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Education & Culture , published by Purdue University Press, is the flagship journal of the John Dewey Society and draws its mission from furthering John Dewey’s work as a philosopher, psychologist, and educational theorist. This journal provides an academic forum for scholars, practitioners, researchers, and activist-scholars interested in expanding pragmatist philosophy and progressive educational thought. Submissions of Deweyan scholarship that take an integrated approach to the philosophical, historical, and sociological study of education are welcome. Content published prior to a three-year moving wall is available free of charge on this site. The three most recent years are accessible through Project MUSE. Additional information about the John Dewey Society can be found on their website.
Editor's Note Jessica Heybach
The Role of Education in The Public and Its Problems: A Deweyan Perspective on Political Literacy Charles L. Lowery
Education for Moral Judgment: Situational Creativity and Dewey’s Aesthetics Davin Carr-Chellman
Teaching Mathematics with Democracy in Mind Marshall Gordon
Has Anybody Here Seen My Old Friend John?: Making the Case for a More Pragmatic Social Studies Dave Powell
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What came first: culture or education? It’s an ongoing debate due to the fact that culture and education are so interconnected. It’s almost impossible to determine categorically whether culture influences education first, or if education shapes cultures into what they are. However, it’s very clear that the relationship between the two is complex and worth examining.
In this article, we’ll look at the relationship between culture and education and discuss their official definitions. We’ll also look at the ways people answer the age-old question of how these concepts individually influence each other to shape the classroom environment and society in general.
The connection between culture and education runs several levels deep. While it may be impossible to come to any sort of meaningful conclusion about which came first, we can most definitely explore how culture and education intertwine. In a school setting, students tend to engage more with what they’re learning about when they’re able to relate to the subject on a personal level. We can connect that with the relationship between culture and education and say that when educational materials are relevant to a student’s culture, the lesson becomes more successful.
In order for that to happen, education needs to acknowledge each person’s culture and offer information and experiences to the students to make everyone feel included. There are many benefits to such inclusivity; when students feel that their culture is recognized and appreciated in an education setting, they will feel more engaged in lectures and more connected with other students. By including culture in the educational setting we also promote diversity, which further enriches every student’s experience.
This concept also translates to society as a whole. The more we can learn about other cultures and realize that we share many similarities, the more we can bridge the gaps that stop people from coming together due to prejudice. Therefore, education plays an important part in relation to culture. However, before we explore how the two connect in more detail, we have to define both terms to understand them better.
Culture is commonly defined as people who share the same beliefs, values and practices. However, the meaning of culture can spark huge debates among anthropologists who have trouble agreeing on what culture actually is. There are so many arguments about this that anthropologists Alfred Kroeber and Clyde Kluckhohn decided to compile 164 overall definitions of culture that can be read in the book titled Culture .
Culture affects every single part of our lives, including how we live, our values, our relationships and our lifestyles. Many people belong to more than one culture because culture is shaped by religions, languages, locations, traditions and many more factors. Raymond Williams, one of the founding fathers of cultural studies, notes that culture primarily has three meanings : one focuses on individual enrichment, the other on the way of life of a group and the third on culture as an activity.
Education is defined as a societal transfer of knowledge and values to new generations. Although learning is done individually, education typically represents the collective knowledge of society and is passed on and shared among groups. The new generations receive knowledge systematically — following a fixed plan or system — in a way that’s typically developed by schoolteachers for the whole year ahead.
It’s important to note that, although education typically happens in school, it’s not specifically limited to that setting. Because, by definition, education represents the transmission of knowledge, it can be done privately, without standard educational institutions.
Because of its definition, we can determine that education is extremely important when it comes to the transmission of culture, especially as education transfers knowledge from one generation to another. However, there are plenty of other ways education benefits and directly influences culture.
Education is important in the preservation of culture. Teaching younger generations about various traditions, morals and lifestyles helps keep culture alive and preserve its most important elements. By learning more about a specific culture, particularly if it’s one that’s on the verge of disappearance, younger generations can raise awareness and spread the word about the issue through their platforms.
