International Journal of Innovative Research in Education

The synergistic relationship between experiential learning and safety culture in industrial engineering students during the pandemic

Omar Fernando Cortés-Peña — 2024-08-16

The objective of this research was to analyze how experiential learning is synergistically related to the development of a safety culture, under the special conditions of the COVID-19 pandemic in university students. The methodological approach was focused on a triangulated mixed design perspective, which allows integration of the qualitative and quantitative results derived from the educational experience of the pilot implementation of the model with a sample of students of the VII cycle of the Industrial Engineering program. The results obtained showed the relevance of the application of experiential learning to achieve the development of a safety culture in students. It was observed that active experimentation was the experiential learning factor that was most closely related to training in safety and skills. In this way, experiential learning through dynamism and experiential experiences manages to generate a safety culture. In conclusion, experiential learning manages to be an adequate strategy for the development of a culture of safety in students.

Keywords: Experiential learning; industrial engineering; pandemic; risks; safety culture.

Exploring factors influencing teachers' self-efficacy in distance learning

Ioannis Berdousis — 2024-08-16

This study explores the complex dynamics shaping teachers' self-efficacy in the context of distance learning. Drawing on a sample of 85 educators from Greece, the research investigates the impact of prior experience with technology, professional development, communication, collaboration, administrative support, and data-driven practices on teacher confidence in online instruction. Findings reveal that teachers with extensive technological backgrounds exhibit higher self-efficacy. Ongoing exposure to professional development positively influences confidence, emphasizing its role in digital pedagogy. A collaborative culture, supported by administrators, emerges as crucial for teacher resilience. Furthermore, strategic use of student data correlates with heightened self-efficacy. The study underscores the importance of targeted support mechanisms, collaborative environments, and informed decision-making to empower teachers in the evolving landscape of distance learning.

Keywords: Distance learning; educational technology; teacher self-efficacy; professional development

Planetary identity as a characteristic of a multicultural teacher

Shakira Mukhtarova — 2024-08-16

This study examines the integration of planetary identity into the teacher education curriculum, focusing on its impact on future educators' professional identity. The study involved 448 university students in Kazakhstan, who were divided into experimental and control groups. The experimental groups participated in courses emphasizing ethnic values and multicultural education, while the control groups followed traditional pedagogical content. The results indicated that the planetary identity of students in the experimental groups, particularly those in group E1, developed more significantly compared to those in the control groups. This study confirms that planetary identity can be conceptualized and fostered in teacher education through structured courses that promote multicultural values and global awareness. The findings suggest that incorporating planetary identity into the curriculum can positively influence teachers' professional and personal growth, aligning them with global educational goals. Future research should explore the long-term effects of such educational interventions and refine the measures used to assess planetary identity in diverse educational contexts.

Keywords: Ethics; personality; planetary consciousness; planetary identity; professional identity; multicultural educator.