International Journal of Changes in Education

Transformative Horizons in Education: Navigating Challenges, Embracing Innovations, and Shaping Global Landscapes

Ramesh Chander Sharma — Mon, 26 Feb 2024 00:00:00 +0800

The global education landscape stands at a crossroads, grappling with multifaceted challenges that demand transformative solutions. The inertia within traditional educational systems, financial constraints, stakeholder resistance, reliance on standardized testing, digital inequalities, and a gap between education and needs of the workforce collectively hinder the necessary evolution. Bringing change in education requires a concerted, collaborative effort to embrace disruptive innovations. Reshaping curricular frameworks, bridging digital divides, and fostering a culture that values adaptability and inclusivity are priority. As we navigate this transformative journey, the solutions to educational challenges can be achieved by recognizing the interconnected nature of these challenges and addressing them collectively. That will also ensure that the pursuit of innovation in education becomes a global priority. Through sustained commitment, collaboration, and strategic planning we can equip learners to be ready to face the complexities of the 21st century.

In closing, we welcome the readers of the 'International Journal of Changes in Education.' The journal envisions itself as a catalyst for positive change, providing a space for cutting-edge research and innovative ideas that address the critical issues facing education globally. By fostering a community of scholars, educators, and policymakers, this journal aspires to generate insights and solutions that will shape the future of education. As contributors and readers, your support is pivotal. We encourage you to share your expertise, experiences, and groundbreaking studies that delve into the heart of educational transformation. Thank you for joining us on this transformative journey.

Pain, No Gain? A Joint-Autoethnography of Our Working Lives as Academics with Chronic Illnesses

Samantha Wilkinson, Catherine Wilkinson — Thu, 02 Nov 2023 00:00:00 +0800

This paper adopts a joint-autoethnographic approach to explore our lived experiences of working in academia whilst living with chronic illness, specifically Ankylosing Spondylitis, at two ‘new’ public universities in the North of England, UK. Use of the novel methodological approach of joint-autoethnography enables us to provide a snapshot into what it means to be ‘othered’ in contemporary neoliberal academia. We contribute to existing debates which seek to disrupt perceptions of academia as an elitist, ablest and privileged ivory tower. Through data captured in personal research diaries, we shed light on the emotional and embodied experiences of living with chronic illness whilst navigating academia, and how we perform our (un)spoiled academic identities. This is important because women with chronic illnesses and disabilities are significantly under-represented in senior roles within universities. This paper will interest an international readership because chronic illnesses are widespread in the workforce and these individuals offer a unique perspective within higher education, and have an awareness of the barriers faced by other academics and students with chronic illnesses.

Received: 1 September 2023 | Revised: 30 October 2023 | Accepted: 30 October 2023

Conflicts of Interest

The authors declare that they have no conflicts of interest to this work.

Data Availability Statement

The data that supports the finding of this study are not publicly available due to privacy concerns of the participants. However, anonymized data are available from the author on reasonable request. Requests should be made to Samantha.wilkinson@mmu.ac.uk and should include a brief description of the intended use of the data.

Beyond Rhetoric: Re-imagining Internationalization of Higher Education in Zimbabwe Through a Feminist Framework

Evelyn Chiyevo Garwe — Wed, 13 Dec 2023 00:00:00 +0800

Traditional models of internationalization in higher education have been criticized for neglecting equity, inclusion, and social responsibilities in favor of focusing narrowly on economic objectives. This study explores an alternative feminist and collaborative framework for internationalization of higher education using a case study of Zimbabwean universities. The methodology included content analysis of documents and primary data collection. Five universities participated in semi-structured interviews with 30 participants across administration, faculty, and student leadership to explore understandings, rationales, policies, procedures, initiatives, strategies, aspirations, and challenges regarding internationalization. The findings revealed gaps between espoused priorities and lived experiences. Thematic analysis showed that incorporating diversity, representation, mutual understanding, and empowerment through feminist partnerships validated diverse knowledge and addressed intersectional needs, facilitating culturally sensitive exchanges. However, challenges of limited resources and implementing consistent, systemic changes remained. The study argues that adopting a feminist-informed and collaborative approach enriches internationalization theory and practice by centering marginalized voices in conceptualizing and implementing initiatives. By dismantling barriers and fostering empowerment, more equitable outcomes can be realized. This feminist approach holds promise for empowering all backgrounds as equal partners in higher education worldwide through wisdom and care.

Received: 16 October 2023 | Revised: 7 December 2023 | Accepted: 12 December 2023

Conflicts of Interest

The author declares that she has no conflicts of interest to this work.

Data Availability Statement

The data that supports the findings of this study are not publicly available due to privacy concerns of the participants. However, anonymized data are available from the on reasonable request. Requests should be made to garweec@gmail.com and should include a brief description of the intended use of the data.