Another part of education that’s essential in influencing culture is called progressive education . This movement focuses on giving more value to the human experience and frequently reconstructs it in order to promote various cultures. Respect for diversity and culture lies at the forefront of this educational method, which features a hands-on learning environment with a variety of subjects you won’t find on the standard curriculum.
Education also brings awareness to the cultural lag , which is a concept developed by William Ogburn. He notes that material culture changes rapidly depending on new technology and lifestyles, while non-material culture often remains fixed and doesn’t experience any drastic changes. But because the two correlate, it’s important to bridge the gap, or in this case, the cultural lag, to experience the benefits of both. Education can play a big part in this through various hands-on programs that focus on introducing technology to non-material culture and vice versa.
There are two main theories that drive the influence between education and culture. The cultural deficit theory acknowledges that kids’ home environments have a direct influence on students’ grades in school. Deficits in the home environment can have a direct effect on a student’s knowledge, skills and behaviors in school.
The second theory is known as the expectation theory , which argues that teachers often lower their expectations for students from certain cultures and backgrounds. This affects the quality of the teaching methods and directly relates to the students’ performance. Therefore, education must acknowledge that culture plays a big part in how the curriculum should be developed. Educators should ensure diversity in their curriculums and equality in student treatment.
The relationship between culture and education is essential and deserves acknowledgement in everyday life. In school, the curriculum should always promote diversity for students of all cultures to feel included and appreciated.
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Year 2024, Volume 2, Issue 1
Culture and education are two essential aspects of human development. They enrich our lives, broaden our perspectives, and foster mutual understanding and respect. That is why we at IJCAE are celebrating the Year of Culture, a global initiative to promote cultural diversity and intercultural dialogue. The first issue of year 2024 is open! Feel free to contribute to the Year of Culture!
The influence of online university education global study perspectives, transversal threats and collateral conflicts communities of the united states under the siege of political conflicts on the american continent.
International Journal of Culture and Education (IJCAE)
ISSN 2788-2276
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This Commission department is responsible for EU policy on education, youth, sport and culture.
DG EAC develops and carries out the Commission's policies on
The department also supports these policies and priorities through a variety of projects and programmes, notably
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Director-General Pia Ahrenkilde Hansen
Deputy Director-General Normunds Popens
Directorate-General for Education and Culture European Commission 1049 Bruxelles/Brussel Belgium
Plans and reports.
Commission work programme Overview of institution-wide deliverables for current year
Strategic plan Department strategy, objectives for 2020-2024
Management plan Department forecasted outputs, activities, resources for current year
Annual activity report Department achievements, resources used during previous year
Annual work programme Budget line for certain policies and funding programmes for current year
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Uc san diego professor explores stem culture in ‘wasted education’, the book explores "how we fail our graduates in science, technology, engineering and math.”.
Those are the fields commonly referred to by the acronym STEM.
Educators, politicians, business leaders and industry moguls continually stress the need for more STEM graduates to meet the needs of rapidly evolving technologies in the U.S.
Yet, Skrentny discovered that many of these highly sought degree holders ultimately leave the fields for which they prepared and were hired. Rather, they gravitate to other professions having little or nothing to do with their education and training.
“Employers in America keep saying we have a desperate, urgent shortage of workers with STEM degrees, and yet the majority of STEM graduates do not work in STEM jobs,” the Del Mar Terrace resident said in a recent interview.
“I couldn’t understand why these employers kept saying we need more, we need more. Schools and universities were urging more students to major in STEM subjects and to graduate with STEM degrees. Employers were saying we’re still not getting enough. We need foreign workers with STEM degrees. …“It just didn’t make sense. If there was supposedly a shortage, why is it that a majority of people with these supposedly in-demand degrees are not working in these jobs.”
The skewed data piqued the curiosity of Skrentny, who grew up in northwest Indiana in the greater Chicago area. He decided to delve deeper into the issue.
