloud chamber functioning principles. During the design stage, students sourced materials and constructed their own prototypes, stimulating creativity and understanding of physics concepts like thermodynamics and material properties. The third stage focused on observing subatomic particles, where students recorded and analyzed the tracks generated in their chambers. Finally, critical reflection was encouraged regarding the instrument's operation and the nature of the particles observed. The results show that designing the cloud chamber motivates students and actively engages them in the learning process. Additionally, the use of this device introduces advanced scientific topics beyond particle physics, promoting a broader understanding of science. The study’s conclusions emphasize the need to provide students with ample time and space to thoroughly understand the role of materials and physical conditions in the functioning of their prototypes and to encourage critical analysis of the obtained data. This project not only highlights the importance of interdisciplinarity in science education but also provides a practical framework for teachers to adapt complex concepts for educational contexts where these topics are often absent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20chamber" title="cloud chamber">cloud chamber</a>, <a href="https://publications.waset.org/abstracts/search?q=particle%20physics" title=" particle physics"> particle physics</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20education" title=" secondary education"> secondary education</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20design" title=" instructional design"> instructional design</a>, <a href="https://publications.waset.org/abstracts/search?q=design-based%20research" title=" design-based research"> design-based research</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a> </p> <a href="https://publications.waset.org/abstracts/193553/particle-observation-in-secondary-school-using-a-student-built-instrument-design-based-research-on-a-stem-sequence-about-particle-physics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193553.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">13</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3805</span> Fostering Resilience in Early Adolescents: A Canadian Evaluation of the HEROES Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patricia%20L.%20Fontanilla">Patricia L. Fontanilla</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Nordstokke"> David Nordstokke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Today’s children and youth face increasing social and behavioural challenges, leading to delays in social development and greater mental health needs. Early adolescents (aged 9 to 14) are experiencing a rise in mental health symptoms and diagnoses. This study examines the impact of HEROES, a social-emotional learning (SEL) program, on resilience and academic outcomes in early adolescents. The HEROES program is designed to enhance resilience the ability to adapt and thrive in the face of adversity, equipping youth to navigate developmental transitions and challenges. This study’s objective was to evaluate the program’s long-term effectiveness by measuring changes in resilience and academic resilience across 10 months. Methodology: This study collected data from 21 middle school students (grades 7 to 9) in a rural Canadian school. Quantitative data were gathered at four intervals: pre-intervention, post-intervention, and at 2- and 4-month follow-ups. Data were analyzed with linear mixed models (LMM). Results: Findings showed statistically significant increases in academic resilience over time and significant increases in resilience from pre-intervention to 2 and 4 months later. Limitations included a small sample size, which may affect generalizability. Conclusion: The HEROES program demonstrates promise in increasing resilience and academic resilience among early adolescents through SEL skill development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20resilience" title="academic resilience">academic resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20adolescence" title=" early adolescence"> early adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=SEL" title=" SEL"> SEL</a>, <a href="https://publications.waset.org/abstracts/search?q=social-emotional%20learning%20program" title=" social-emotional learning program"> social-emotional learning program</a> </p> <a href="https://publications.waset.org/abstracts/193551/fostering-resilience-in-early-adolescents-a-canadian-evaluation-of-the-heroes-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193551.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">11</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3804</span> Analysis of Capillarity Phenomenon Models in Primary and Secondary Education in Spain: A Case Study on the Design, Implementation, and Analysis of an Inquiry-Based Teaching Sequence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Cascarosa-Salillas">E. Cascarosa-Salillas</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Pozuelo-Mu%C3%B1oz"> J. Pozuelo-Muñoz</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Rodr%C3%ADguez-Casals"> C. Rodríguez-Casals</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20de%20Echave"> A. de Echave</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on improving the understanding of the capillarity phenomenon among Primary and Secondary Education students. Despite being a common concept in daily life and covered in various subjects, students’ comprehension remains limited. This work explores inquiry-based teaching methods to build a conceptual foundation of capillarity by examining the forces involved. The study adopts an inquiry-based teaching approach supported by research emphasizing the importance of modeling in science education. Scientific modeling aids students in applying knowledge across varied contexts and developing systemic thinking, allowing them to construct scientific models applicable to everyday situations. This methodology fosters the development of scientific competencies such as observation, hypothesis formulation, and communication. The research was structured as a case study with activities designed for Spanish Primary and Secondary Education students aged 9 to 13. The process included curriculum analysis, the design of an activity sequence, and its implementation in classrooms. Implementation began with questions that students needed to resolve using available materials, encouraging observation, experimentation, and the re-contextualization of activities to everyday phenomena where capillarity is observed. Data collection tools included audio and video recordings of the sessions, which were transcribed and analyzed alongside the students' written work. Students' drawings on capillarity were also collected and categorized. Qualitative analyses of the activities showed that, through inquiry, students managed to construct various models of capillarity, reflecting an improved understanding of the phenomenon. Initial activities allowed students to express prior ideas and formulate hypotheses, which were then refined and expanded in subsequent sessions. The generalization and use of graphical representations of their ideas on capillarity, analyzed alongside their written work, enabled the categorization of capillarity models: Intuitive Model: A visual and straightforward representation without explanations of how or why it occurs. Simple symbolic elements, such as arrows to indicate water rising, are used without detailed or causal understanding. It reflects an initial, immediate perception of the phenomenon, interpreted as something that happens "on its own" without delving into the microscopic level. Explanatory