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AUTHOR(S) Ahmed Hassan Hemdan Mohamed; Samah Abd Al Fatah; Mohamed Marzouk
AUTHOR(S) Sri Nani Rezeki Siburian; Yogi Saputra Mahmud
The COVID-19 pandemic has impacted almost all aspects of life, including education. This unprecedented shift to online learning has forced schools to implement distance learning through online-based learning. To keep the students engaged and motivated through online learning, many teachers changed their learning method from traditional learning to game-based learning (GBL) by incorporating games into learning. This study investigated primary school teachers' perceptions of game-based learning advantages and challenges in Science Learning on online learning during the COVID-19 pandemic. The data were collected through observation and semi-structured interviews of five primary school teachers and analyzed using thematic analysis of qualitative data. The results revealed that the teachers found a positive association between GBL and students' performance. GBL is a learning media that could engage students' participation and learning motivation in class. However, some teachers were also concerned about the declines in students' grades and several obstacles teachers encountered while implementing GBL. Some recommendations for future research and practice are proposed in the current study.
AUTHOR(S) Marzenna Magda-Adamowicz
AUTHOR(S) Michal Nissim; Orly Ido; Yasser Sanduka (et al.)
AUTHOR(S) Annalisa Soncini; Francesca Floris; Maria Cristina Matteucci
AUTHOR(S) Maria Tatarkova; Romana Ulbrichtova; Viera Svihrova (et al.)
AUTHOR(S) Youcef Benamor; Amina Assila Adil
AUTHOR(S) Amanda L. Mollet; Lisa E. Wolf-Wendel
AUTHOR(S) Erin F. Jones; Vini Singh; Calliope Holingue (et al.)
AUTHOR(S) Inon Schenker
A new social contract for education in the Asia-Pacific region paves the way for building fairer and strengthened education systems in the post-COVID-19 era. It will repair inequalities, while transformingthe future, rebuild relationships with each other, with the planet and with technology and support full realization of all the inter-connected Sustainable Development Goals (SDGs) (UNESCO, 2022). In this new social contract, schools must continue to play a vital role in enhancing health, nutrition andthe well-being of learners, teachers and the community. School Health and Nutrition (SHN) programmesthat address the health, nutrition and well-being of learners and teachers are not only essential for maximizing every child’s life expectancy and potential as a learner; they are cost effective, with benefitsacross multiple sectors and they are a sound economic investment (Oliveira de FPSL et al., 2020).
AUTHOR(S) Lay Cheng Tan
The UNESCO Asia and Pacific Regional Bureau for Education (UNESCO Bangkok), in partnership with the UNICEF Regional Office for South Asia (ROSA), the UNICEF East Asia and Pacific Regional Office (EAPRO)and the Ministry of Education of Thailand, will convene the 2nd Asia-Pacific Regional Education Ministers’ Conference (APREMC-II) in June 2022 to reflect on how education systems can be strengthened and transformed to become more equitable, inclusive, responsive, relevant and resilient to better deliver on the Sustainable Development Goal (SDG) 4 commitments. This background paper has been commissioned by UNESCO Bangkok and the convening partners to facilitate discussions on teacher education and professional development at the primary and secondary education levels. The participating Member States will deliberate priorities and plans for teachers in their post-COVID-19 learning recovery and reconstruction efforts during the conference. Drawing on existing studies and reports, the paper focuses on the following issues in the Asia-Pacific region: 1) Overview of the teaching profession and the impact of the learning crisis and COVID-19pandemic on teachers; 2) Promising policies and practices to strengthen teachers’ competencies and performance for thepost-COVID-19 learning recovery and reform; 3) Teacher competencies required for learning recovery (including assessment of learning levels,identification of learning loss and recuperation), addressing the learning crisis, teaching in digital and hybrid environments, optimizing governance and leadership and enhancing teachers’ well-being; and; 4) Recommendations for preparing and supporting teachers for learning recovery, addressing the learning crisis and for education in the new normal and for the future.
AUTHOR(S) Sherla Sepsa Rosiva; Dedi Kuswandi; Yerry Soepriyanto
AUTHOR(S) Erina Andriani
AUTHOR(S) Chuan-Chung Hsieh; Jyun-Kai Liang; Hui-Chieh Li
Drawing from the conservation of resource theory and the job demands-resources model, this study examines the bi-directional conflicts of work and family during COVID-19, and investigates the online teaching work-related antecedents and the mechanism shaping emotional exhaustion of teachers in Taiwan. Moreover, this study explores mindfulness in teaching as a possible moderator. Data for analysis were collected from elementary school teachers via an online survey using a questionnaire comprising well-developed scales. The hypotheses were validated using structural equation modeling.
AUTHOR(S) Arifur Rahman; Shahidul Islam; Wendy Boyd
UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.
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