“education”Search All-EnPress Publisher LLC.

Aug 1, 2024

Transnational higher education and changing higher educational governance in China

Chinese-foreign cooperative education has emerged as a result of education being opened up to the outside world against the backdrop of higher education becoming more globalized. It is now one of the major types of international collaboration and exchange in China’s higher education sector. The state of Chinese-foreign cooperative education in China is improving steadily these days. One the one hand, Chinese-foreign cooperative education has seen notable advancements in its growth process. However, because China and the West have very different cultural foundations, foreign educational materials of a high caliber cannot be readily converted to the local educational system upon arrival. As a result, it is imperative that Sino-foreign collaboration aggressively utilize and learn from the learning outcomes and curriculum structure of top-tier international institutions. According to my study, a top-notch curriculum is essential for both research and instruction, and higher education cannot reach its goal of producing students who are on par with their peers internationally without a world-class worldwide curriculum system. The successes of Malaysia’s transnational higher education cooperative schooling, which draws resources from across the world for education, are readily apparent to everybody. The growth and improvement of the Chinese-foreign cooperative education model in China’s higher education can be aided by the lessons learned from Malaysia’s educational administration experience. This paper gathers the available data and literature, examines the state of Sino-foreign cooperation today, examines the issues that remain—that is, the issues that prevent Sino-foreign cooperation from having a significant internationalization impact—and offers specific viewpoints. The goal is to support Sino-foreign joint ventures in higher education in developing high-caliber people with an international perspective and abilities at a reasonable cost, as well as to increase their impact and competitiveness in the global education market by virtue of their unique advantages.

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Aug 1, 2024

The Effectiveness of Structured Discussion in Cultivating the Core Competencies of Innovative Talents in the New Era: A Case Study of Second Language Courses

Facing the profound and complex changes in the era, higher education has been entrusted with the mission of cultivating talents capable of adapting to rapid development and achieving a high level of self-reliance and self-improvement. To meet this challenge, this article combines practical cases to explore the core competencies that innovative talents should possess in the new era, as well as the teaching design of structured discussions that help improve core competencies. By conducting a detailed analysis of the practice of structured discussions in “Basic English Reading II”, this article aims to provide beneficial theoretical guidance and practical experience for the cultivation of innovative talents.

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Aug 1, 2024

Strategies for Cultivating Students’ Key Competencies in Universities from the Perspective of Positive Education

For college students, students with good key competencies can achieve high levels of academic performance, promote better personal adaptation to the future world of work and social life, build competitive advantages for personal career development, become active and responsible citizens, and enhance their own sense of well-being and physical and mental health. The application of positive psychology in education focuses on students’ mental health and motivation to learn. This study investigated the key competencies of college students and their benefits in positive education, and analyzed the correlation between the two. And the study designed teaching strategies to improve students’ learning in positive education.

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Aug 1, 2024

Enhancing security and privacy in educational environments: A secure grade distribution scheme with Moodle integration

In today’s digital education landscape, safeguarding the privacy and security of educational data, particularly the distribution of grades, is paramount. This research presents the “secure grade distribution scheme (SGDS)”, a comprehensive solution designed to address critical aspects of key management, encryption, secure communication, and data privacy. The scheme’s heart lies in its careful key management strategy, offering a structured approach to key generation, rotation, and secure storage. Hardware security modules (HSMs) are central to fortifying encryption keys and ensuring the highest security standards. The advanced encryption standard (AES) is employed to encrypt graded data, guaranteeing the confidentiality and integrity of information during transmission and storage. The scheme integrates the Diffie-Hellman key exchange protocol to establish secure communication, enabling users to securely exchange encryption keys without vulnerability to eavesdropping or interception. Secure communication channels further fortify graded data protection, ensuring data integrity in transit. The research findings underscore the SGDS’s efficacy in achieving the goals of secure grade distribution and data privacy. The scheme provides a holistic approach to safeguarding educational data, ensuring the confidentiality of sensitive information, and protecting against unauthorized access. Future research opportunities may centre on enhancing the scheme’s robustness and scalability in diverse educational settings.

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Aug 2, 2024

Mapping essential competencies: Informing curriculum development for public health education in Thailand

The competencies of public health professionals serve as the cornerstone for curriculum development ensuring that educational programs are pertinent efficient and attuned to the requirements of both the public health workforce and the communities they serve. This study endeavors to investigate the knowledge competency of public health professionals in Thailand with the intention of refining the suitability of knowledge competency for curriculum development tailored to the needs of public health professionals in Thailand. Employing a qualitative study, the study conducted semi-structured interviews with 17 university lecturers in public health programs in Northeastern Thailand. The data collected were transcribed and analyzed using content analysis. The findings elucidate that the lecturers articulated a core knowledge content pertinent to public health professionals in Thailand delineated across five principal themes and thirteen subjects within the public health curriculum. These themes encompassed: 1) Epidemiology and disease prevention (comprising two subjects), 2) Health promotion and community health (comprising four subjects), 3) Research methods in public health and biostatistics (comprising two subjects), 4) Public health administration, health system, and laws (comprising three subjects), and 5) Environmental health and occupational health and safety (comprising two subjects). Subsequently, this study scrutinized five core courses to formulate a model curriculum for public health. The proposed model curriculum is intended for application in both planning and the development of the public health workforce, fostering interdisciplinary learning and nurturing public health professionals rooted in the authentic context of Thailand.

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Aug 5, 2024

Educational paradigm shift: Long-term ramifications of COVID-19 in the Indian context

The COVID-19 pandemic has brought about a significant transformation in the global educational landscape, which has far-reaching implications for learning systems. This study focuses on the impact of the pandemic on India’s education sector, exploring its long-term consequences. The research delves into the enduring effects of COVID-19 and how it has reshaped traditional educational methods. The Indian education system has undergone a dynamic evolution, from the rapid integration of digital technologies to the redefinition of pedagogical approaches. The study employs surveys to comprehensively assess the multifaceted dimensions of adaptation. By synthesizing qualitative insights from 386 respondents, the research aims to contribute to a better understanding of the challenges, opportunities, and long-term implications of COVID-19. The hypothesis results show a significant difference among genders for factors 2 (consequences of COVID-19 on teachers, students, and teaching), 3 (impact of COVID-19 on education), and 4 (education system responses to COVID-19). In contrast, factor 3 is significant for education. Likewise, awareness factors 1 and 3 show that factors 1 (policies and strategies on education during COVID-19) and 5 (possible solutions and implementation) are significant for an application. Finally, binary logistic regression demonstrates that for gender factors three, education factors four, and five, online participation is significant for awareness factors one, three, and four. However, all of the factors are insignificant for an application. These findings can guide policy decisions, inform educational practices, and lay a valuable foundation for future research endeavours to shape a resilient, equitable, and innovative educational future.

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