Intuitive Model: Students begin to incorporate causal explanations, though still limited and without complete scientific accuracy. They represent the role of materials and use basic terms such as ‘absorption’ or ‘attraction’ to describe the rise of water. This model shows a more complex understanding where the phenomenon is not only observed but also partially explained in terms of interaction, though without microscopic detail. School Scientific Model: This model reflects a more advanced and detailed understanding. Students represent the phenomenon using specific scientific concepts like ‘surface tension,’ cohesion,’ and ‘adhesion,’ including structured explanations connecting microscopic and macroscopic levels. At this level, students model the phenomenon as a coherent system, demonstrating how various forces or properties interact in the capillarity process, with representations on a microscopic level. The study demonstrated that the capillarity phenomenon can be effectively approached in class through the experimental observation of everyday phenomena, explained through guided inquiry learning. The methodology facilitated students’ construction of capillarity models and served to analyze an interaction phenomenon of different forces occurring at the microscopic level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=capillarity" title="capillarity">capillarity</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry-based%20learning" title=" inquiry-based learning"> inquiry-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20modeling" title=" scientific modeling"> scientific modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20and%20secondary%20education" title=" primary and secondary education"> primary and secondary education</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20understanding" title=" conceptual understanding"> conceptual understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=Drawing%20analysis." title=" Drawing analysis."> Drawing analysis.</a> </p> <a href="https://publications.waset.org/abstracts/193550/analysis-of-capillarity-phenomenon-models-in-primary-and-secondary-education-in-spain-a-case-study-on-the-design-implementation-and-analysis-of-an-inquiry-based-teaching-sequence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193550.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">13</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3803</span> Continuous Professional Development of Teachers: Implementation Mechanisms in the Republic of Kazakhstan Based on the Professional Standard 'Teacher'</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yelena%20Agranovich">Yelena Agranovich</a>, <a href="https://publications.waset.org/abstracts/search?q=Larissa%20Ageyeva"> Larissa Ageyeva</a>, <a href="https://publications.waset.org/abstracts/search?q=Aigul%20Syzdykbayeva"> Aigul Syzdykbayeva</a>, <a href="https://publications.waset.org/abstracts/search?q=Violetta%20Tyan"> Violetta Tyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The modernization of the education system in the Republic of Kazakhstan is aimed at improving the quality of teacher training and enhancing key competencies among teachers. The current professional standard ‘Teacher’ defines the general characteristics of teachers’ activities, key competencies, and criteria according to relevant qualification categories structured on the principle of progression, thereby enabling Continuous Professional Development (CPD). The essence of CPD lies in the constant integration of new knowledge and skills that help teachers adapt to changes in the education system, in technologies, and teaching methods. This developmental process enables teachers to stay updated on recent scientific achievements, innovations, and modern pedagogical practices. Continuous learning helps teachers remain flexible and open to new developments, creating conditions for improving educational quality and fostering students' personal growth. This study aims to address the following objectives: analysis of international CPD practices, identification of conceptual foundations, and investigation of CPD implementation mechanisms in Kazakhstan. The core principles of CPD are identified as longitudinality, systematicity, and fragmentation. CPD implementation is based on various theoretical approaches: axiological, systemic, competency-based, activity-based, and learner-centered. The study analyzes leading models of teacher CPD, with a target sample that includes countries such as Australia, Japan, South Korea, England, Singapore, Sweden, Finland, and Kazakhstan. The research methods include analysis (comparative, historical, content analysis, systematic), case studies of CPD models, and synthesis and systematization of scientific data. As research results, the mechanisms for CPD implementation in Kazakhstan will be identified, along with further perspectives on transforming resources within the teacher professional development system. In comparing CPD models from various countries, it is noted that teacher CPD in the Republic of Kazakhstan: (1) is implemented through educational programs, professional development courses, teacher certification, professional networks, in-school professional development, self-education, and self-assessment; (2) includes the development of pedagogical values and competencies (tolerance, inclusivity, communication, critical thinking, creativity, reflection, etc.); (3) is carried out based on traditional forms (professional development courses, retraining) and informal forms (self-learning, self-development, experience sharing and exchange). Further research will focus on creating a digital ecosystem for teacher CPD, based on an educational platform that facilitates individualized professional development pathways for teachers (competency diagnostics, course selection, and a methodological system of course and post-course support for teachers). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=continuous%20professional%20development" title="continuous professional development">continuous professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=CPD%20models" title=" CPD models"> CPD models</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20upgrading" title=" professional upgrading"> professional upgrading</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/193539/continuous-professional-development-of-teachers-implementation-mechanisms-in-the-republic-of-kazakhstan-based-on-the-professional-standard-teacher" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193539.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">12</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3802</span> Effectiveness of Gamified Simulators in the Health Sector</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nuno%20Biga">Nuno Biga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The integration of serious games with gamification in management education and training has gained significant importance in recent years as innovative strategies are sought to improve target audience engagement and learning outcomes. This research builds on the author's previous work in this field and presents a case study that evaluates the ex-post impact of a sample of applications of the BIGAMES management simulator in the training of top managers from various hospital institutions. The methodology includes evaluating the reaction of participants after each edition of BIGAMES Accident & Emergency (A&E) carried out over the last 3 years, as well as monitoring the career path of a significant sample of participants and their feedback more than a year after their experience with this simulator. Control groups will be set up, according to the type of role their members held when they took part in the BIGAMES A&E simulator: