Research and Advances in Education

Exploring the Role of Higher Education Institutions in Promoting Climate Control and Justice in Uganda

2025-05-10T03:02:33+00:00

This exploratory qualitative study focused on exploring the role of Higher Education Institutions in advancing Climate Control and Justice in Uganda with a focus on; climate control efforts; research and advocacy; and climate-related educational programs. Findings indicated that the universities had introduced programs such as advocacy for climate control and justice, adoption and assessment of science-based programs to integrate climate and also involved student activists who often prioritized enforcing environmental curricular changes which stimulated knowledge growth through educational awareness to the staff, and students. However, the efforts were inadequate due to the economic status of our country which largely depends on donor funds. The study concluded that Higher Education Institutions were not adopting enough interdisciplinary approaches to address climate control and justice adequately, aligning educational goals with global climate challenges and thus they should continue to incorporate climate education into all academic programs and integrate climate-related topics across various academic disciplines.

Quality Improvement Initiatives and Outcomes: A Study of Public Schools in Ghodaghodi Municipality, Nepal

2025-05-10T03:17:54+00:00

This study aims to identify the challenges and gaps in providing quality education, examines Ghodaghodi municipality initiatives for improvement, assesses their impacts, and offers recommendations for further improvement. The study sampled 15 public schools out of 49, using stratified random sampling. Respondents included teachers, head teachers, parents, students, school management committee, municipal authorities, policymakers, teachers’ union leaders, and political leaders — 10 respondents from each school and 25 from municipal policy making sector altogether 175. Information was gathered through surveys, questionnaires, and document analysis using both primary and secondary sources. Since the last five years, municipal budget/ program has been focusing significantly on the areas of infrastructure, materials, ICT, and teacher management. Different levels of government invest on schools without long term plan and vision. So, the facilities at schools are not sufficient and proper. School mapping and student teacher ratio (STR) is not properly maintained. Teachers participated in professional development activities, but the effectiveness was rated as average. They identified a need for further development in subject matters, special needs education, and ICT skills. School supervision was found to be less effective, below the average. Teachers rated the overall school quality as average. Policymakers faced challenges such as budget constraints, employee indifference, and teacher politics affecting quality improvement programs. Based on the findings and conclusion, the research has recommended some improvements in the areas of restructuring schools, maintaining STR, infrastructural modernization, visionary academic leadership, teacher incentives, TPD opportunities, monitoring and evaluation, and the like.

From Informal Learning to Formal Recognition: Policy Perspectives on Integrating Micro-Credentials into EQF-Aligned Vocational Education

2025-05-10T03:21:38+00:00

As the European workforce navigates a rapidly changing skills landscape, the need to recognize learning beyond traditional education structures has become increasingly urgent. This paper explores the strategic role of micro-credentials in bridging informal and non-formal learning with formal vocational education and training (VET) systems, particularly in alignment with the European Qualifications Framework (EQF). Drawing on current EU policy developments, institutional practices, and emerging quality assurance mechanisms, the study outlines how micro-credentials can be embedded into national qualification systems, mapped to learning outcomes, and validated with trust and transparency. Special attention is given to stakeholder engagement, system readiness, and policy innovation, offering actionable recommendations for establishing a coherent and scalable micro-credential ecosystem. The findings underscore the potential of micro-credentials to support lifelong learning, enhance employability, and promote inclusive education systems across Europe.

Curriculum Adjustment and Cultural Adaptation of Chinese Normal Schools in Malaya (1935-1957)

2025-05-10T03:23:59+00:00

This paper examines the development of Chinese teacher education in Malaya during the transition period from colonial system to national independence from 1935 to 1957, focusing on the interactive relationship between teacher curriculum adjustment and cultural inheritance. Through the analysis of official education reports, decrees and Chinese vernacular schools archives, this study divides this period into three stages: marginal situation under the colonial system (1935-1945), post-war reconstruction and systematic development (1945-1952), and policy shift and cultural adaptation (1952-1957). The study finds that under the inequality of resources and policy restrictions, Chinese teacher education achieved the transformation from the Chinese model to Malayan local adaptive education through strategies such as curriculum localization, multilingual education integration and community organization mobilization, while maintaining the basic continuity of cultural identity. This adaptive transformation not only reflects the Chinese community’s positive response to environmental changes, but also reflects the historical experience of minority education seeking survival and development in a multicultural society. It has important implications for understanding the interactive relationship between education policy and ethnic identity.

Evaluating the Performance of Seven Large Language Models ‎‎(GPT4.5, Gemini, Copilot, Claude, ‎Perplexity, DeepSeek, and Manus) ‎in Answering Healthcare Quality Management Inquiries

2025-05-29T08:55:06+00:00

Large language models (LLMs) are increasingly utilized across education, healthcare, and decision support due to their advanced text processing capabilities. This study evaluated the performance of seven LLMs: ChatGPT4.5, Gemini 2.5 Pro, Copilot, Claude 3.7, Perplexity, DeepSeek, and Manus in answering multiple-choice questions related to healthcare quality management. The assessment included 20 validated questions across four domains: organizational leadership (n = 5), health data analytics (n = 5), performance improvement (n = 5), and patient safety (n = 5). Accuracy rates ranged from 70% to 80%, with ChatGPT4.5, Gemini, and Claude achieving 80%; Perplexity and Manus, 75%; and Copilot and DeepSeek, 70%. All models met or exceeded the predefined accuracy threshold of 70%. Descriptive statistics showed a mean of 15.19 correct responses (SD = 0.83) and 5.00 incorrect responses (SD = 0.85) per model, with a combined average of 12.71 responses (SD = 4.46). A Pearson chi-square test indicated no statistically significant differences in accuracy among the models, χ² (6, N = 140) = 1.321, P =.971. A Monte Carlo simulation with 10,000 sampled tables confirmed this result (P =.984, 95% CI).

The findings indicated comparable performance across the evaluated AI models in the context of healthcare quality education. These results support the use of large language models as supplementary tools in this domain, while highlighting the need for further evaluation of performance across specific content domains and their applicability in real-world professional training contexts.

Gamification as a Strategy for Enhancing Long-Term Memory of Low-Frequency Vocabulary in Primary English Education

2025-05-29T08:59:19+00:00

This paper explores the potential of gamification as a strategy to enhance the long-term retention of low-frequency vocabulary in Chinese primary English education. Low-frequency vocabulary—words that occur less frequently in everyday discourse yet are crucial for advanced comprehension and academic success—poses a significant challenge for young learners, particularly in contexts where English is a foreign language. The paper examines the unique obstacles faced by Chinese primary students, including limited exposure to authentic language input, an overreliance on rote memorization, cognitive overload, and a lack of motivation, all of which hinder the deep, meaningful acquisition of rare words. Drawing on cognitive theories of memory, affective engagement, and constructivist learning principles, the paper argues that gamification offers a promising solution by embedding vocabulary learning within interactive, emotionally engaging, and context-rich activities. By facilitating repeated exposure, spaced retrieval, and active use of vocabulary in diverse scenarios, gamified approaches may strengthen memory encoding and retrieval pathways, leading to improved retention of low-frequency words. The paper also discusses potential challenges in implementation, such as balancing fun with learning depth, managing competition and motivation, ensuring age-appropriate design, and addressing issues of equity and access. Ultimately, the paper advocates for the thoughtful integration of gamification into primary English education in China, emphasizing the need for context-sensitive design, empirical research, and pedagogical support to maximize the benefits of gamified learning for vocabulary development.