Educational innovation practices in primary and secondary schools during the COVID-19 pandemic

PurposeThe current study seeks first to examine the prediction of school functioning in crises during the COVID-19 pandemic by school principals’ self-efficacy; second, to explore the differences in all dimensions of self-efficacy and school functioning during crises in Arab and Jewish schools in Israel and third, to determine which of school principals’ self-efficacy dimensions best predicted school functioning during the COVID-19 crisis.Design/methodology/approachData were aggregated at the school level for structural equation modeling (SEM) analysis using AMOS analysis of 103 middle schools across Israel, 53 from Jewish and 50 from Arab society. Participants included 103 school principals (who answered the school principals’ self-efficacy questionnaire) and 1,031 teachers who answered the school functioning during crises questionnaire (477 Jewish teachers and 554 Arab teachers).FindingsThe findings showed that the principals’ self-efficacy positively predicted school functioning during the crisis. Among the five self-efficacy dimensions (general management efficacy, leadership efficacy, human relations efficacy, efficacy in managing external relations and pedagogical management efficacy), significant differences were found only in “external relations efficacy,” which was higher for “Arab” school principals; the only dimension that predicted school functioning during crises in both societies was “human relations efficacy.”Originality/valueThe current results emphasize the importance of principals’ self-efficacy in general and specifically caring leadership practices “human relations efficacy” in their relations with the school staff, the students and the parents for effective school coping and functioning during crises in two societies in Israel: Arab and Jewish. Further, no previous studies have explored this correlation.

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Exploring the future of learning: understanding the innovation in learning from the perspectives of developing nation

Eva,

Akter,

Zabeen

et al. 2024

JRIT

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PurposeThe purpose of this study is to explore learner-centered emerging technologies, methods of learning with artificial intelligence (AI), student engagement and concerns related to the assessment process at public and private universities in Bangladesh.Design/methodology/approachThe study employed a qualitative research approach to investigate innovations in learning, student engagement and assessment concerns. Respondents were categorized into three clusters: Cluster-A comprised students from various academic levels, Cluster-B included faculty members with online teaching experience and Cluster-C consisted of information and communication technology (ICT) experts from university information technology (IT) departments. Qualitative data were collected via in-depth interviews.FindingsThe research findings indicate the widespread acceptance and utilization of learner-centered technologies, with online and hybrid learning offering flexibility, accessibility, self-paced learning and better student engagement opportunities. While AI platforms like ChatGPT and Gemini are valued for clarifying theoretical concepts, concerns exist regarding their ethical use, particularly in completing assignments. The assessment process faces challenges related to online exams, with concerns over cheating prompting calls for AI-supported solutions. However, there is a gap between commitment and action in regulating unethical AI usage, highlighting the need for clearer guidance and investment in technological solutions for an effective assessment process.Research limitations/implicationsLimitations of this study include the inability to quantify the satisfaction level with the emergence of learner-centered technologies, which could be better explained through a quantitative study.Originality/valueThis study’s originality and value stem from its thorough investigation of innovations in learner-centered education considering the emergence of AI and student engagement, uniquely focusing on the perspective of a developing country.

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Educational innovation practices in primary and secondary schools during the COVID-19 pandemic

Cited by 3 publications

References 92 publications

Current trends transforming learning in elementary schools through ChatGPT: A systematic literature review

Current trends transforming learning in elementary schools through ChatGPT: A systematic literature review

Self-efficacy of school principals for effective school functioning during the COVID-19 crisis

Exploring the future of learning: understanding the innovation in learning from the perspectives of developing nation

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