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This study explores the integration of virtual reality (VR) in geometry education and examines the immersive platform's potential to enhance student engagement and understanding through a case report. While students appreciated the interactive and collaborative aspects of VR, they also faced challenges such as VR sickness and technical issues. Recommendations for future sessions include incorporating breaks and providing additional technological guidance. Future research will focus on addressing these challenges, evaluating long-term educational outcomes, and exploring the integration of other immersive technologies like augmented reality. The study contributes to the wide discussion regarding the importance of balancing technological innovation with pedagogical effectiveness for successful VR integration in educational settings.

The objective of this study was to ascertain the elements that influence the effectiveness of mathematics instruction in the 21st century for secondary school students within the jurisdiction of the secondary educational service area office Lopburi (SEAOL). The research utilized survey methodology. The study population consisted of 400 secondary school students from SEAOL during the first semester of 2022. The participants were selected using a stratified random selection technique. The research tool utilized in this study was a questionnaire, which demonstrated a high level of reliability with a coefficient of 0.934. The research employed principal component analysis as the statistical analysis approach. The findings of the study indicate that there are various factors that influence the effectiveness of mathematics instruction in the 21st century for secondary school students in SEAOL. These factors include the level of technology support from schools, use of technology, ability to use basic technology, ability to use specialized technology, knowledge of content, math is crucial, and variety of teaching methods. Additionally, the study reveals that gender, program, and education level have a significant impact on knowledge and opinions regarding mathematics instruction, with statistical significance observed at a significance level of 0.05.

This study aims to determine the opinions of science teachers on robotics coding, which is one of the prominent applications in recent times and is expected to be integrated into education. The research was designed as a case study, one of the qualitative research methods. The study group of the research consists of 12 science teachers. Semi-structured interviews were conducted with the participating science teachers to determine their opinions on robotics coding, using a semi-structured interview form developed by the researchers. The interview form consists of two sections. The first section includes the demographic characteristics of the teachers. The second section includes open-ended questions aimed at determining the definitions of science teachers regarding robotics coding, the usability of robotics coding in science classes, teachers' experiences with robotics coding, and their suggestions. The collected data were analyzed using the descriptive analysis method and interpreted according to thematic order. As a result, it can be said that robotics coding applications are usable in science education, play an important role in developing various skills in students, and contribute to efficient and permanent learning in classes. However, it was concluded that support for teachers and students in terms of knowledge and equipment, provision of material support, or resources are necessary for its use in classes.

School management committees' (SMCs) roles are crucial in the smooth, unfettered administration, development and provision of quality basic education. However, the preponderance of research evidence available indicates that in sub-Saharan Africa SMCs are not adequately involved in preparing and implementing school performance improvement plans (SPIPs). This study surveyed 298 SMC chairpersons and members in the South Tongu District (STD) of Ghana to investigate their knowledge and participation in SPIPs. The results showed that SMC members' limited knowledge of and low involvement in SPIP preparation and implementation were lower than the Ghana Education Service required, which hindered success and contribution to high quality teaching and learning in the schools. These results have implications for improving the quality of education for all by increasing their access to data, technical assistance, and financial resources at the basic school level. We recommend against this backdrop that the STD Education Directorate, in collaboration with the STD Assembly, conduct periodic training workshops, reward success, and provide clear guidelines and expectations to increase SMC members' knowledge and participation in successful SPIP preparation and implementation. Further research needs to focus on SMC members' capacity for sustained school improvement through education policy initiatives at the district and school levels.

The research aims to disclose academicians' perceptions of "Online Teaching Tools" (OTT) within the UTAUT-2. In the study, a qualitative research method was implemented. The case study pattern has also been used for the study. The study group of the research was determined through maximum variation sampling from purposive sampling methods. Twenty-six academicians working at the faculties of education of two universities in the Western Black Sea Region of Turkey constitute the study group of the study. A semi-structured interview form was employed as a data collection tool. The data were analyzed inductively. MAXQDA 20 program was implemented in data analysis. In terms of performance expectancy, OTT can be integrated into teaching methods and techniques. In terms of effort expectancy, it has also been found that the use of OTT is mostly straightforward, and the fact that it is time-consuming, and challenging does not mean negative and technical problems might occur. Regarding social influence, academicians receive support and advice on using OTT. In terms of facilitating conditions, most academicians perceive themselves as sufficient. In terms of hedonic motivation, academicians are of the opinion that that OTT become enjoyable, primarily if it is used via student participation. It is shown that the difference in the exchange rate within Turkey increases fees as a price value. In further studies, it is possible to refer to the opinions of academicians from various fields based on the relevant theory via the following qualitative and quantitative methods.

