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Research Article
Learning in Submersion Classrooms Georgian Context
Issue:
Volume 14, Issue 1, February 2025
Pages:
1-8
Received:
4 December 2024
Accepted:
18 December 2024
Published:
21 January 2025
DOI:
10.11648/j.edu.20251401.11
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Views:
Abstract: This study explores the perceptions of ethnic minority students in Georgia’s submersion schools regarding their sense of belonging and the management of linguistic and cultural diversity by teachers. With ethnic minorities, particularly Armenians and Azerbaijanis, comprising approximately 13% of Georgia’s population, challenges arise due to limited proficiency in the state language, Georgian. Since 2005, Georgia has implemented policies to promote the Georgian language in schools, yet ethnic minority students often face difficulties integrating fully into the education system. The purpose of this research is to examine students' feelings of acceptance in the school community and assess how teachers manage classroom diversity. A mixed-methods approach was used, including a survey of 160 non-Georgian-speaking students and focus group interviews with 38 teachers. The results reveal that teachers’ low expectations and ethnocentric attitudes limit the effectiveness of diversity management in classrooms. The study concludes that the lack of intercultural awareness and supportive teaching practices for ethnic minorities hinder their academic success and sense of belonging. The findings suggest that schools need to improve their approach to diversity management by addressing the linguistic and cultural needs of minority students to foster greater inclusion and support academic achievement.
Abstract: This study explores the perceptions of ethnic minority students in Georgia’s submersion schools regarding their sense of belonging and the management of linguistic and cultural diversity by teachers. With ethnic minorities, particularly Armenians and Azerbaijanis, comprising approximately 13% of Georgia’s population, challenges arise due to limited...
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Research Article
Exploration on the Development Path and Influencing Factors of Digital Ability of Regional Elderly Learning Team —— Empirical Analysis Based on 1792 Samples and 7 Cases in the C District of S City
Lu Wenfu*
Issue:
Volume 14, Issue 1, February 2025
Pages:
9-19
Received:
25 December 2024
Accepted:
10 January 2025
Published:
24 January 2025
Abstract: This study focuses on the exploration of the path to improve the digital ability of elderly learning teams, focuses on the current situation of elderly learning teams in C District of S City, and carries out a comprehensive and in-depth questionnaire survey, with 1,792 valid questionnaires recovered, and 7 interviews recorded and relevant cases formed to validate the results of the questionnaire survey. The study found that the conditions of the elderly learning teams themselves have a decisive influence on their digital ability, and that the courses and activity experience programs at the district level can also effectively improve the digital ability of the elderly learning teams. The study suggests further development of relevant courses, brands, and activity programs, as well as the use of guided education models to stimulate team members' own active learning motivation and digital radiation influence.
Abstract: This study focuses on the exploration of the path to improve the digital ability of elderly learning teams, focuses on the current situation of elderly learning teams in C District of S City, and carries out a comprehensive and in-depth questionnaire survey, with 1,792 valid questionnaires recovered, and 7 interviews recorded and relevant cases for...
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Research Article
Exploring the Impact of Overage Status on the Academic Performance of Primary School Students in Bangladesh
Sakil Ahmmed*
Issue:
Volume 14, Issue 1, February 2025
Pages:
20-31
Received:
25 December 2024
Accepted:
1 February 2025
Published:
17 February 2025
Abstract: This study explores the characteristics of overaged primary school students in Bangladesh and evaluates their academic performance compared to right-aged peers, based on data from the 2019 Multiple Indicator Cluster Survey (MICS). The findings indicate that socio-economic factors significantly influence overage status, with children from poorer households more likely to be overaged than those from wealthier backgrounds. Parental education emerges as a critical factor, as children with educated parents are less likely to be overaged. Gender differences are also evident, with female students less likely to be overaged compared to male students. In terms of academic performance, overaged students perform notably worse than their right-aged counterparts. Socio-economic disparities further shape learning outcomes, as children from wealthier households and those with educated parents achieve better results. Female students consistently outperform males, emphasizing the need to address socioeconomic inequalities and strengthen parental engagement to ensure equitable and improved educational outcomes.
Abstract: This study explores the characteristics of overaged primary school students in Bangladesh and evaluates their academic performance compared to right-aged peers, based on data from the 2019 Multiple Indicator Cluster Survey (MICS). The findings indicate that socio-economic factors significantly influence overage status, with children from poorer hou...
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Research Article
The Role of Artificial Intelligence in Shaping Future Education Policies
Issue:
Volume 14, Issue 1, February 2025
Pages:
32-38
Received:
11 February 2025
Accepted:
21 February 2025
Published:
28 February 2025
Abstract: Artificial Intelligence (AI) is revolutionizing the potential of education in its initiatives in personalized learning modules, curriculum designs, evaluation methods, teacher assistance and above all educational management. The rapid deployment of AI-driven technologies demands a proactive approach to education policies, ensuring responsible, fair, and efficient use of AI. Extensive student data is processed by AI systems, enabling adaptive learning models that cater to their learning needs, which in turn optimizes engagement and academic performance. That said, this transition also raises issues in terms of data privacy, cybersecurity, algorithmic bias and the digital divide. This article explores the evolution of AI in education and its impact on learning policies, governance frameworks, accessibility and ethical issues. It examines how AI is influencing the decision-making process in the policymaking of education and relates to the issue of transparency, accountability and equity. In addition, the research stresses mainstream policy recommendations aimed at fostering responsible AI integration, making sure that the students, educators, and educational institutions can benefit from the advantages of AI, without facing its associated issues. By implementing well-defined education policies, governments and institutions can create a framework that promotes innovation around AI, balancing the need for innovation with the need to protect the integrity and inclusiveness of the education system.
Abstract: Artificial Intelligence (AI) is revolutionizing the potential of education in its initiatives in personalized learning modules, curriculum designs, evaluation methods, teacher assistance and above all educational management. The rapid deployment of AI-driven technologies demands a proactive approach to education policies, ensuring responsible, fair...
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