“I’m a scholar, I’m a sociologist and we love to try to solve puzzles and that’s when I wanted to understand,” said Skrentny, who got his Bachelor of Arts degree from Indiana University and a doctorate degree from Harvard University.
The fruit of his inquiry is Skrentny’s book “Wasted Education: How We Fail Our Graduates in Science, Technology, Engineering and Math.”
The 230-page text, including 45 pages of notes detailing Skrentny’s extensive research, was recently published by the University of Chicago Press.
Information on the book and Skrentny can be found at: quote.ucsd.edu/jskrentny/
The volume is available on Amazon books.
The book has resonated with reviewers, including Jon S. Wesick, who wrote on Amazon’s website: “I answered the nation’s call for STEM, spent 10 years in college earning a PHD in physics and spent a further 3 years as a postdoc. It was a real slap in the face when nobody wanted to hire me. …
“If you’re thinking about going into STEM, read this book!”
In formulating his theory on the failure of STEM education, Skrentny said he scrutinized the data from the National Science Foundation that tracks American college graduates.
“I could use that data to try to understand where the people with STEM degrees are working. … What I found was that a lot of them are working in jobs that make more money than most people with STEM degrees. …
“So it’s basically that they do all of this work for this degree and then they decide the employers are not offering them the money that they want so they go and do something else. …. They end up doing something other than science, technology, engineering and math.”
Chapter 3, “Burn and Churn”, explores how STEM employment isn’t what it’s cracked up to be. Rather than long-term careers, many of these jobs are prone to layoffs due to the constantly shifting nature of the industries and employers’ needs.
Moreover, STEM industries often instigate turnover because of poor management, lower pay, bad treatment and workplace discrimination, Skrentny contends.
“I looked at what we know about how employers treat STEM workers,” Skrentny said. “What I found is they don’t treat them very well. They tend to overwork them. They tend to make them work especially long hours, especially for workers in computers and software.”
STEM employees, Skrentny said, frequently take on burdens in developing new products and technologies that require working long overtime hours while accepting deadlines they are unable to meet.
As a result, they experience negative reactions from their bosses, leading to possible demotions or dismissals.
In Chapter 4, Skrentny addresses the “Precariousness of the STEM Job.”
“These employers claim that there’s all these shortages, but then they allow a lot of sexual harassment in the work place (and) they allow there to be workplace cultures that tolerate an unequal treatment of women and African-Americans, but especially women. So a lot of women with STEM degrees end up leaving STEM jobs as well. …
“These are all kind of situations where it’s sort of a self-inflicted wound by the employer. … They might be complaining about a shortage but their own practices are creating a perceived shortage. Their own practices are leading workers to go do something else.”
His book, Skrentny believes, could help employers understand why they are experiencing high turnover of STEM grads.
“One of the things I would hope is these employers would manage with more compassion …. Stem employees are more vulnerable to boom and bust (cycles). …”
Another factor Skrentny cites as a reason for STEM employees leaving jobs is their own discomfort with the practices or policies of the companies for whom they work. That’s particularly true among social media firms, Skrentny said.
“Some of these workers are doing things that maybe they won’t feel so good about. … We ’ve had a lot of STEM workers tell me they would not have their children working in these fields,” he said.
Skrentny said there are many STEM graduates who have employment in their chosen fields and are content with their jobs.
The data, however, as Skrentny’s book illustrates, suggests many more are not working in the occupations for which they signed up. Ultimately, Skrentny urges, society needs to reexamine its emphasis on STEM education.
“I’m not trying to say that everyone’s miserable, that this is a terrible way to earn a living,” Skrentny said. “I’m trying to understand the puzzle of why so many who go through the trouble to earn these degrees choose to work someplace else. That is what I’m trying to understand.”
Cross-cultural comparative analysis of student motivation and autonomy in learning: perspectives from hong kong and the united kingdom.