Administrators, Clinical Directors and Nursing Directors. Former participants are invited to answer a questionnaire structured for this purpose, where they are asked, among other questions, about the importance and impact that the BIGAMES A&E simulator has had on their professional activity. The research methodology also includes an exhaustive literature review, focusing on empirical studies in the field of education and training in management and business that investigate the effectiveness of gamification and serious games in improving learning, team collaboration, critical thinking, problem-solving skills and overall performance, with a focus on training contexts in the health sector. The results of the research carried out show that gamification and serious games that simulate real scenarios, such as Business Interactive Games - BIGAMES©, can significantly increase the motivation and commitment of participants, stimulating the development of transversal skills, the mobilization of group synergies and the acquisition and retention of knowledge through interactive user-centred scenarios. Individuals who participate in game-based learning series show a higher level of commitment to learning because they find these teaching methods more enjoyable and interactive. This research study aims to demonstrate that, as executive education and training programs develop to meet the current needs of managers, gamification and serious games stand out as effective means of bridging the gap between traditional teaching methods and modern educational and training requirements. To this end, this research evaluates the medium/long-term effects of gamified learning on the professional performance of participants in the BIGAMES simulator applied to healthcare. Based on the conclusions of the evaluation of the effectiveness of training using gamification and taking into account the results of the opinion poll of former A&E participants, this research study proposes an integrated approach for the transversal application of the A&E Serious Game in various educational contexts, covering top management (traditionally the target audience of BIGAMES A&E), middle and operational management in healthcare institutions (functional area heads and professionals with career development potential), as well as higher education in medicine and nursing courses. The integrated solution called “BIGAMES A&E plus”, developed as part of this research, includes the digitalization of key processes and the incorporation of AI. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence%20%28AI%29" title="artificial intelligence (AI)">artificial intelligence (AI)</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20training" title=" executive training"> executive training</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=management%20simulators" title=" management simulators"> management simulators</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20games%20%28SG%29" title=" serious games (SG)"> serious games (SG)</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20effectiveness" title=" training effectiveness"> training effectiveness</a> </p> <a href="https://publications.waset.org/abstracts/193457/effectiveness-of-gamified-simulators-in-the-health-sector" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193457.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">13</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3801</span> The Perceptions of Parents Regarding the Appropriateness of the Early Childhood Financial Literacy Program for Children 3 to 6 Years of Age Presented at an Early Childhood Facility in South Africa: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Naude">M. Naude</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Joubert"> R. Joubert</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20du%20Plessis"> A. du Plessis</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Pelser"> S. Pelser</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Trollip"> M. Trollip</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Context: The study focuses on the perceptions of South African parents and teachers regarding a play-based financial literacy program for children aged 3 to 6 years at an early childhood facility. It emphasizes the importance of early interventions in financial education to reduce poverty and inequality. Research Aim: To explore how parental involvement in teaching money management concepts to young children can support financial literacy education both at school and at home. Methodology: A qualitative deductive case study was conducted at a South African early childhood facility involving 90 children, their teachers and their families. Thematic content analysis of online survey responses and focus group discussions with teachers were used to identify patterns and themes related to participants’ perceptions of the financial literacy program. Validity: The study's validity and reproducibility are ensured by the depth and honesty of the data, participant involvement, and the inquirer's objectivity. Reliability aligns with the interpretive paradigm of this study, while transparency in data gathering and analysis enhances its trustworthiness. Credibility is further supported by using two triangulation methods: focus group interviews with teachers and open-ended questionnaires from parents. Findings: Parents reported overall satisfaction with the program and highlighted the development of essential money management skills in their children. They emphasized the collaborative role of home and school environments in fostering financial literacy in early childhood. Teachers reported that communication and interaction with the parents increased and grew. Healthy and positive relationships were established between the teachers and the parents which contributed to the success of the classroom financial literacy program. Theoretical Importance: The study underscores the significance of play-based financial literacy education in early childhood and the critical role of parental involvement in reinforcing money management concepts. It contributes to laying a solid foundation for children's future financial well-being. Data Collection: Data was collected through an online survey administered to parents of children participating in the financial literacy program over a period of 10 weeks. Focus group discussions were utilized with the teachers of each class after the conclusion of the program. Analysis Procedures: Thematic content analysis was applied to the survey responses to identify patterns, themes, and insights related to the participants’ perceptions of the program's effectiveness in teaching money management concepts to young children. Question Addressed: How does parental involvement in teaching money management concepts to young children support financial literacy education in early childhood? Conclusion: The study highlights the positive impact of a play-based financial literacy program for children aged 3 to 6 years and underscores the importance of collaboration between home and school environments in fostering financial literacy skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood" title="early childhood">early childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title=" financial literacy"> financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=money%20management" title=" money management"> money management</a>, <a href="https://publications.waset.org/abstracts/search?q=parent%20involvement" title=" parent involvement"> parent involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=play-based%20learning" title=" play-based learning"> play-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a> </p> <a href="https://publications.waset.org/abstracts/193194/the-perceptions-of-parents-regarding-the-appropriateness-of-the-early-childhood-financial-literacy-program-for-children-3-to-6-years-of-age-presented-at-an-early-childhood-facility-in-south-africa-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193194.