Research and Advances in Education

Fostering Responsible Conduct Among Trainees Through Integration of Ethics into the Curriculum: A Case Study of Nsamizi Training Institute of Social Development

2026-06-04T06:24:27+00:00

Professional ethics constitutes a foundational aspect of vocational training; however, a considerable proportion of Ugandan curricula tends to emphasize technical skills while exhibiting inadequate consideration of moral development. This qualitative case study investigated the mechanisms by which the integration of ethics into the curriculum fosters responsible conduct among trainees at the Nsamizi Training Institute of Social Development, situated within Mpigi District. Guided by Kohlberg’s Theory of Moral Development, the study employed an exploratory case study design. Data were collected through analysis of curriculum documents, semi-structured interviews with ten lecturers, and focus group discussions with twenty-five final-year students.

The findings suggested that a hybrid strategy, comprising both stand-alone ethics modules and their infusion into technical courses, may enhance trainees’ cognitive apprehension of principles such as integrity, confidentiality, and professional responsibility. Nevertheless, the practical application of these principles appeared to remain inconsistent, potentially attributable to the pervasive influence of the hidden curriculum, extant societal corruption, and the paucity of practical ethical dilemmas presented. The investigation, therefore, posits that curriculum integration alone might prove insufficient without a congruent alignment between inculcated values and prevalent institutional practices. The recommendations encompass: (1) the establishment of an institutional Ethics Committee; (2) the incorporation of practicum-based ethics assessments; (3) the provision of faculty training in ethics pedagogy; and (4) governmental enforcement of ethical codes for interns and practitioners, all of which endeavor to bolster ethical training within social development institutions.

Generative AI-Enabled International Chinese Language Teaching: Innovations and Challenges

2026-06-04T06:31:08+00:00

The rapid advancement of generative artificial intelligence has reshaped traditional operational systems across numerous social sectors. In China, increasing emphasis has been placed on educational applications of AI, with consistent support for exploring the potential of generative models in teaching and learning. In 2025, the Ministry of Education issued the Digital Strategy for Education, which promotes the construction of new educational infrastructure and encourages universities to develop innovative “AI + Education” models. Through deep learning and algorithm‑driven pattern simulation, generative AI can support teachers in lesson planning, resource creation, and AI‑integrated textbook development. It also facilitates personalized learning and helps cultivate talents with strong information literacy. Supported by AI technologies, the “HI + AI” teaching framework creates a tripartite collaborative system involving teachers, students, and machines, leading to more adaptive and efficient classroom practices. While generative AI opens new prospects for international Chinese language education, it also brings emerging challenges that require systematic reflection and response.

The Limited Classroom Application of Teacher Digital Literacy Training and Its Improvement Paths

2026-08-27T03:16:17+00:00

Teacher digital literacy training is an important part of teacher professional development, but its effect is often limited when training content is not fully transferred into classroom practice. Teachers may learn how to use digital tools but still find it difficult to connect them with lesson goals, subject content, student needs, and real classroom conditions. This paper examines the main forms of limited classroom application and the reasons behind them. The discussion focuses on the separation between training and teaching needs, the strong focus on tool operation, limited practice opportunities, weak follow-up support, completion-based evaluation, and the practical costs of digital teaching. The paper argues that training should start from real classroom problems, connect digital skills with subject teaching, provide repeated practice, offer continued support, and evaluate changes in teaching practice rather than course completion alone. Teachers also need enough space to decide when and how digital tools should be used.

Are We Really Listening? Development and Psychometric Validation of a Five-Stage Listening Process Scale for Higher Education Students in Region II, Philippines

2026-08-27T03:20:20+00:00

Listening is central to classroom learning yet rarely measured with locally validated tools in Philippine higher education. This study developed and validated a 50-item Listening Process Scale (LPS), grounded in Brownell’s stage model (receiving, understanding, remembering, evaluating, responding), using 314 students from higher education institutions in Region II, Philippines. Sampling adequacy was excellent (KMO = .968). Exploratory and confirmatory factor analyses converged on a hierarchical structure: five correlated first-order factors loading strongly (.88–.91) onto one General Listening Process factor, rather than five independent stages. Reliability was excellent overall (α = .976) and per subscale (.900–.937), though elevated inter-item correlations suggest some redundancy. Structural equation modeling showed the General factor significantly predicted academic performance (β = .212, p < .001). Students self-reported High listening levels across all stages (M = 3.59). The LPS is a reliable, academically relevant measure, best interpreted through its Overall score pending further item refinement.

Discipline or Pressure? Examining the Effectiveness of the KDM Military Barracks in Developing Students’ Learning Motivation

2026-08-27T03:29:12+00:00

The phenomenon of juvenile delinquency in West Java, Indonesia, has triggered a unique policy response from Governor Dedi Mulyadi, namely a rehabilitation program through military barracks for students involved in deviant behavior. This article aims to analyze the effectiveness of this approach in developing students’ learning motivation, utilizing a theoretical review based on Self-Determination Theory, Attribution Theory, and Self-Efficacy Theory. The study was conducted employing a qualitative-descriptive method with narrative and reflective analysis of secondary data, encompassing media reports, public policies, and educational psychology literature. The findings indicate that although the military barracks program may yield short-term behavioral changes, its long-term success heavily relies on the integration of reflective strategies, psychological support, and social reintegration. If managed sensitively and sustainably, military barracks have the potential to serve as an initial step in building students’ intrinsic motivation and positive character. However, without fulfilling basic psychological needs such as autonomy and relatedness, this approach risks creating counterproductive pressure on students’ learning and emotional well-being.

The Influence of Demonstration Lessons on Teachers’ Conceptions of Good Teaching

2026-08-27T03:32:39+00:00

Demonstration lessons are widely used in teacher development because they make teaching practices visible and provide teachers with concrete examples of classroom organization, interaction, and instructional design. Yet the lessons selected for observation are often highly prepared and presented under conditions that differ from everyday teaching. This paper examines how repeated exposure to such lessons may influence teachers’ conceptions of good teaching. It focuses on the preference for visible classroom performance, the smoothness produced by highly structured interaction, and the reduced presence of uncertainty in demonstration settings. The discussion also considers how these features may be transferred into ordinary classroom practice, especially when teachers begin to associate good teaching with complete procedures, active participation, and immediately observable outcomes. Drawing on policy initiatives and typical classroom situations, the paper argues that the main issue is not demonstration lessons themselves, but the way they can become implicit standards for judging teaching quality. When external forms are given too much weight, teachers may pay less attention to contextual judgment, student differences, and the unfinished or unpredictable nature of real classroom learning. Demonstration lessons are most useful when treated as materials for professional reflection rather than as models to be reproduced.