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This research project examines student perspectives on independent learning in the United Kingdom and Hong Kong. Independent learning describes learning undertaken by students outside of standard institutional learning environments. Prior research has suggested that motivations to undertake independent learning and the strategies involved may differ across cultural contexts, institutions and individual learners. This research focuses on comparing the cross-cultural differences between independent learning practices and motivations to learn independently among students in Hong Kong and the United Kingdom. Taking a social constructionist approach to research, the study employs primary qualitative research consisting of interviews with 16 students in Business Studies (eight British and eight Chinese) to better establish the ways in which culture may serve as a mediator for motivation to learn independently and the strategies pursued to this end. The study's findings note key differences in the motivations to complete independent learning across either cohort, as well as distinct conceptualisations of what strategies and practices facilitate effective independent learning. This research therefore highlights significant cultural differences in the motivations, strategies and skills related to independent learning between students in the UK and Hong Kong. It also notes the potential for socioeconomic factors, institutional structures, and assessment methods, alongside culture, to contribute to these differences.
Keywords: independent learning, Learner motivation, University education, United Kingdom, Hong Kong chapter Deleted[Author]: Indent: First line: 12.7 mm Formatted[Author]: Indent: First line: 12.7 mm Formatted[Author]:
Received: 29 Feb 2024; Accepted: 11 Jul 2024.
Copyright: © 2024 Lo. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Noble Po-kan Lo, College of Professional and Continuing Education, Hong Kong Polytechnic University, Hong Kong, Hong Kong, SAR China
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.
ASU experts explain how artificial intelligence can help teachers — but training and access is key
AI-generated images by Alex Davis/ASU
Editor's note: This feature article is part of our “AI is everywhere ... now what?” special project exploring the potential (and potential pitfalls) of artificial intelligence in our lives. Explore more topics and takes on the project page .
Professors at Arizona State University have been exploring the use of artificial intelligence for years, but when ChatGPT hit the scene in November 2022, even the early adopters had to pause.
“I was like, ‘What did we just do, and why did we do it?’" said Janel White-Taylor , a clinical professor in the Mary Lou Fulton Teachers College at ASU.
“And then I started playing with it, and I thought, ‘This is amazing,’
“And I remember the moment that I went from that fear to the excitement that this can really change the way we do the business of learning and school. And if we can embrace it properly, we can help a lot of students learn in the way that they want to learn.”
Mary Lou Fulton faculty are optimistic about AI easing the burden on overworked K–12 teachers by helping with lesson planning, grading and even special education. At the same time, they also are wary of potential challenges, such as disparity in access between wealthy and poor schools, and inherent biases in AI systems.
Teaching AI to students is not a matter of “if” but “when,” White-Taylor believes.
“It’s that initial fear of ‘What will this do to our society?’ But at the same time, if we don't teach students, what does that do for them?” she said.
“I think almost every job in the future is going to have some AI built into it. So the more they know how to leverage it, the better.”
The Mary Lou Fulton Teachers College started collaborating on the use of AI many years ago and has created a college-wide network of resources and support.
Punya Mishra , a professor and until recently the associate dean for scholarship and innovation, has worked in the field of education technology for more than 30 years. Years ago, he realized that AI would become huge and so became a driver of the college-wide Learning Futures Collaborative .
“The idea was that if this is a genuinely transformative technology, we need to bring everyone along,” he said.
“What was impressive to me is that our faculty approached it not as ‘students will cheat,’ but that their goal is to teach students how to use it correctly.”
Nearly 20 years ago, Mishra developed a framework called TPACK for how teachers learn to use technology in the classroom, and he recently wrote a new paper updating the concept. Applying the framework to generative AI, teachers must understand how it is different from other technologies and how to integrate it into their teaching. The change will be similar to the introduction of cheap calculators but with the added complexity of AI’s constant evolution.
And classrooms don’t operate in a vacuum. Mishra gives social media as an example. Fifteen years ago, teachers might have considered how to use platforms such as YouTube in the classroom but would never have imagined the societal changes wrought by social media that affect their students daily.
Mishra’s research has uncovered evidence of racial bias in AI. In one study, he and his colleagues presented two identical student writing samples to AI tools, with the only difference being the type of music the student listened to — rap versus classical. The AI rated the essay mentioning classical music higher and provided more sophisticated feedback.