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">14</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3800</span> Comparative Analysis of Learner-centred Education in Early Childhood Curriculum Policies in England and Hong Kong</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dongdong%20Bai">Dongdong Bai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The curriculum is essential in determining the quality of early childhood education (ECE). Education policy is intricately linked to the effective execution of the preschool education curriculum. The learner-centred education (LCE) approach is a globally common educational concept. However, it is an approach that is applied variably in ECE policy-making and implementation across diverse cultural contexts. Notwithstanding its significance, limited study has investigated the ECE curriculum policies on the articulation and implementation of the LCE concept in England and Hong Kong’s non-profit-making kindergartens — two regions with intricate historical and cultural connections. Moreover, both regions have experienced significant transformations in ECE policy since 1997. This research employs a qualitative comparative approach, with discourse analysis of key policy documents and relevant literature as the primary methodology. The study develops a comparison framework grounded in Adamson and Morris' curriculum comparison theory, which evaluates curricula from the perspectives of purpose, focus, and manifestation. The paper is structured around three key elements: (1) educational objectives; (2) implementation guidance, including pedagogical strategies, learning content and assessment mechanism; and (3) influential cultural ideologies. Through this framework, the study explores the similarities and differences in the design and implementation of LCE within ECE policies in England and Hong Kong’s non-profit-making kindergartens, while examining the cultural factors that shape these policy variations. The findings indicate that both England and Hong Kong possess child-centered educational objectives focused on enhancing cognitive, skill-based, and physical development; however, Hong Kong's policies notably emphasize alleviating academic pressure in achieving these curriculum aims. England's recommendations advocate for play-based, and exploratory learning to augment children's cognitive development. Conversely, Hong Kong utilizes narrative techniques and indoor instruction to facilitate progressive education. Additionally, both areas encompass cognitive disciplines such as literacy and numeracy; however, England distinctly prioritizes citizenship education with an emphasis on cultural traits. In contrast, Hong Kong amalgamates Western educational ideas with an emphasis on traditional Chinese culture and values, encompassing the study of Chinese characters, etiquette, and moral education rooted in Confucian cultural ideologies. Ultimately, regarding assessment mechanisms, England has transitioned from government-led professional evaluation programs to a hybrid of market and governmental oversight. Conversely, Hong Kong's curriculum evaluation mechanism primarily consists of self-evaluation and public supervision, yet it is evident that the policy could benefit from greater receptiveness to public and expert input. The underlying cultural ideologies significantly influence these policy discrepancies. In England, ECE policies are guided by core concepts that viewing children as individuals, agents, and future citizens. In Hong Kong, the policies reflect Confucian traditions and cultural values, which shape their unique approach to ECE in Hong Kong societies. In conclusion, whereas both locations strive to advocate LCE for the comprehensive development of children, significant differences arise in curriculum focus and implementation policies, shaped by their respective cultural philosophies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20policy" title="curriculum policy">curriculum policy</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20contexts" title=" cultural contexts"> cultural contexts</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-centred%20education" title=" learner-centred education"> learner-centred education</a> </p> <a href="https://publications.waset.org/abstracts/193122/comparative-analysis-of-learner-centred-education-in-early-childhood-curriculum-policies-in-england-and-hong-kong" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193122.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">16</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3799</span> The Use of Artificial Intelligence in Language Learning and Teaching: A New Frontier in Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulaziz%20Fageeh">Abdulaziz Fageeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the integration of artificial intelligence (AI) within the landscape of language learning and teaching, exploring its potential benefits and challenges. Employing a mixed-methods approach, the research draws upon a comprehensive literature review, case studies, user reviews, and in-depth interviews with educators and students. Findings demonstrate that AI tools, including language learning apps and writing assistants, can enhance personalization, improve writing skills, and increase accessibility to language learning resources. However, the study also highlights concerns regarding over-reliance on AI, potential accuracy and reliability issues, and ethical implications such as data privacy and potential bias. User and educator perspectives emphasize the importance of balancing AI with traditional teaching methods, fostering critical thinking skills, and addressing potential misuse. The study concludes by underscoring the need for ongoing research and development to ensure responsible AI integration in language learning, focusing on pedagogical strategies, ethical frameworks, and the long-term impact of AI on learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20considerations" title=" ethical considerations"> ethical considerations</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20perceptions" title=" user perceptions"> user perceptions</a> </p> <a href="https://publications.waset.org/abstracts/193118/the-use-of-artificial-intelligence-in-language-learning-and-teaching-a-new-frontier-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193118.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">15</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3798</span> Fostering Creativity in Education Exploring Leadership Perspectives on Systemic Barriers to Innovative Pedagogy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20Crighton">David Crighton</a>, <a href="https://publications.waset.org/abstracts/search?q=Kelly%20Smith"> Kelly Smith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ability to adopt creative pedagogical approaches is increasingly vital in today’s educational landscape. This study examines the institutional barriers that hinder educators, in the UK, from embracing such innovation, focusing specifically on the experiences and perspectives of educational leaders. Current literature primarily focuses on the challenges that academics and teachers encounter, particularly highlighting how management culture and audit processes negatively affect their ability to be creative in classrooms and lecture theatres. However, this focus leaves a gap in understanding management perspectives, which is crucial for providing a more holistic insight into the challenges encountered in educational settings. To explore