Embracing AI in English Composition: Insights and Innovations in Hybrid Pedagogical Practices

James Hutson, Daniel Plate, Kadence Berry — Mon, 22 Jan 2024 00:00:00 +0800

In the rapidly evolving landscape of English composition education, the integration of AI writing tools like ChatGPT and Claude 2.0 has marked a significant shift in pedagogical practices. A mixed-method study conducted in Fall 2023 across three sections, including one English Composition I and two English Composition II courses, provides insightful revelations. The study, comprising 28 student respondents, delved into the impact of AI tools through surveys, analysis of writing artifacts, and a best practices guide developed by an honors student. Initially, the study observed a notable anxiety and mistrust among students regarding the use of AI in writing. However, this apprehension gradually subsided as students increasingly integrated these tools into their writing processes, indicating a shift from skepticism to practical application. The analysis of writing artifacts, particularly early drafts, revealed distinct patterns of AI tool usage, differentiating between students utilizing the tools effectively and those attempting to shortcut the writing process. The final papers, while not overtly indicating AI usage, demonstrated nuanced integration of AI in iterative and recursive tasks like refining arguments and developing ideas at the paragraph level. This suggests a trend towards a hybrid model of writing instruction, where traditional methods are complemented by strategic use of emergent technologies. The study underscores the importance of revised instructional strategies that blend conventional writing techniques with guidance on effective and ethical AI tool usage. It highlights the potential of AI tools in supporting the writing process while also cautioning against over-reliance. The findings of this study offer valuable insights for educators and institutions aiming to develop a balanced and effective hybrid writing instruction model, catering to the needs of contemporary English composition classrooms while maintaining academic integrity.

Received: 12 December 2023 | Revised: 16 January 2024 | Accepted: 22 January 2024

Conflicts of Interest

The authors declare that they have no conflicts of interest to this work.

Data Availability Statement

Data sharing is not applicable to this article as no new data were created or analyzed in this study.

Research on the Dynamic Evolution Law of Online Knowledge Sharing Under Trust

Dan Xia, Yu Zhang, Ying Qiu, Si Zhang, Yuan Tian, Xiaoxiong Zhao — Thu, 30 Nov 2023 00:00:00 +0800

In the context of the COVID-19 epidemic, it has become a new trend for people to use online learning communities for learning and communication. Previous studies had shown that trust was one of the important factors affecting knowledge-sharing behavior in the online learning communities. However, related studies had not analyzed its mechanism from the micro-level. Based on the knowledge sharing gain coefficient and multi-angle trust degree of the online learning communities, this paper constructed the corresponding public goods evolution game model and constructed the Holme-Kim theoretical network model according to the structural characteristics of the community user interaction network. The simulation experiment was carried out by using Matlab to analyze the influence of group trust value and individual trust value on group sharing behavior. From the micro-level, this paper analyzed the evolution law of knowledge sharing behavior in the network under the influence of trust. The results showed that the degree of trust knowledge sharing played an important role in improving the behavior of group knowledge sharing. This study provided theoretical guidance for improving the level of knowledge sharing in the e-learning community and creating a good learning atmosphere.

Received: 7 October 2023 | Revised: 15 November 2023 | Accepted: 27 November 2023

Conflicts of Interest

The authors declare that they have no conflicts of interest to this work.

Data Availability Statement
Data sharing is not applicable to this article as no new data were created or analyzed in this study.

Anxiety and Self-Efficacy in STEM Education: A Scoping Review

Emma Christensen, Libby Elizabeth Osgood — Fri, 17 Nov 2023 00:00:00 +0800

With the increasing inclusion of STEM activities across the K–12 curriculum, it is vital for educators to understand barriers and resistance to learning each of the elements of STEM: Science, Technology, Engineering, and Math. Anxiety and self-efficacy for students and teachers have been identified as causes of STEM avoidance, however this research is not distributed evenly across the elements. Therefore, this study documents potential causes for anxiety of each element, followed by a scoping review for each element of STEM-focused teacher anxiety, one of the major causes of STEM anxiety. The scoping review was guided by PRISMA standards and completed twice: once in ERIC and once in Scopus, with results demonstrating 94%–100% inter-rater reliability. It was found that causes of anxiety differ between the elements, and the scoping review revealed: (1) research on engineering anxiety and i-STEM or integrated STEM is lacking in comparison to the other elements, (2) the term ‘anxiety’ is more established in reference to math than to the other elements, (3) technology appears in research as a tool more often than an area of research, and (4) the timeline of publication dates varies between the elements of STEM. These differences point to the need for more research in the underrepresented elements to develop intervention methods for teachers in order to reduce student attrition rates in STEM education.

Received: 10 October 2023 | Revised: 7 November 2023 | Accepted: 17 November 2023

Conflicts of Interest

The authors declare that they have no conflicts of interest to this work.

Data Availability Statement

Data sharing is not applicable to this article as no new data were created or analyzed in this study.

Challenges with Gamification in Higher Education: A Narrative Review with Implications for Educators and Policymakers

Kevin Fuchs — Wed, 08 Nov 2023 00:00:00 +0800

This narrative review critically examines the application of gamification in higher education. Gamification, the integration of game elements into learning, is increasingly used to enhance student engagement and motivation. However, the effectiveness of gamification depends on its alignment with learning objectives. Superficial use of game elements, such as irrelevant badges, can hinder meaningful learning outcomes. Moreover, over-reliance on extrinsic rewards can lead to short-term motivation but may compromise deep learning. Additionally, a competitive culture fostered by gamification might hinder collaboration and stress individual achievement. To harness gamification's benefits, educators must carefully design game mechanics to promote collaboration, select suitable activities, and consider diverse learning styles. This review underscores the need for thoughtful integration of gamification and the importance of evaluating its impact on pedagogical goals in higher education. The article concludes by providing implications for research and practice.

Received: 29 August 2023 | Revised: 6 November 2023 | Accepted: 8 November 2023

Conflicts of Interest

Kevin Fuchs is an editorial board member for International Journal of Changes in Eduaction, and was not involved in the editorial review or the decision to publish this article. The author declares that he has no conflicts of interest to this work.

Data Availability Statement

Data sharing is not applicable to this article as no new data were created or analyzed in this study.