Various district-level factors contribute to the successful implementation of Positive Behavioral Interventions and Supports (PBIS) in schools, a widely implemented evidence-based framework supporting students' social, emotional, and behavioral development. Prior research has identified the district PBIS coordinator as a critical factor supporting school-level PBIS implementation. However, further research is needed to clarify the functions of the district PBIS coordinator role throughout the implementation process. This pilot study developed and validated a survey instrument to clarify (a) the common functions of the district PBIS coordinator role and (b) how the common functions of district PBIS coordinators changed across the distinct implementation stages. The Kruskal-Wallis H-test was used to determine whether significant differences existed in the amount of time district PBIS coordinators spent on functions of their role by implementation stage. Results from the pilot administration conducted in the U.S. state of Michigan indicated that district PBIS coordinators initially focused time on leadership and organization functions while competency functions developed as implementation matured. The survey findings offer preliminary insights into the district PBIS coordinator role, which may help inform professional development planning at the local and state levels, technical assistance offerings, and personnel decision-making. This study also serves as a blueprint for future research.

This article delves into the potential advantages and difficulties of using immersive Extended Reality (XR) technology in engineering education. It also examines the factors influencing the acceptance and intention to continue using XR in teaching practice from instructors' viewpoints. The study has identified five themes that affect the use of XR in teaching practice: contextual factors, individual factors, social support, XR features, and attitudes. According to the research, professional development, technical support, and infrastructure are crucial contextual factors that positively influence the use of XR in teaching practice. Social support and XR features, such as interactivity, visualization, and simulation, also play a significant role. The article emphasizes on the need for addressing technical and infrastructure difficulties and providing adequate professional development and social support to facilitate the use of XR in engineering education. The findings of this study can assist policymakers and decision-makers in education and help educators and instructional designers effectively integrate XR into their teaching practices.

Culturally-adapted evidence-based programs (EBPs) are needed to promote healthy behaviors among Native teens and young adults. Little is known about the facilitators and barriers of implementing and sustaining EBPs in Native communities. This paper aims to identify those factors described by educators who implemented the Native Students Together Against Negative Decisions (STAND) curriculum. Methods: We conducted qualitative, semi-structured interviews with 44 Native STAND educators from 48 sites throughout the United States. We used a modified grounded theory approach to explore barriers, facilitators, and sustainability factors related to implementing Native STAND. Results: We learned that disruptions to staffing, coordination, and organizational factors were the most common barriers. Factors that improved implementation success included: tailoring the program to local needs/constraints, having a supportive Project Manager, improved fidelity due to check-in calls, and participation in summer training. Factors that improved sustainability included: access to needed infrastructure, administrative support, community support, and student interest. Discussion: The delivery of Native STAND was further improved by person-to-person communication and resource sharing across sites. Sustaining EBPs in AI/AN settings requires culturally-tailored technical assistance, sufficient implementation funds for materials and staffing, and a community of peer educators to inspire forward progress. Conclusion: EBPs that reflect the needs and experiences of American Indian and Alaska Native (AI/AN) youth are necessary to address systemic inequities in adolescent health outcomes. The Native STAND Dissemination and Implementation study is among the first to assess facilitators and barriers to program delivery in diverse AI/AN settings.

Background: Medicaid is a key policy lever for expanding access to mental health services and supports for children in schools, especially low-income and minority children. This study examines how Medicaid finances mental health promotion and prevention (tier 1), screening and selected interventions (tier 2), and treatment (tier 3) in schools, informing policy recommendations to expand school mental health. Methods: Seventeen key informant interviews were conducted virtually from March to October 2022 with research, practice, and policy leaders in school mental health and Medicaid. Interview transcripts were thematically coded to inform recommendations. Results: Interview themes included that Medicaid is a key funder of mental health services, primarily in tier 3, and that braiding and blending funds is necessary to support services across all tiers in schools. Interviewees underscored the need to expand tier 2 in schools, to expand and diversify the behavioral health workforce (including via non-licensed providers, aligning school-employed provider licensure and billing requirements and building school-community referral relationships), strengthen teaming structures (including state children's cabinets, student case management, and education/Medicaid agency coordination), and leverage technical assistance and training to speed up adoption of new policies (including via guidance and templates that facilitate billing for school health services). Conclusions: Policymakers, practitioners, and advocates can use these findings to identify policies and strategies to expand school mental health and reduce inequities.

This paper proposes a framework to create a small business and entrepreneurship accelerator designed based on prior work in evolving traditional place-based pedagogy to a more critical pedagogy of place. The case is crafted to utilize the built-in resources of a university as the core components in providing necessary resources for success, including expert-level technical assistance and a safe, empowering third space for collaboration. The included case focuses on a suburban/urban campus near several historically underserved geographies. This is important as the proposed framework for a small business and entrepreneurship accelerator focuses on educating and guiding local populations--including high school students--in growing their businesses. The case in this paper brings together university resources, local community elements, small business owners, social entrepreneurs, and high school students by activating a critical pedagogy of place rooted in improving economic conditions while addressing social issues.