this gap, we are conducting semi-structured interviews with senior leaders across various educational contexts, including universities, schools, and further education colleges. This qualitative methodology, combined with thematic analysis, aims to uncover the managerial, financial, and administrative pressures these leaders face in fostering creativity in teaching and supporting professional learning opportunities. Preliminary insights indicate that educational leaders face significant barriers, such as institutional policies, resource limitations, and external performance indicators. These challenges create a restrictive environment that stifles educators' creativity and innovation. Addressing these barriers is essential for empowering staff to adopt more creative pedagogical approaches, ultimately enhancing student engagement and learning outcomes. By alleviating these constraints, educational leaders can cultivate a culture that fosters creativity and flexibility in the classroom. These insights will inform practical recommendations to support institutional change and enhance professional learning opportunities, contributing to a more dynamic educational environment. In conclusion, this study offers a timely exploration of how leadership can influence the pedagogical landscape in a rapidly evolving educational context. The research seeks to highlight the crucial role that educational leaders play in shaping a culture of creativity and adaptability, ensuring that institutions are better equipped to respond to the challenges of contemporary education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title="educational leadership">educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20learning" title=" professional learning"> professional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20pedagogy" title=" creative pedagogy"> creative pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=marketisation" title=" marketisation"> marketisation</a> </p> <a href="https://publications.waset.org/abstracts/193091/fostering-creativity-in-education-exploring-leadership-perspectives-on-systemic-barriers-to-innovative-pedagogy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193091.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">12</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3797</span> Ethical Foundations: The Impact of Teacher-Student Relationships on Educational Outcomes in the Kazakhstani Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aiman%20Turgaliyeva">Aiman Turgaliyeva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the ethical boundaries of teacher-student relationships and their impact on educational outcomes in Kazakhstan. The significance of this research lies in understanding how ethical considerations within these relationships influence students' academic success, motivation, and engagement. Ethical pedagogy, as seen through the lens of Nel Noddings' Ethics of Care and Vygotsky's Cultural-Historical Activity Theory, forms the theoretical framework, emphasizing relational ethics and the socio-cultural context of learning. Methodologically, a mixed-methods approach is employed, combining quantitative surveys using the Teacher-Student Relationship Scale (TSRS) and qualitative interviews with teachers, students, and parents. The research aims to quantify relationship quality and explore lived experiences, integrating both data types for a comprehensive analysis. Preliminary findings suggest that culturally grounded ethical practices in teacher-student relationships foster better educational outcomes, highlighting the importance of empathy, care, and cultural sensitivity in Kazakhstan’s classrooms. The study concludes that a balance between maintaining ethical boundaries and promoting supportive relationships is key to enhancing both academic and socio-cultural student development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethics" title="ethics">ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-student%20relationships" title=" teacher-student relationships"> teacher-student relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20outcomes" title=" educational outcomes"> educational outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazakhstani%20context" title=" Kazakhstani context"> Kazakhstani context</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20research" title=" qualitative research"> qualitative research</a> </p> <a href="https://publications.waset.org/abstracts/193000/ethical-foundations-the-impact-of-teacher-student-relationships-on-educational-outcomes-in-the-kazakhstani-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193000.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">28</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3796</span> Integrating Artificial Intelligence (AI) into Education-Stakeholder Engagement and ICT Practices for Complex Systems: A Governance Framework for Addressing Counseling Gaps in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinyere%20Ori%20Elom">Chinyere Ori Elom</a>, <a href="https://publications.waset.org/abstracts/search?q=Ikechukwu%20Ogeze%20Ukeje"> Ikechukwu Ogeze Ukeje</a>, <a href="https://publications.waset.org/abstracts/search?q=Chukwudum%20Collins%20Umoke"> Chukwudum Collins Umoke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to stimulate scholarly interest in AI, ICT and the existing (complex) systems trajectory- theory, practice, and aspirations within the African continent and to shed fresh light on the shortcomings of the higher education sector (HEs) through the prism of AI-driven Solutions for enhancing Guidance and Counseling and sound governance framework (SGF) in higher education modeling. It further seeks to investigate existing prospects yet to be realized in Nigerian universities by probing innovation neglect in the localities, exploring practices in the global ICT spaces neglected by Nigeria universities’ governance regimes (UGRs), and suggesting area applicability, sustainability and solution modeling in response to peculiar ‘wicked ICT-driven problems’ and or issues facing the continent as well as other universities in emerging societies. This study will adopt a mixed-method approach to collect both qualitative and quantitative data. This paper argues that it will command great relevance in the local and global university system by developing ICT relevance sustainability policy initiatives (SPIs) powered by a multi-stakeholder engagement governance model (MSEGm) that is sufficiently dynamic, eclectic and innovative to surmount complex and constantly rising challenges of the modern-developing world. Hence, it will consider diverse actors both as producers and users alike as victims and beneficiaries of common concerns in the ICT world; thereby providing pathways on how AI’s integration into education governance can significantly reduce counseling gaps, ensuring more students are attended to especially when human counselors are unavailable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AI-counseling%20solution" title="AI-counseling solution">AI-counseling solution</a>, <a href="https://publications.waset.org/abstracts/search?q=stakeholder%20engagement" title=" stakeholder engagement"> stakeholder engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20governance" title=" university governance"> university governance</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/192905/integrating-artificial-intelligence-ai-into-education-stakeholder-engagement-and-ict-practices-for-complex-systems-a-governance-framework-for-addressing-counseling-gaps-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192905.