“A human might even miss that. That’s not to say we shouldn’t use this, but let’s be aware,” Mishra said.
AI is not yet widely used in K–12 classrooms, according to research done by Robin Lake , a professor of practice and the director of the Center on Reinventing Public Education at ASU. The center collaborated with the RAND Corporation last fall on a report about AI in the classroom, surveying more than 1,000 K–12 teachers and 231 districts. They found:
Leveraging OpenAI’s API platform, ASU Online has developed a collection of resources tailored for educators. These tools are crafted to streamline the creation of course materials, eliminating the necessity for in-depth expertise in prompt crafting or programming.
Learn more about the tools — including a question generator, a script voiceover and a rubric creator — at teachonline.asu.edu/asu-online-ai-tools.
Of the 18% of teachers who reported using AI tools, these were the most common ways they used them: supporting students with learning differences; generating quizzes and assessments; adjusting content to an appropriate grade level; and generating lesson plans and assignments such as worksheets.
“Our interviews revealed that district leaders are quite optimistic about AI — in particular about how AI could help teachers save time,” Lake said.
“But they're worried about their ability to help teachers get up to speed,” she said, citing recovery from the pandemic and loss of funding from enrollment declines.
One finding is that suburban and more advantaged districts are already ahead in training teachers in AI.
“If there are benefits from these AI tools, we don't want them to accrue to the most advantaged schools,” she said.
Lake thinks that AI “super users” — the teachers who are early and eager adopters — can be an asset to their schools by sharing their knowledge.
“But we have to figure out how to compensate them and how to systematize that. And as a researcher, we need evidence building,” said Lake, whose center also is tracking state regulation of AI in education and building a database of early adopter districts.
Lake sees an interesting dynamic between the disruption wrought by the pandemic and the emergence of AI.
“One, there is a real sense of urgency around, ‘We need to find creative solutions because this is a lot harder than we thought.’ And resources are constrained and staffing continues to be a challenge. Teachers are burnt out, so what can we do to help them?” she said.
“And on the other side, I think a lot of people did not have a good experience with online learning during the pandemic. And a lot of people are very concerned about students' use of social media and cellphone usage.
“And so we're hearing that teachers are putting AI in a tech bundle that they don't trust.”
Tara Nkrumah , an assistant professor in the Mary Lou Fulton Teachers College, is getting ahead of potential inequity in AI. For three years, she has been collaborating with colleagues in Pittsburgh on a robotics program for Black girls ages 9 to 14. Last year, she received a National Science Foundation grant to expand the program into AI.
The goal is to have the girls be creators, not just consumers, of a product that would represent their voice and open a career pathway. The process would become a framework for creating equitable outcomes within AI for girls of color, Nkrumah said.
“It’s showing them that the content is more than just being able to succeed on exams or that they have expertise in terms of recall, but actually seeing the relevancy of AI in their everyday life and in ways they can use to speak to inequities and using AI as a tool to disrupt it,” she said.
Nkrumah is working on the professional development part of the project — training the facilitators who will work with the girls. A pilot study will begin this summer.
Her area of expertise is culturally relevant pedagogy, an educational framework to get kids engaged and empower them to create actions that promote equity.
Culturally relevant pedagogy shows that learning is more than succeeding on exams, she said.
“It’s about acknowledging the culture that the students bring to the space and validating that culture. And it's all about showing how academic success should not be standardized and that it should be understood in the ways in which each individual demonstrates their interests and their talents and their needs,” she said.
White-Taylor has helped to develop the AI Playground , a guide that curates AI resources across 11 categories that includes tips and tutorials.
She spends a lot of time, informally and formally, guiding classroom teachers in the use of AI, often by sharing how she uses it. She recently designed a course using several AI tools.
“We did some fun things, like videos with images created in Midjourney, an AI graphics tool.
“We wrote the initial script, we put it in ChatGPT, and said, ‘OK, make this sound more fun. Take out all the big words.’ And then we used voice generators to add the voiceover and then we put all that together.
