Qualitative Research in Education

Interdisciplinary Program of Reflection, Training, Action for the Teaching of Critical Reading

2024-03-05T10:41:29+01:00

This research analyzed the changes generated in the teaching practices of Critical Reading of ninth grade teachers at Camilo Torres Institution in Colombia. After implementing an interdisciplinary action training program in which reading was conceived not only as a tool for accessing to information, but also as a form of interaction and interpretation of reality. This study follows a qualitative approach and used action-research method with techniques such as study group work, semi-structured interviews and observations. Teaching practices moved from empirical to intentional and grounded; with a shift from a superficial teaching approach to a psycholinguistic, metacognitive and interactive discursive approach. The findings revealed that collective and interdisciplinary work between teachers from different areas constitutes a powerful practice for overcoming problems that are common to today's school, such as critical reading.

Training University Students in Social Responsibility. A Qualitative Study on a Practicum of a Social Subject

2024-08-01T13:18:07+02:00

The subject "Social Responsibility" is designed to instil a commitment to Sustainable Development Goals among future professionals. The social practicum of the subject consists of 50 hours of service at associations attending the most vulnerable. The aim of this study is to analyse the meaning of this practicum on the lives of alumni who are now working professions. A phenomenological qualitative study was conducted with the participation of 20 people who met the inclusion criteria. The sample was collected using convenience and snowball sampling. The average age was 32 and 60% of the participants were women. Data analysis was carried out in line with Giorgi's (1997) proposal and according to COREQ (2007) guidelines to ensure the quality of the study. The participants indicated that the practicum was a very significant experience in their lives, in which they discovered values such as empathy, justice and respect. They also developed greater social awareness, especially their sensitivity towards the vulnerable or those with disabilities, while also helping them to be more open-minded towards other realities and, in general, to mature. Finally, the participants noted that they learned to regard their profession as a service to society.

Cultural Practices of Migrant Students in a Public University. A Case Study

2024-03-13T12:31:24+01:00

This article explores the cultural practices of migrant students in a Peruvian public university to understand their academic and social adaptation and integration. Through a phenomenological case study approach and semi-structured interviews, three categories were identified: cultural adaptation, changes in cultural practices, and social problems. The results show that migrant students experienced significant changes in their dress, language, and cultural preferences when interacting with the culture of Trujillo, adopting integration strategies such as support networks and active participation. However, some reported experiences of discrimination and exclusion. The study underlines the importance of the university environment and institutional initiatives to facilitate cultural adaptation, suggesting policies of inclusion and respect for cultural diversity, aligned with UNESCO principles and the 2030 Agenda, to prevent discrimination and support the well-being and academic performance of migrant students.

Gamified Experiences in Educational Academic Contexts: A Systematic Review

2024-08-03T12:48:07+02:00

Academic literacy is conceived as the set of critical tools for the analysis and production of texts within various disciplines, while gamification is presented as an innovative methodology focused on raising student motivation and performance. In this sense, this study addresses the intersection of these two areas, through a systematic research approach, supported by the ReSiste Framework -CHS and Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) (Page et al., 2021), a meticulous selection of articles was carried out in the Web of science (WOS) databases and SCOPUS. Optimized search strategies were implemented to ensure the quality and relevance of the data collected. The findings of the study highlight the positive impact of gamification on key aspects such as content understanding, intrinsic motivation and academic performance, highlighting its particular effectiveness in virtual contexts and in teacher training. Despite these advances, challenges were identified such as a possible overdependence on recreational elements, which could shift the focus from the main educational purpose. The conclusions highlight the importance of a balanced integration, with the aim of optimizing the educational process of university students.

Religious Belief: An Interpretative Phenomenological Analysis on the Experience of Minority Students in Implementing Religious Education

2024-08-04T11:44:07+02:00

This study aims to explore students’ minority experiences while participating in religious education (RE). An interpretative phenomenological analysis (IPA) was used to answer the objective questions. Data were collected using the undergraduates’ diaries and in-depth interviews with 9 senior high school students which were selected by purposive sampling. Thematic analysis was used to categorize the information obtained. The result showed the three major themes that emerge in the IPA analysis, which include the strength of faith, basic knowledge, and a sense of religion. The finding interprets that informants have complete belief in the God they worship because of the basic understanding of religion that has been obtained from the family, community, and social media, even informants’ religious participation and activities have reached the level of sense. This study explains how the informants stand firm in worshipping their God despite receiving RE in various schools. This study concludes that even though informants are in a minority environment, they can still get religious education that is appropriate to their conditions through diverse activities and upholding the values of differences.