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">16</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3795</span> Optimizing University Administration in a Globalized World: Leveraging AI and ICT for Enhanced Governance and Sustainability in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ikechukwu%20Ogeze%20Ukeje">Ikechukwu Ogeze Ukeje</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinyere%20Ori%20Elom"> Chinyere Ori Elom</a>, <a href="https://publications.waset.org/abstracts/search?q=Chukwudum%20Collins%20Umoke"> Chukwudum Collins Umoke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the challenges in the integration of Artificial Intelligence (AI) and Information and Communication Technology (ICT) practices in enhancing governance and sustainable solution modeling in higher education, focusing on Alex Ekwueme Federal University Ndufu-Alike (AE-FUNAI), Nigeria. In the context of a developing country like Nigeria, leveraging AI and ICT tools presents a unique opportunity to improve teaching, learning, administrative processes, and governance. The research aims to evaluate how AI and ICT technologies can contribute to sustainable educational practices, enhance decision-making processes, and improve engagement among key stakeholders: students, lecturers, and administrative staff. Students are involved to provide insights into their interactions with AI and ICT tools, particularly in learning and participation in governance. Lecturers’ perspectives will offer a view into how these technologies influence teaching, research, and curriculum development. Administrative staff will provide a crucial understanding of how AI and ICT tools can streamline operations, support data-driven governance, and enhance institutional efficiency. This study will use a mixed-method approach to collect both qualitative and quantitative data. The finding of this study is geared towards shaping the future of education in Nigeria and beyond by developing an Inclusive AI-governance Integration Framework (I-AIGiF) for enhanced performance in the system. Examining the roles of these stakeholder groups, this research could guide the development of policies for more effective AI and ICT integration, leading to sustainable educational innovation and governance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=university%20administration" title="university administration">university administration</a>, <a href="https://publications.waset.org/abstracts/search?q=AI" title=" AI"> AI</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20governance" title=" higher education governance"> higher education governance</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20sustainability" title=" education sustainability"> education sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT%20challenges" title=" ICT challenges"> ICT challenges</a> </p> <a href="https://publications.waset.org/abstracts/192904/optimizing-university-administration-in-a-globalized-world-leveraging-ai-and-ict-for-enhanced-governance-and-sustainability-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192904.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">18</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3794</span> Managing and Leading Through African Philosophies at Secondary Schools in South Africa: A Case Study of King Cetshwayo District</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alan%20Bhekisisa%20Buthelezi">Alan Bhekisisa Buthelezi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to explore African management and leadership philosophies at secondary schools in post-apartheid South Africa. The research was conducted in the King Cetshwayo district of KwaZulu-Natal province in South Africa. Apart from the literature on participative management, the paper reports on research in which an empirical investigation based on a quantitative research paradigm was used to collect data from secondary school principals. The literature findings revealed that secondary school principals need to rethink their management and leadership philosophies in the twenty-first century. The findings of this research further reveal that ubuntu (humanness) and lekgotla (Sesotho term for ‘an African participatory approach to decision-making’) should be embedded in the art of school management and leadership in the South African context. The paper concludes with the submission that ongoing capacity-building workshops should be fast-tracked on matters pertaining to management and leadership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transformational%20leadership" title="transformational leadership">transformational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=distributed%20leadership" title=" distributed leadership"> distributed leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20leadership" title=" team leadership"> team leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=decentralisation%20of%20power" title=" decentralisation of power"> decentralisation of power</a> </p> <a href="https://publications.waset.org/abstracts/192687/managing-and-leading-through-african-philosophies-at-secondary-schools-in-south-africa-a-case-study-of-king-cetshwayo-district" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192687.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">18</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3793</span> Youth Empowerment: A Pathway to Unlocking Entrepreneurial Skills and Employability in Enugu State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Odenigbo%20Veronica%20Ngozi">Odenigbo Veronica Ngozi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ukwuaba%20Loretta%20Chika"> Ukwuaba Loretta Chika</a>, <a href="https://publications.waset.org/abstracts/search?q=Ukamaka%20Eze"> Ukamaka Eze</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study delved into youth’s empowerment pathway to unlocking entrepreneurial skills and employability in Enugu state, Nigeria. The purpose of the study is to ascertain the effect of youth joblessness in Enugu State. Two research questions guided the study, and two null hypotheses, which were formulated and tested at a 0.05 level of significance, were used for the analysis. A descriptive survey research design was employed for the study. The population for the study consisted of 103 male and female youths in Enugu state, who were randomly sampled among youths as respondents. A structured questionnaire which was developed by researchers and titled ‘Youth Empowerment a Pathway to Unlocking Entrepreneurial Skills and Employability (YEPUESEQ)’, was used to elicit information from the respondents. The instrument was validated by three experts, one from the Department of Measurement and Evaluation and two from the Department of Continuing Education and Development Studies, all from Enugu State University of Science and Technology, Agbani (ESUT). Cronbach Alpha reliability estimate was used to determine the internal consistency of the instrument with a reliability index of 0.74, indicating that the instrument is highly reliable and suitable to elicit information from the respondent. Data collected were analyzed using mean and standard deviation to answer the two research questions, while the null hypotheses were tested at 0.05 level of significance using a t-test. The findings of the study indicated that when the youths are jobless, they tend to join bad gangs in as much as they can get money, but when they are empowered, they tend towards supporting themselves, the community, and the nation as a whole in bringing in human, economic and social development to society. Based on the findings, the researchers recommended, among others, that the government should establish skill acquisition centers while the youths can enroll for a particular skill of their choice with good facilities, infrastructures and qualified facilitators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=youth" title="youth">youth</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20skill" title=" entrepreneurial skill"> entrepreneurial skill</a>, <a href="https://publications.waset.org/abstracts/search?q=employability%20skill" title=" employability skill"> employability skill</a> </p> <a href="https://publications.waset.org/abstracts/192659/youth-empowerment-a-pathway-to-unlocking-entrepreneurial-skills-and-employability-in-enugu-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192659.