Language, Literature and Education: Research Updates Vol. 3

The development of aviation training grew rapidly along with the development of technology and science. Therefore, it is necessary for instructional designers to produce new instructional models to take advantage of educational research and development results. This paper presents the formative evaluation for an instructional model for Aerodrome Flight Information training development. The developed instructional model was a blending of e-briefing with face-to-face role-play simulation and debriefing. The aim of this study was to improve the effectiveness of the developed instructional model. Respondents were selected from eight students who represent low, medium, and high learning achievement students.  This study employed a formative evaluation by Tessmer in 2013, with both qualitative and quantitative approaches. The respondents of the field test are 22 students of the 2016-2017 academic year. The formative evaluation consisted of expert review, one-to-one, small group, and field test. This research was carried out at the Indonesian Civil Aviation Institute. The data were collected through open-ended interviews, questionnaires, and field observations. The data analysis used descriptive statistical methods. The finding indicates that the blended learning simulation-based model increased learning outcome (+12.55); students and instructors were more satisfied when they implemented this model, is 4.47; and the model increased students’ attention level is 4.5. Based on the findings, the proposed instructional model can be implemented in this institution.

Entrepreneurship has been recognized globally as an indicator of economic growth, job creation, and addressing poverty alleviation challenges. The purpose of this study was to establish students' perceptions and expectations of entrepreneurship education. A quantitative research method was adopted for the study, and data were collected using a structured questionnaire. Data was collected from students of the two universities in South Africa with different characteristics. Regarding the demographics, one was in the city, and the other was in a rural area. Data analysis was computed using Stata version 15. The findings indicate that the students agree that entrepreneurship education is important to provide an understanding of entrepreneurial activities. They further stated that it inspires them to start the businesses either during or after completing their qualifications. It is further noted that the students from the city university are more optimistic about entrepreneurship education than those in a rural university setting. It can be concluded that students perceive entrepreneurship education as a way of inspiring them to take entrepreneurship as a career. In order to thoroughly examine the effectiveness of EE, graduates who started or have grown a business should be considered for future research.

The process of developing a teacher's knowledge, abilities, competence, attitudes, and other traits is known as continuous professional development for TVET teachers. Teachers are the most important change agents in the educational system, which makes technical and vocational education and training teachers' ongoing professional growth crucial.

The purpose of the study is to investigate the Assessment of TVET teachers’ continuous professional development and its impact on the Addis Ababa TVET College and Institute. The effectiveness of Technical and Vocational Education and Training largely depends on the continuous professional development of its teachers.

The main objective of this study is to analyze the current status and positive impact of Continuous Professional Development on Technical and Vocational Education and Training teachers and identify the current need for TVET teacher CPD. The study is guided by positivism and constructivism theories of learning. A mixed research method, both quantitative and qualitative, is employed in the study. The researcher has collected questionnaires randomly from 204 Technical and Vocational Education and Training College and Institute teachers (one hundred seventy-four males and thirty females). To substantiate the study, in-depth interviews were conducted with eight purposefully selected academic leaders (department head, faculty dean, research director, and college dean). The result of the study indicated that the majority of the Technical and Vocational Education and Training teachers had professional skills of knowledge and understanding of the main major subject field(s), knowledge and understanding of instructional practices (knowledge mediation) in their main major subject field(s), and ICT skills for teaching. Also, the majority of TVET teachers replied that they need knowledge of curriculum development and new technology adoption in the workplace due to the fact that technology changes from time to time. As indicated in the result, they need different types of CPD in order to improve students’ outcomes. The professional development of teachers has to be improved by providing capacity building on different types of continuing professional development and modifying the TVET policy. For this, CPD organizers and teacher educators should conduct a careful needs analysis before designing and implementing continuous professional development programs for TVET teachers.

The rapid advancement of information technology (IT) has revolutionized educational systems worldwide, providing tools that enhance teaching and learning processes. This study investigates the role of cognitive dissonance in influencing technology adoption behaviors among undergraduate students at the University of Cape Coast. As educational institutions increasingly rely on technology to enhance learning, understanding the psychological and social factors that affect students’ willingness to adopt technology is critical. Cognitive dissonance—an internal conflict that arises when individuals hold contradictory beliefs or experience discomfort from conflicting information—is examined concerning technology acceptance, perceived ease of use, perceived usefulness, and resistance among students. Using a mixed-methods approach, data were collected through surveys and focus group discussions with undergraduate students across various academic disciplines. Many students experienced cognitive dissonance when their beliefs about technology’s value for academic and career success clashed with their actual experiences, such as difficulties in usage, inadequate training, and limited access. Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) were major contributors to cognitive dissonance. Quantitative analysis, employing structural equation modeling (SEM), revealed that cognitive dissonance significantly affects students’ perceptions of technology’s usefulness and ease of use, which are key determinants in the Technology Acceptance Model (TAM). Thematic analysis of qualitative data further highlighted the role of peer support and positive social influences in mitigating dissonance, enhancing acceptance. Students surrounded by peers who embraced technology often felt more confident, while those facing skepticism from their social circles were more likely to resist technology use. The study identifies critical barriers to effective technology adoption, including high perceived complexity and lack of confidence in using digital tools. To address these challenges, it recommends that institutions focus on reducing cognitive dissonance by providing tailored support and training, designing user-friendly interfaces, and fostering a positive technology culture. The implications for the literature are significant, as this study highlights the need to integrate cognitive dissonance into existing technology acceptance models to better predict user behavior and adoption rates. In conclusion, cognitive dissonance plays a vital role in shaping students’ attitudes toward technology, suggesting that targeted interventions addressing both psychological and social dimensions are essential to enhance technology acceptance and integration in academic settings. By exploring cognitive dissonance within the TAM framework, this study contributes to a deeper understanding of technology adoption in higher education and provides actionable insights for improving student engagement with digital tools.

