Qualitative Research in Education

Educational Inclusion of Venezuelan Children and Adolescents in Colombia

Jair Eduardo Restrepo-Pineda — 2025-02-28

The objective of the article is to analyze the processes of educational inclusion of Venezuelan immigrant boys, girls and adolescents enrolled in school in Colombia. For this purpose, a qualitative study was developed, whose research techniques were semi-structured interviews and focus groups. In total, 106 boys, girls and adolescents between 7 and 15 years of age participated in these activities. The results of the research show three fundamental aspects to promote educational inclusion processes, these are: social needs, learning needs and emotional needs of immigrant students in educational settings. In conclusion, it can be stated that an assimilationist perspective prevails in educational institutions regarding immigrant students of Venezuelan origin, since foreign students themselves are expected to adapt to the culture of the host country, in addition to their increasing presence. in the classrooms, it does not cause significant changes in the teaching methods or in the culture of Colombian educational institutions.

Rereading the Indonesia-Malaysia Confrontation, 1962-1966: Pros and Cons of Students in Indonesia’s History Learning

Arif Purnomo — 2025-02-28

This research investigates the views of senior high school students in Indonesia regarding the indonesia-malaysia confrontation in the 1962-1966 period. The Grounded Theory approach in this study involves collecting data through in-depth interviews with diverse high school students, followed by inductive analysis to identify key themes and develop a theory on how students interpret the indonesia-malaysia confrontation. The analysis results show that students have various perspectives on this conflict, influenced by formal education, social influences, culture, and mass media. Most students identified the conflict as part of the history of national struggle and the values of patriotism, while others assessed its relevance in modern international relations. The integration of political socialization theory with findings from previous research deepens understanding of the complexity of the process of forming students' political views. The implications of this research include the importance of increasing inclusive history education and involving diverse educational media to strengthen students' understanding of international diplomacy. Limitations of the study include a limited sample and focus on a qualitative approach, which suggests further research involving a broader population and different methodological approaches.

Improving Perceived Linguistic Competence in English (L2) through Dialogic Pedagogical Gatherings

Nerea Gutiérrez-Fernández — 2025-02-28

Perceived competence is considered an essential predictor of learner´s performance in language learning. It is therefore important to identify strategies that favor its development. This study aims to analyze whether the perceived linguistic competence of English as a L2 of pre-service teachers improves after implementing Dialogic Pedagogical Gatherings (DPGs), and if so, in which skills have there been improvements. Likewise, the study also pretends to identify which characteristics of the DPGs can favor this evolution. DPG is an educational strategy based on egalitarian dialogue among participants. The research involved 26 university students who participated in 8 DPGs during a whole academic year. Data was gathered qualitatively though an open-ended questionnaire and a focus group. The results show that the participants consider that they have improved their level of English after participating in the DPGs, especially in speaking and reading skills, as well as in pronunciation, listening comprehension, and confidence in using the language. They also identify some characteristics of the intervention as key to fostering this improvement: collaboration among peers, solidarity, reduced groups and classroom climate. The results with respect to this teaching strategy have implications for second language learning.

Human, Physical and Technological Pedagogical Resources in University Teaching of the Arts. The Case of UMH

Amparo Alonso-Sanz — 2025-02-28

University teaching of the arts employs traditional didactic resources like any other discipline. However, art education uses some particular technologies that should be known in depth and in relation to human and physical resources. Through a qualitative methodology, a case study of the Department of Art of the Miguel Hernández University of Elche is carried out, accompanying 22 teachers during an entire academic year in the recognition of their pedagogical practices in the Degree of Fine Arts, the Degree of Audiovisual Communication and various postgraduate courses. From the Grounded Theory approach, the data collected through field diaries are analyzed. The results offer up to 19 different resources that are valued according to their frequency of use. Among the conclusions, the predisposition of the faculty to co-teach with other external and internal professionals stands out. Also, noteworthy is the high degree of specialization of arts teachers in the pedagogical use of ICT as a means to promote autonomous learning, creativity and metacognition of student learning processes. The most prominent resources in art education include the viewing of images and videos, the use of image processing software, and the use of mechanical or technological means in workshops.