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">26</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3792</span> An Exploratory Factor Analysis Approach to Explore Barriers to Oracy Proficiency among Thai EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patsawut%20Sukserm">Patsawut Sukserm</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Oracy proficiency, encompassing both speaking and listening skills, is vital for EFL learners, yet Thai university students often face significant challenges in developing these abilities. This study aims to identify and analyze the barriers that hinder oracy proficiency in EFL learners. To achieve this, a questionnaire was developed based on a comprehensive review of the literature and administered to a large cohort of Thai EFL students. The data were subjected to exploratory factor analysis (EFA) to validate the questionnaire and uncover the underlying factors influencing learners’ performance. The results revealed that the Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy was 0.912, and Bartlett’s test of sphericity was significant at 2345.423 (p < 0.05), confirming the suitability for factor analysis. There are five main barriers in oracy proficiency, namely Listening and Comprehension Obstacles (LCO), Accent and Speech Understanding (ASU), Speaking Anxiety and Confidence Issues (SACI), Fluency and Expression Issues (FEI), and Grammar and Conversational Understanding (GCU), with eigenvalues ranging from 1.066 to 12.990, explaining 60.305 % of the variance of the 32 variables. These findings highlight the complexity of the challenges faced by Thai EFL learners and emphasize the need for diverse and authentic listening experiences, a supportive classroom environment, or balanced grammar instruction. The findings of the study suggest that educators, curriculum developers, and policy makers should implement evidence-based strategies to address these barriers in order to improve Thai EFL learners’ oral proficiency and enhance their overall academic and professional success. Also, this study will discuss these findings in depth, offering evidence-based strategies for addressing these barriers. Recommendations include integrating diverse and authentic listening experiences, fostering a supportive classroom environment, and providing targeted instruction in both speaking fluency and grammar. The study’s implications extend to educators, curriculum developers, and policymakers, offering practical solutions to enhance learners’ oracy proficiency and support their academic and professional development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exploratory%20factor%20analysis" title="exploratory factor analysis">exploratory factor analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=barriers" title=" barriers"> barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=oracy%20proficiency" title=" oracy proficiency"> oracy proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title=" EFL learners"> EFL learners</a> </p> <a href="https://publications.waset.org/abstracts/192597/an-exploratory-factor-analysis-approach-to-explore-barriers-to-oracy-proficiency-among-thai-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192597.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">21</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3791</span> Outcomes-Based Qualification Design and Vocational Subject Literacies: How Compositional Fallacy Short-Changes School-Leavers’ Literacy Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rose%20Veitch">Rose Veitch</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning outcomes-based qualifications have been heralded as the means to raise vocational education and training (VET) standards, meet the needs of the changing workforce, and establish equivalence with existing academic qualifications. Characterized by explicit, measurable performance statements and atomistically specified assessment criteria, the outcomes model has been adopted by many VET systems worldwide since its inception in the United Kingdom in the 1980s. Debate to date centers on how the outcomes model treats knowledge. Flaws have been identified in terms of the overemphasis of end-points, neglect of process and a failure to treat curricula coherently. However, much of this censure has evaluated the outcomes model from a theoretical perspective; to date, there has been scant empirical research to support these criticisms. Various issues therefore remain unaddressed. This study investigates how the outcomes model impacts the teaching of subject literacies. This is of particular concern for subjects on the academic-vocational boundary such as Business Studies, since many of these students progress to higher education in the United Kingdom. This study also explores the extent to which the outcomes model is compatible with borderline vocational subjects. To fully understand if this qualification model is fit for purpose in the 16-18 year-old phase, it is necessary to investigate how teachers interpret their qualification specifications in terms of curriculum, pedagogy and assessment. Of particular concern is the nature of the interaction between the outcomes model and teachers’ understandings of their subject-procedural knowledge, and how this affects their capacity to embed literacy into their teaching. This present study is part of a broader doctoral research project which seeks to understand if and how content-area, disciplinary literacy and genre approaches can be adapted to outcomes-based VET qualifications. This qualitative research investigates the ‘what’ and ‘how’ of literacy embedding from the perspective of in-service teacher development in the 16-18 phase of education. Using ethnographic approaches, it is based on fieldwork carried out in one Further Education college in the United Kingdom. Emergent findings suggest that the outcomes model is not fit for purpose in the context of borderline vocational subjects. It is argued that the outcomes model produces inferior qualifications due to compositional fallacy; the sum of a subject’s components do not add up to the whole. Findings indicate that procedural knowledge, largely unspecified by some outcomes-based qualifications, is where subject-literacies are situated, and that this often gets lost in ‘delivery’. It seems that the outcomes model provokes an atomistic treatment of knowledge amongst teachers, along with the privileging of propositional knowledge over procedural knowledge. In other words, outcomes-based VET is a hostile environment for subject-literacy embedding. It is hoped that this research will produce useful suggestions for how this problem can be ameliorated, and will provide an empirical basis for the potential reforms required to address these issues in vocational education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literacy" title="literacy">literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=outcomes-based" title=" outcomes-based"> outcomes-based</a>, <a href="https://publications.waset.org/abstracts/search?q=qualification%20design" title=" qualification design"> qualification design</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a> </p> <a href="https://publications.waset.org/abstracts/192581/outcomes-based-qualification-design-and-vocational-subject-literacies-how-compositional-fallacy-short-changes-school-leavers-literacy-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">10</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3790</span> The