“…Education experts believe that a proper education and learning environment is one of the most important pillars of quality while a proper educational environment depends on optimal physical, mental, and social climate, as well as human interactions, at the school; i.e., if the school atmosphere is open, creative, and humane, learning will be continuous, pleasant, and deep (Nouri Hasanabadi et al, 2020). Similar results have been reported by Sar and Misra (2020), Cho and Baek (2019), Iyunade (2014), andLi et al (2018).…”
This research aimed to compare the perspective of trainers and trainees at agricultural vocational schools in Iran regarding the empowerment of the educational system. It is an applied study in orientation, a hypothesis-testing study in goal, and a comparative causal study in strategy. Data were collected with a researcher-made questionnaire. The statistical population was composed of all trainers and trainees of the agricultural vocational schools in the 2020-2021 educational year amounting to 1119 trainees and 120 trainers, out of whom 169 trainees were sampled by simple randomisation and 120 trainers were sampled by the consensus method to participate in the research. The data were analysed in the Smart PLS3 and SPSS version 23 software packages. In addition to the descriptive statistics, the construct validity and the fit of the model were determined by confirmatory factor analysis and structural equation modeling. The management process, the educational process, curriculum content, technical teacher training, and the supply of space, equipment, and technology have positive and significant effects on the empowerment of the educational system at the agricultural vocational schools in both the trainers and trainees’ groups. The empowerment of the educational system at agricultural vocational schools is effective in achieving quality assurance in the educational system and subsequently, improving its quality continuously. This paper contributes to developing a theoretical framework by considering the dimensions and components underpinning an empowering educational system. This study is the first attempt to compare the perspective of trainers and trainees about an empowering educational system in agricultural vocational schools. The study provides a framework in which special attention is paid to the empowerment of the educational system at these schools so that the managers and trainers can work with more authority and play a role in improving the educational system of the agricultural vocational schools.
“…Education experts believe that a proper education and learning environment is one of the most important pillars of quality while a proper educational environment depends on optimal physical, mental, and social climate, as well as human interactions, at the school; i.e., if the school atmosphere is open, creative, and humane, learning will be continuous, pleasant, and deep (Nouri Hasanabadi et al, 2020). Similar results have been reported by Sar and Misra (2020), Cho and Baek (2019), Iyunade (2014), andLi et al (2018).…”
This research aimed to compare the perspective of trainers and trainees at agricultural vocational schools in Iran regarding the empowerment of the educational system. It is an applied study in orientation, a hypothesis-testing study in goal, and a comparative causal study in strategy. Data were collected with a researcher-made questionnaire. The statistical population was composed of all trainers and trainees of the agricultural vocational schools in the 2020-2021 educational year amounting to 1119 trainees and 120 trainers, out of whom 169 trainees were sampled by simple randomisation and 120 trainers were sampled by the consensus method to participate in the research. The data were analysed in the Smart PLS3 and SPSS version 23 software packages. In addition to the descriptive statistics, the construct validity and the fit of the model were determined by confirmatory factor analysis and structural equation modeling. The management process, the educational process, curriculum content, technical teacher training, and the supply of space, equipment, and technology have positive and significant effects on the empowerment of the educational system at the agricultural vocational schools in both the trainers and trainees’ groups. The empowerment of the educational system at agricultural vocational schools is effective in achieving quality assurance in the educational system and subsequently, improving its quality continuously. This paper contributes to developing a theoretical framework by considering the dimensions and components underpinning an empowering educational system. This study is the first attempt to compare the perspective of trainers and trainees about an empowering educational system in agricultural vocational schools. The study provides a framework in which special attention is paid to the empowerment of the educational system at these schools so that the managers and trainers can work with more authority and play a role in improving the educational system of the agricultural vocational schools.
“…This could be explained by the continuous rapid evolution of the technological education industry in both China and the United States, 36 which has made researchers and educators innovate to provide more flexible learning experiences by combining both online and offline environments. 37 This could also be explained by the number of blended learning policies that have been issued in these two countries to facilitate blended learning adoption. 38 , 39 Figure 4 Distribution of studies per country.…”
Blended Learning (BL) is one of the most used methods in education to promote active learning and enhance students’ learning outcomes. Although BL has existed for over a decade, there are still several challenges associated with it. For instance, the teachers’ and students’ individual differences, such as their behaviors and attitudes, might impact their adoption of BL. These challenges are further exacerbated by the COVID-19 pandemic, as schools and universities had to combine both online and offline courses to keep up with health regulations. This study conducts a systematic review of systematic reviews on BL, based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, to identify BL trends, gaps and future directions. The obtained findings highlight that BL was mostly investigated in higher education and targeted students in the first place. Additionally, most of the BL research is coming from developed countries, calling for cross-collaborations to facilitate BL adoption in developing countries in particular. Furthermore, a lack of ICT skills and infrastructure are the most encountered challenges by teachers, students and institutions. The findings of this study can create a roadmap to facilitate the adoption of BL. The findings of this study could facilitate the design and adoption of BL which is one of the possible solutions to face major health challenges, such as the COVID-19 pandemic.
“…It is known that ICT has the potential to improve the quality of education. However, the implementation of ICT is affected by structural transformation factors, teaching and learning, and technology in education (Sar & Misra, 2020). Thus, the expansion of digital technology provides added value to improve quality teaching with collaboration (Blau et al, 2020).…”
This study aims to determine the pedagogic concepts related to technology to implement the teacher education process in the PGRI (Persatuan Guru Republik Indonesia) organization. Pedagogy in the global era requires a combination of technology for teaching and learning activities. The research method is qualitative through descriptive evaluative. Data collection techniques consist of interviews, observation, and documentation. Data analysis techniques include the reduction process data, data presentation, drawing conclusions and triangulation. The results showed that the PGRI organization had six programs to improve pedagogic competence, namely training, seminars, building partnerships, developing learning media, optimizing subject teacher group associations, and building social awareness. Various programs provide many activities related to pedagogy and technology.
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