A dynamic, flexible and highly skilled workforce is needed in the twenty-first century to ensure economic growth can be sustained in an era of volatility, uncertainty, complexity and ambiguity. The education sector needs to play a key role in providing a workforce that meets the needs of the future in accordance with the digital transformation that is driving economic growth in the 21^st century. Open and Distance Learning (ODL), as an alternative to traditional education, is seen as a platform to develop capable and adaptable individuals with strong values and skills that meet the demands of the 21^st Century and beyond. Therefore, education that focuses on future readiness is needed in line with the needs of the 21^st Century workforce. This study examines the importance of 21^st Century skills in preparing future-ready learners in an ODL institution in Malaysia. This study uses descriptive methodology and purposive sampling techniques to collect primary data through structured questionnaires distributed to ODL learners. The findings indicate that 21^st century skills have a significant impact on learners’ future readiness and are in line with the evolving demands of the 21^st century workforce. The results of this study can provide insights to various stakeholders to design appropriate teaching and learning processes in ODL institutions to produce graduates who meet the future workforce, which will boost economic growth in Malaysia.

The educational evaluation is a set of organized and systematic actions that aim to achieve the goals of education. Additionally, this is a tool that assesses the degree of achievement of predetermined objectives, provides feedback to the teacher, identifies methods for shaping the teaching approach, and improves self-awareness. The purpose of this study is to explore the views of teachers regarding their evaluation and professional development. The preferred methodology is a qualitative approach which has used the semi-structured interview as a data collection technique with a sample of ten primary school teachers. The participating teachers have been working in public education from four to thirty-five years, while four of them serve as substitutes. With regard to the first research question, the categories of the analysis were created from the thematic analysis (atlas) of the data, literal, interpretative, and reflective aspects. The respondents considered the main purpose of their evaluation to be the improvement that results from the interlinkage between the identification of weaknesses and the implementation of training interventions. As far as the evaluation criteria are concerned, they mainly highlighted the teacher's professional skills, the learning environment, and the consistency of service. Persons close to the teacher, such as the director, colleagues, the teachers themselves, and the Education Advisor are considered to be the most appropriate actors of their evaluation. According to the findings, the benefits of the evaluation include the rewarding of the teachers and the recognition of their work, as well as the establishment of a culture of evaluation, while the disadvantages include negative emotions and unfair practices (e.g., stress, fear, pressure, insecurity, competition), negative consequences (e.g., salary reduction, dismissal), categorization of teachers and additional workload. Professional development is regarded as extremely useful and necessary and is achieved through formal, non-formal, or informal processes. It helps teachers to acquire additional qualifications, knowledge and skills that enhance their role, improve their work, and, above all, strengthen their professional identity. Finally, the respondents considered that the teachers’ evaluation is directly linked to their professional development, as the former feeds the latter.

Technology Enhanced Learning (TEL) has brought remarkable transformation to the education sector. The education sector utilized technological changes and advancements, which increased the learning objectives, outcomes, and experiences. This article tries to study the latest technological innovations that are developed in TEL, discusses the possibilities of some of the strategies for implementing these technologies, and examines the future of educational technology. This paper also aims to discuss how TEL is changing the educational paradigms and the potential future developments in this ever-changing educational sector.

The integration of Artificial Intelligence (AI) into special education has the potential to revolutionize learning experiences for students with diverse disabilities, including cognitive, sensory, and motor impairments. This paper explores the efficacy of AI-driven adaptive learning systems in personalizing educational pathways, enhancing cognitive development, and improving academic performance in students with special educational needs. This study investigates the application of Artificial Intelligence (AI) in special education, focusing on how AI-driven adaptive learning systems can personalize learning experiences for students with disabilities. Utilizing a dataset of 100 students with special educational needs, including categories such as Dyslexia, Autism, and Motor Impairment, this research aims to evaluate the impact of AI interferences on learning progress over a three-month period. The dataset includes various features such as initial learning progress, engagement levels, feedback quality, and learning outcomes after 3 months of AI-based involvement. Through machine learning techniques, including regression (linear regression) and classification models (decision tree), the study analyzes how initial learning progress and other variables predict students' improvement in academic performance after using AI tools. The results demonstrate a statistically significant improvement in the academic progress of students with special needs, with AI intrusions leading to measurable gains in learning outcomes across all categories. The findings suggest that AI can effectively support individualized learning paths, enhance student engagement, and improve academic achievement, thereby contributing to a more inclusive and personalized educational experience. This paper emphasizes the potential of AI in transforming special education by making learning more adaptive and accessible, offering valuable insights for educators, policymakers, and technology developers aiming to foster educational equity.