Learning management systems (LMSs) are common in higher education institutions and form the backbone of open distance and e-learning (ODeL) institutions. Migrating to any new form of technology is known to be a challenging endeavour and LMSs are no exception. This study uses the Unified Theory of Acceptance and Use of Technology (UTAUT) model to analyse open-ended responses to a questionnaire sent to lecturers at an ODeL institution during the migration from one LMS to another. In the study, 83 responses are analysed, and six major themes are discussed. The results indicate that timely and specific support is critical in a technological migration process, and communication around the migration is vital to the morale of lecturers involved. We noted many instances of anxiety due to increased workload factors. We recommend that institutions migrating from one LMS to another conduct pilot studies and focus on clear and effective communication while not underestimating the resources needed for successful migration processes. [Note: The publication year (2024) shown on the PDF is incorrect. The correct publication year is 2023.]

This study was conducted to identify the problems faced by refugee students during COVID-19 pandemic in open and distance learning and the best examples of practices put into effect to cope with these problems cope and solutions recommended to eliminate these problems, in Turkiye. In the study, the phenomenological research design, which is one of a qualitative research method, was used. By using the criterion sampling technique, a total of 14 teachers who had refugee students were selected as the research participants. Interviews were held with the volunteer participants. The research data were collected by using a semistructured interview form. The descriptive analysis method was used in the analysis of the research data. According to the study findings, the refugee students who did not have the necessary educational technology facilities in open and distance learning process and could not get sufficient family support felt more deeply the language problems which is experienced also by them in face-to-face education. In order to help refugee students with these problems, some school administrations provided the refugee students with tablet and computer support within the bounds of their means. In order to alleviate the effects of the problems faced by refugee students, it is recommended to provide refugee students with educational technology support, making up education and psychological support.

The massive disruptions created by the pandemic forced higher education institutions to reconfigure their operations to ensure the continuity of teaching and learning. This study identified the anticipation, coping and adaptation practices of public higher education institutions in response to the challenges during the health crisis. It was the purpose of the study to identify the anticipation, coping and adaptation practices of public higher education institutions in response to the challenges during the health crisis. The study employed the mixed method using the survey and interview. Thirty-seven (37) informants who were involved in managing five (5) government funded public higher education institutions in the Philippines expressed willingness to participate in the study. It was revealed that higher education institutions had low organizational capacity to anticipate crisis. To cope with disruptions, institutional strategies were implemented like a shift to flexible teaching and learning modality, provision for training, psychological and technological support and enhancement of student services. Adaptation initiatives included preparation of continuity plans, development of learning management system, technology enhancement and capacity building activities. Effective planning, leadership and readiness for change were the emerging themes across the resiliency stages of anticipation, coping and adaptation. It is recommended that public higher education institutions should prioritize the crafting of data driven and context based strategic plan to include technology support and budget allocation in order to ensure teaching learning continuity during disasters of any kind. Collaborative leadership and readiness for change also need to be cultivated to foster resilient academic institutions amidst and beyond the pandemic.

The main objective of this study is to identify the constraint hindering ICT integration in Ethiopian public secondary schools. The study's results demonstrate that the Integration of ICT is still in its infant stages due to a lack of infrastructure, insufficient funds, lack of technical and administrative support, lack of time, teachers' knowledge, abilities, and use of technology are lacking. Those challenges are distinguished as teachers-related challenges, students-related challenges, resource-related challenges and administrative-related challenges. The implication is that using ICT integration to improve learning and teaching is not happening in accordance with the national ICT policy strategy, thus reaping the greatest benefit from ICT integration all concerned bodies, and actors at all levels should pay special attention to ICT integration practices in the study area from the higher-level ministry of education to the lower-level woreda education office and schools. Finally, it is suggested that in the future a countrywide study involving all other variables and private secondary schools not considered in this study should be conducted.

The pandemic of 2020 frequently necessitated that offshore school teachers continue their instruction of Chinese children in the online format rather than face-to-face back in China; a so-called emergency remote teaching response. A required change in pedagogy accompanied a range of challenges in an effort to offer quality education to English as a Second Language (ESL) students. During the fall 2020-2021 academic year, a sample of 25 teachers and 3 principals provided feedback on those inherent challenges in a mixed method study consisting of surveys, interviews, and focus groups. Factors that impacted the delivery were identified in broad categories of teacher lifestyle, hindrances with technology, teaching practice, and pedagogical support. The findings were unique in that 1) they were nested in a response to a difficult context as opposed to a carefully planned online instruction and 2) second language students constituted a different learning cohort. This work further adds to the literature by suggesting that cognitive load, self-regulation, and attentional literacy deserve careful consideration when contexts of ESL learning with technology are implicated. This work further adds to the literature by suggesting that cognitive load, self-regulation and attentional literacy deserve careful consideration when contexts of ESL learning with technology are implicated.