Impact of Social Emotional Learning and Conflict Resolution Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paula%20Smith">Paula Smith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During adolescence, many students engage in maladaptive behaviors that may reflect a lack of knowledge in social-emotional skills. Oftentimes these behaviors lead to conflicts and school-related disciplinary actions. Therefore, conflict resolution skills are vital for academic and social success. Conflict resolution is one component of a social-emotional learning (SEL) pedagogy that can effectively reduce discipline referrals and build students' social-emotional capacity. This action research study utilized a researcher-developed virtual SEL curriculum to provide instruction to eight adolescent students in an urban school in New York City with the goal of fostering their emotional intelligence (EI), reducing aggressive behaviors, and supporting instruction beyond the core academic content areas. Adolescent development, EI, and SEL frameworks were used to formulate this curriculum. Using a qualitative approach, this study inquired into how effectively participants responded to SEL instruction offered in virtual, Zoom-based workshops. Data included recorded workshop sessions, researcher field notes, and Zoom transcripts. Descriptive analysis involved manual coding/re-coding of transcripts to understand participants’ lived experience with conflict and the ideas presented in the workshops. Findings highlighted several themes and cultural norms that provided insight into adolescents' lived experiences and helped explain their past ideas about conflict. Findings also revealed participants' perspectives about the importance of SEL skills. This study illustrates one example of how evidence-based SEL programs might offer adolescents an opportunity to share their lived experiences. Programs such as this also address both individual and group needs, enabling practitioners to help students develop practical conflict resolution skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social" title="social">social</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional" title=" emotional"> emotional</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=conflict" title=" conflict"> conflict</a>, <a href="https://publications.waset.org/abstracts/search?q=resolution" title=" resolution"> resolution</a> </p> <a href="https://publications.waset.org/abstracts/192567/the-impact-of-social-emotional-learning-and-conflict-resolution-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192567.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">15</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3789</span> Exploring Language Attrition Through Processing: The Case of Mising Language in Assam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chumki%20Payun">Chumki Payun</a>, <a href="https://publications.waset.org/abstracts/search?q=Bidisha%20Som"> Bidisha Som</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Mising language, spoken by the Mising community in Assam, belongs to the Tibeto-Burman family of languages. This is one of the smaller languages of the region and is facing endangerment due to the dominance of the larger languages, like Assamese. The language is spoken in close in-group scenarios and is gradually losing ground to the dominant languages, partly also due to the education setup where schools use only dominant languages. While there are a number of factors for the current contemporary status of the language, and those can be studied using sociolinguistic tools, the current work aims to contribute to the understanding of language attrition through language processing in order to establish if the effect of second language dominance is more than mere ‘usage’ patterns and has an impact on cognitive strategies. When bilingualism spreads widely in society and results in a language shift, speakers perform people often do better in their second language (L2) than in their first language (L1) across a variety of task settings, in both comprehension and production tasks. This phenomenon was investigated in the case of Mising-Assamese bilinguals, using a picture naming task, in two districts of Jorhat and Tinsukia in Assam, where the relative dominance of L2 is slightly different. This explorative study aimed to investigate if the L2 dominance is visible in their performance and also if the pattern is different in the two different places, thus pointing to the degree of language loss in this case. The findings would have implications for native language education, as education in one’s mother tongue can help reverse the effect of language attrition helping preserve the traditional knowledge system. The hypothesis was that due to the dominance of the L2, subjects’ performance in the task would be better in Assamese than that of Missing. The experiment: Mising-Assamese bilingual participants (age ranges 21-31; N= 20 each from both districts) had to perform a picture naming task in which participants were shown pictures of familiar objects and asked to name them in four scenarios: (a) only in Mising; (b) only in Assamese; (c) a cued mix block: an auditory cue determines the language in which to name the object, and (d) non-cued mix block: participants are not given any specific language cues, but instructed to name the pictures in whichever language they feel most comfortable. The experiment was designed and executed using E-prime 3.0 and was conducted responses were recorded using the help of a Chronos response box and was recorded with the help of a recorder. Preliminary analysis reveals the presence of dominance of L2 over L1. The paper will present a comparison of the response latency, error analysis, and switch cost in L1 and L2 and explain the same from the perspective of language attrition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20attrition" title=" language attrition"> language attrition</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20processing" title=" language processing"> language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=Mising%20language." title=" Mising language."> Mising language.</a> </p> <a href="https://publications.waset.org/abstracts/192562/exploring-language-attrition-through-processing-the-case-of-mising-language-in-assam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192562.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">22</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/educational-and-pedagogical-sciences?page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/educational-and-pedagogical-sciences?page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/educational-and-pedagogical-sciences?page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/educational-and-pedagogical-sciences?page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/educational-and-pedagogical-sciences?page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/educational-and-pedagogical-sciences?page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/educational-and-pedagogical-sciences?page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/educational-and-pedagogical-sciences?page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/educational-and-pedagogical-sciences?page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/educational-and-pedagogical-sciences?page=127">127</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/educational-and-pedagogical-sciences?page=128">128</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/educational-and-pedagogical-sciences?page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>