According to United States census data, over 160 languages are spoken in the U.S., and over 20% of the population speaks a language other than English at home. Bilinguality is a matter of both degree and definition. Most true bilinguals are immigrants as they bring their native language to their newfound country and use it in the household. This study examines different aspects of bilinguality and heritage language. An extensive survey was administered to students from five different public and private universities in the United States. An online 100-item in-depth questionnaire of bilinguality presented in English was designed for this study. The questionnaire asked for demographic information about the subjects, and additionally, it required the participants to provide their self-ratings about their level of competence in speaking, reading, and writing a second (non-English) language. Based on their responses, the subjects were divided into heritage and non-heritage and fluent and non-fluent bilinguals. It was hypothesized that those participants who have two bilingual parents are likely to learn the foreign language at a faster rate and be more fluent than the subjects who had only one bilingual parent or two monolingual parents. However, the main focus of this study was to determine any possible social influences on the maintenance of bilinguality. Parts of the survey dealt with whether or not bilingual subjects have ever been made fun of or felt embarrassed for speaking their second language in public. Further, the sense of pride and comfort in speaking a foreign language was measured among heritage and non-heritage bilinguals. Based on the results of this study, more fluent heritage and non-heritage bilinguals reported a sense of comfort in speaking their heritage language, although they also reported having been ridiculed at some point. Many children of heritage language households face strong social forces against learning their heritage language and are unable or unwilling to maintain the heritage language of their parents. However, it seems that the fluent heritage speakers in this study have a stronger sense of commitment and social and cultural support, which together can help keep their ancestral language alive. Heritage speakers seem to also report a stronger sense of pride about being bilingual than non-heritage speakers.

Background: Poetic science has been defined as the integration of visual arts, performing arts, and creative expression, such as poetry, in embodying science courses such as physical sciences, technology, engineering, mathematics, and medicine to give it a more familiar social construct. Poetry is one of the major categories of literature, which is characterized by having a meter form, rhyme, rhythm and other figurative expressions. It can be incorporated into other forms of literature, such as prose and drama, as it was the focus of the World Poetry Day 2023 theme: ‘Be a Poet even in Prose’. Poetry is being encouraged even in the teaching of medicine, particularly in countries such as Australia, the United States of America, and the United Kingdom.

Aim: This study focused on the response of medical students to poems that were part of the lecture slides.

Methods: A selected day was set aside for dermatology education with poetry as the focus. Short excerpts of poems taken from a collection of poems titled ‘Scar Songs’ formed part of the lecture slides for two different topics- ' bacterial skin infections and papulosquamous lesions’ on two different days during the dermatology posting for the fifth-year medical students. The poems used were on impetigo on the first day of posting and on lichen planus and psoriasis on the third day.  The response of the medical students was judged by a voice vote, hand count, body language, and attention paid to the poems during the reading.

Results: The Majority of the students (75%) raised their hands in affirmation that they enjoyed the class. There were positive emotions such as smiles and laughter among the students. The attention as viewed by the tutor was that of 100% as all the students were awake and alert, with heads up throughout the time of the lecture. On the lecture assessment form, a student stated that the use of poetry aided his understanding.

Conclusion: Poetry can be enjoyed by medical students. It can be used as a teaching aid in dermatology. The use of poetry in teaching dermatology can be further enhanced by applying research poetics, which involves transcribing spoken words of patients and clients into verses.

This study intends to provide insights into the importance of customized educational interventions materials derived from research and their potentials to bridge the comprehension gap for students with hearing impairments embarking on intervention research to establish the efficacy of the developed intervention learning materials in improving language comprehension ability among students with hearing impairment in inclusive classrooms in secondary schools in Tanzania. The study adopted a developmental design using a pre-test, post-test quasi-experimental mixed approach in which the experimental group was subjected to intervention using designed intervention materials while the control group used a traditional approach in learning comprehension. The study employed questionnaires, interviews, and documentary review as methods of data collection. The quantitative evaluation employed paired sample t-test and independent t-test to compare scores within the group and between the experimental and control groups. The qualitative evaluation used a phenomenographic approach. The findings revealed that the post-test mean scores of the students in the experimental group improved significantly in comparison with the control group. In conclusion, the designed ILMs improved the English language comprehension ability of the targeted students. Sign language interpretation enabled students with HI to understand what was taught in the classroom. Consequently, students with HI were able to contribute to group work and classroom discussion.