This study investigates user satisfaction with e-learning systems in higher education institutions, examining the perspectives of students, lecturers, and elearning officers and heads of the department of Information Technology as key informants. A total of 375 student respondents from Diploma, Bachelor, and Masters levels, 51 lecturers, and 15 key informants across different Ugandan institutions of higher learning participated in the study, providing insights into platform usage, system usability, stability, and support mechanisms. Rigorous analysis techniques, including means, correlation coefficient calculations, were employed to explore factors influencing satisfaction. Findings revealed positive correlations between satisfaction and variables such as ease of use, ease of access, system reliability, system stability, and prompt response to queries, among others. Recommendations include improving system stability, enhancing response time to queries, providing ongoing training, addressing connectivity issues, and developing customized mobile applications. The study highlights the need for institutions to optimize e-learning experiences by leveraging feedback from users and implementing targeted interventions.

In recent years, policymakers and scholars argued that state education agencies (SEAs) should move away from simply acting as compliance monitors and take on more prominent roles as providers of technical support to schools and school districts. Scholars find that SEAs have struggled to do so, yet there is little empirical work to explain what SEAs do or why they struggle. This study looks at Michigan's Partnership model for School and District turnaround, which began in 2018 and includes the Michigan Department of Education (MDE) as a formal partner in building the capacity of school districts to craft and meet ambitious student learning targets. Analyzing interviews with MDE "liaisons" and turnaround leaders, I find that Partnership leaders reported a deeper sense of trust with the SEA compared to prior years because liaisons were more focused on support and understanding individual school/district contexts. However, supports were generally "passive" (e.g., sending standardized emails with resources/links; helping navigate compliance issues) rather than targeted technical assistance that helped Partnership leaders build capacity. I argue that this was in part due to the SEA's conflicting role as both accountability monitor and technical assistance provider. I show how SEAs navigated this dynamic and provide suggestions for how SEAs can balance district autonomy with support through trust building, ideas of "controlled autonomy," and "flexible specificity," which recommends highly specific technical guidance paired with ongoing processes of feedback and experimentation from implementers so that guidance matches context.

This study sought to respond to the increased number of mature students in social work education and the understudied topic of their experiences. The research deployed semi- structured interviews and thematic analysis to explore the benefits, challenges, and needs of mature students (N = 19) over the age of 30 in a Canadian Bachelor of Social Work program. Participant responses revealed multiple, intersecting factors that impacted their experiences. Pertinent themes included the decision to return to school, enhanced engagement, and motivation in the pursuit of their degrees as well as their personal challenges, strategies, and perceptions of ageism within the classroom and curriculum. The study found that mature students would benefit from the development of institutional resources specific to their needs including flexible scheduling, assistance with technology, and clearer guidelines for group activities.

This study aims to assess the implementation of smart campus and the students' learning engagement at Zhongshan College, China. A well-structured questionnaire was developed, and information was collected from 277 students and 377 teachers. The results indicate that both groups of respondents highly agree on the construction levels of the smart campus in terms of security operations, academic technology assistance, public relation services, and stakeholders' experience. Furthermore, respondents emphasized that the level of smart campus construction affects students' learning engagement. Specifically, students' personalized learning engagement is affected by the level of smart campus construction in security operations and public relations services. And the degree of students' use of smart learning resources is significantly related to the smart campus construction levels in all four dimensions. This study fills research gaps and provides valuable guidance for the development of smart campuses.

Background: State-level leadership and conditions are instrumental to local and regional comprehensive school mental health system (CSMHS) quality, sustainability, and growth. However, systematic documentation of state-level school mental health (SMH) policy, infrastructure, funding, and practice is limited. Methods: Using a multi-phase, multi-method process, we developed the State School Mental Health Profile (State Profile) to offer a comprehensive landscape of state SMH efforts. State leaders in 25 states completed the State Profile once over a 3-year data collection period. Mixed methods results are reported in 8 domains. Results: State education agencies were reportedly most involved in SMH technical assistance, advocacy, leadership, funding, and service provision, with mental health agencies reported as second most involved. Nearly half of state respondents reported having a state-level SMH director or coordinator. Policies with the greatest perceived impact require implementation of and funding for SMH services and supports. Despite leveraging multiple sources of funding, most states emphasized lack of funding as a primary barrier to establishing CSMHSs. All states reported staffing shortages. Conclusion: The State Profile can assist multi-agency state leadership teams to self-assess policy, infrastructure, and resources to support CSMHSs statewide. Findings point to areas of opportunity to advance equity across resource allocation, service provision, and policy development.