Research and Advances in Education

Empowering Gender Equity in STEM Education: Skills for Today and Tomorrow

2025-08-29T09:31:54+00:00

Education is a cornerstone of human development, yet many girls and women still face barriers to access. Scholars in human resource development stress that inclusive education is essential for social, political, and economic progress. This article argues that equitable access is not only vital for development but also a constitutional right. Despite progress, true gender equity in education remains out of reach. Using a social justice lens, the article calls for inclusive learning environments that overcome gender and cultural barriers. It draws on the Capabilities Approach, which emphasizes enabling individuals to pursue meaningful lives, and Social Cognitive Career Theory, which explores how socio-economic and cognitive factors shape educational outcomes. Persistent challenges—such as sexism, patriarchy, poverty, and gender-based violence—continue to limit opportunities for women. The article uses secondary data to highlight these issues and offers strategies for policymakers and institutions to create more equitable and transformative higher education systems.

Digital Transformation in Art Education: The Practice and Innovation of Online Courses

2025-08-29T09:35:27+00:00

The rapid development of digital technology has brought new opportunities and challenges to the field of art education. Traditional art education models are limited in terms of teaching resources, methods, and student learning experiences. In contrast, digital technology offers possibilities for innovation in art education. Online teaching, as an emerging teaching model, has gradually become an important part of art education. This study aims to explore the design and implementation of online art courses under digital transformation, analyze their practical effects, and propose innovative strategies to promote the high-quality development of art education. This research employs experimental teaching, user feedback, and data analysis to systematically investigate the design and implementation effects of online art courses. The results indicate that immersive art courses developed using virtual reality (VR) and augmented reality (AR) technologies significantly enhance students’ learning experiences and outcomes. Additionally, the development of intelligent learning management systems that provide personalized learning paths further optimizes learning effects. This study also explores the business models of online art education, such as paid courses and advertising revenue, offering references for the sustainable development of educational institutions. The innovation of this study lies in emphasizing the application of technology in art education and demonstrating the improvement in learning experiences through empirical research. It also proposes sustainable business models for online art education, providing practical guidance for educational institutions. Future research can further deepen the application of technology in art education, explore more innovative teaching and business models, and promote the digital transformation and high-quality development of art education.

Teacher Perceptions of Silent Classrooms and Their Response Strategies in English Oral Lessons

2025-09-16T03:20:26+00:00

This study examines the phenomenon of silent classrooms in English oral lessons, exploring the perceptions and strategies of teachers in addressing student silence. Silent behavior, ranging from passive listening to complete withdrawal, significantly affects classroom dynamics and student engagement. Teachers often interpret silence as either a sign of disinterest or as a response to anxiety, self-doubt, or cultural factors. The research investigates how teachers observe these behaviors, their emotional responses, and the long-term impact of their strategies on student participation and confidence. The study highlights the importance of creating a supportive classroom environment, offering constructive feedback, and incorporating interactive activities to promote active student engagement. The findings provide insights into how teachers can manage silence effectively, encouraging a more interactive and communicative learning environment that fosters oral proficiency and reduces anxiety.

Urban–Rural Divide in Early Childhood Teacher Professional Development in South Africa

2025-09-28T09:53:09+00:00

This paper examines the persistent urban–rural divide in early childhood care and education (ECCE) teacher professional development in South Africa. Drawing on peer-reviewed literature, policy analysis, and comparative data, the study explores how geographic location influences access to accredited training, qualification levels, institutional support, material resources, and professional identity. Urban ECCE teachers benefit from proximity to higher education institutions, regular workshops, and structured career pathways, while rural practitioners often face isolation, under-resourcing, and lack of formal recognition. The paper further analyses structural and contextual constraints in rural settings, such as infrastructural deficits, digital exclusion, and policy implementation failures. Through teachers’ lived experiences, the paper presents a grounded understanding of the inequities that shape professional development trajectories. Comparative indicators highlight the systemic nature of these inequalities and the urgent need for targeted, context-sensitive policy interventions. The paper concludes with practical recommendations to strengthen rural ECCE teacher development through inclusive governance, localized training models, resource redistribution, and the recognition of experiential knowledge.

Workplace-Based Learning Outcomes Among Hospitality Students in Guangxi Vocational Colleges

2025-09-28T10:35:36+00:00

This study investigates the learning outcomes and structural challenges of workplace-based learning (WBL) programs among hospitality students in vocational colleges in Guangxi, China. Drawing from institutional case studies, student reflections, and industry engagement, the research examines how WBL contributes to skill development, professional identity formation, and employment preparedness. Findings reveal significant gains in both technical and soft skills, but also highlight structural gaps in supervision quality, program coordination, and equitable access to high-quality placements. Institutional responses include reforms in partner selection, reflective assessment integration, and faculty capacity-building. The study proposes a sustainable model for hospitality WBL rooted in tri-sector collaboration, data-driven program design, and student-centered support mechanisms.