Research and Advances in Education

Community-Engaged Education Policies and Their Impact on Urban-Rural Educational Equity in Peru

Raúl C. Yupanqui — Mon, 24 Mar 2025 00:00:00 +0000

Educational disparities between urban and rural areas in Peru remain a persistent challenge, limiting equitable access to quality education and reinforcing socio-economic inequalities. Rural schools face severe deficits in infrastructure, teacher availability, digital access, and curriculum relevance, particularly for indigenous students. In response, community-engaged education policies — such as the Bilingual and Intercultural Education (BIE) program, School-Based Management (SBM) models, rural teacher incentive programs, and digital learning initiatives like Aprendo en Casa — have been implemented to address these challenges. This paper examines the impact of these policies on urban-rural educational equity by analyzing key indicators, including literacy rates, student retention, teacher distribution, and digital inclusion. The findings indicate that while community-driven policies have narrowed the literacy gap, improved school governance, and increased student engagement, significant challenges persist, particularly in teacher retention, infrastructure investment, and digital access. The study emphasizes the need for sustained government investment, expansion of bilingual education, improvements in school facilities, and broader digital connectivity to achieve long-term educational equity. Strengthening multi-stakeholder collaborations among government agencies, local communities, private sector entities, and non-profit organizations will be crucial in closing the remaining educational gaps.

Impact of Personalized Learning Pathways Based on Felder-Silverman Learning Styles on Students’ Metacognitive Regulation Skills in Estonia

Liis Randver — Mon, 24 Mar 2025 00:00:00 +0000

Personalized learning pathways based on the Felder-Silverman Learning Styles Model (FSLSM) have gained attention for their potential to enhance self-regulated learning and cognitive development. Estonia, a global leader in digital education and competency-based learning, has integrated adaptive learning technologies and student-centered instructional models to align with individual learning preferences. This study explores the impact of personalized learning pathways on students’ metacognitive regulation skills, focusing on curriculum integration, teacher training, and learning outcomes.
Findings suggest that FSLSM-based personalized learning enhances student engagement, improves problem-solving skills, and strengthens metacognitive awareness. Estonia’s implementation of AI-driven adaptive learning tools, competency-based education, and digital feedback systems has contributed to higher student autonomy and improved critical thinking abilities. However, challenges remain, including teacher readiness, equity in technology access, and data privacy concerns.
To optimize the effectiveness of personalized learning, future initiatives should emphasize advanced AI-driven learning analytics, teacher professional development, and stronger data governance frameworks. Additionally, ensuring equitable access to personalized education models, particularly in underserved regions, is crucial for scalability and long-term success. By addressing these challenges, Estonia can further establish itself as a global leader in innovative, student-centered education, equipping learners with the cognitive flexibility, self-regulation, and problem-solving skills needed for lifelong learning.

Exploring the Path of Moral Development Through Aesthetic Education Within Holistic Education: A Case Study of Zhengzhou No. 7 Senior High School

Dan Zhou — Mon, 24 Mar 2025 00:00:00 +0000

In recent years, Zhengzhou No. 7 Senior High School has built a campus culture of excellence, developed an aesthetic curriculum system integrating moral education, and combined it with the school’s moral education goals and the psychological characteristics of high school students. The school has actively responded to the Guidelines for Moral Education in Primary and Secondary Schools and the Notice on the Comprehensive Implementation of Aesthetic Education in Schools, taking the fundamental task of moral education and innovating aesthetic education forms to guide students in developing moral sentiments. This approach nurtures students’ well-rounded character through an artistic ambiance, aiming to explore the path of moral education through aesthetic education in the context of the holistic education system.

OBE-Based Micro-Credentials and Their Role in Bridging the Gap Between University Education and Job Market Demands in China

Ruolin Fang, Wenhao Xu — Mon, 24 Mar 2025 00:00:00 +0000

The growing skills gap between higher education and job market demands in China has led to an increased emphasis on Outcome-Based Education (OBE) and micro-credentials as solutions for improving graduate employability and workforce readiness. Unlike traditional degree programs, OBE-driven micro-credentials focus on competency-based learning, allowing students to acquire targeted, industry-relevant skills in a flexible and modular format. This paper examines the role of OBE-based micro-credentials in addressing China’s evolving workforce needs, with a focus on their alignment with industry demands, employer perceptions, and integration into national education policies. Findings suggest that micro-credential holders have a competitive advantage in securing employment, particularly in high-growth sectors such as technology, fintech, AI, and renewable energy. A growing number of corporate-university partnerships have facilitated the development of stackable credential models, enabling learners to continuously upskill while maintaining career flexibility. However, challenges remain in standardizing accreditation frameworks, ensuring employer recognition, and addressing digital accessibility gaps. To fully leverage the potential of micro-credentials in China, stronger regulatory policies, industry collaboration, and employer adoption strategies are necessary. This study concludes that OBE-based micro-credentials represent a transformative shift in higher education and workforce development, offering a sustainable pathway for bridging the gap between academic learning and professional competencies. With the right policy interventions and industry cooperation, micro-credentials can become a mainstream tool for skills-based education and lifelong learning in China’s digital economy.

Effects of Socio-Economic Status (SES) on Academic Performance of Pupils in Cameroon

Abety Paul, Ndamsa Dickson Thomas — Mon, 31 Mar 2025 00:00:00 +0000

The academic performance of pupils in Cameroon is influenced by a variety of factors, including their parents’ socio-economic status. Socio-economic status (SES), which encompasses income level, educational attainment, and occupational status, is very important in shaping a child’s learning environment, access to educational resources, and overall school performance. Despite efforts to provide universal primary education in Cameroon through initiatives such as the Free Primary Education Policy, significant disparities persist in educational outcomes, particularly in low-income and underserved communities. This study seeks to investigate the drivers of academic performance in Cameroon. Specifically, the study is aimed at investigating the effects of SES on academic performance of pupils in Cameroon. To attain this objective, cross sectional secondary data are collected from the PASEC survey conducted across 10 Francophone African countries is employed. The data collected were then analysed through descriptive statistics and robust Ordinary Least Squares (OLS). The findings revealed that SES has a strong positive effect on the performance score of pupils in Cameroon, indicating that improvements in SES correlate with better performance. For the control variables, functional library, multimedia hall, school fence, infirmary first aid, infirmary, portable water and electricity have a significant positive effect on the performance scores of pupils meanwhile recreation ground and other water sources have negative effects on performance score of pupils in Cameroon. The study therefore strongly recommends the need of considering multiple factors that affect the SES of households and addressing systemic issues within the educational system to promote equitable educational opportunities for all pupils. The government should pay more attention on the quality of water and recreational facilities in school campuses. There must be thorough monitoring of these facilities especially when children are playing.