“It’s really looking at ways for teachers to simplify.”
For example, AI could help teachers create writing rubrics.
“Not saying, ‘AI go in and create my rubric’ and then you're done. No, it gives you a nice rough draft to work from,” White-Taylor said.
AI also can help students who are hesitant writers.
“They struggle with that blank page,” she said.
“Being able to go into a tool and say, ‘I have to create an assignment on X, Y and Z. Where should I start?’ is a lot better than someone doing random Google searches.”
White-Taylor said it’s important to understand that AI tools will amplify your voice.
“You have to make sure that your voice is involved and that you're consciously and cautiously watching what's happening. Because it's not smart. You are,” she said.
Artificial intelligence isn't just handy for creating images like the above — it has implications in an increasingly broad range of fields, from health to education to saving the planet.
Explore the ways in which ASU faculty are thinking about and using AI in their work:
The College of Liberal Arts and Sciences at Arizona State University is launching 15 new academic programs in fall 2024. Nine of those programs will include online formats, expanding learning…
Getting an education while seeing the world with your loved ones? Sounds like a dream come true.For 12-year-old Aanya Sosa and her mother, Beth, it’s a reality, thanks to online educational offerings…
Editor’s note: This is part of a monthly series spotlighting special collections from ASU Library’s archives throughout 2024.Arizona State University’s Eugene D. Valentine Collection is a whimsical…
New capacities and skills are required to navigate these shifts and shape inclusive, peaceful, and sustainable societies. Harnessing the synergies between culture and education better equips societies – through formal and non-formal education, including Technical and Vocational Education and Training (TVET), as well as lifelong learning – to be more agile and resilient to rapidly-changing environments. Through developing creative skills in cultural and artistic fields, it opens up new avenues to boost livelihoods in the creative economy and forge much-needed adaptation and innovation skills across other sectors. Culture enriches the education system making its content and context relevant. Culture should therefore pervade and enrich pedagogies, educational contents and learning contexts as a positive resource. It connects people to their history and heritage, gives a sense of meaning and self-confidence, and nurtures qualities of empathy and critical thinking. Equally, education supports culture-related activities, employment and institutions. This co-dependence of culture and education is vital to human development and advances several areas of development in a cross-cutting way. It contributes to both achieving the Sustainable Development Goals (SDGs) and addressing gaps in SDG implementation, notably with regard to sustainability.
Leveraging UNESCO’s mandate in culture and education
UNESCO is the only United Nations agency with a mandate in culture and education , which is built into the UNESCO Constitution that affirms that culture and education are essential for the dignity of humanity. Building on its mandate in education, UNESCO has focused its commitment to raising global awareness about the nexus between culture and education, notably in three complementary strategic directions: driving the global efforts to achieve Sustainable Development Goal 4 on quality education for all; stimulating global reflection on knowledge and the future of education; and promoting education for sustainable development (ESD) and GCED. Through these efforts, UNESCO advances quality education for all through leading the global coordination of SDG 4 and to ensure the achievement of the new global vision for education as set out in the 2030 Agenda. Launched in September 2019, The “Futures of Education Commission: Learning to Become” advances a broad consultative process on how knowledge and learning can shape the future of humanity and the planet, and recognizes cultural diversity as a fundamental feature of strong societies. As the lead UN agency for Education for Sustainable Development (ESD), UNESCO manages, coordinates, implements and monitors the global framework ESD for 2030, and supports culture as an important component that informs the cognitive, social, emotional and behavioral dimensions of learning. Equipping learners of all ages with competencies and the skillset to be informed, engaged and empathetic citizens are central priorities of UNESCO‘s work in GCED, which supports Member States in the development of appropriate education policies, contents, teaching practices and enabling learning environments. The Organization also monitors progress of Sustainable Development Goal Indicator 4.7.1 through periodic reviews of the implementation of the 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms, for which a working group has recently been established.
Education is built into UNESCO’s normative framework in culture to support the promotion of cultural diversity, strengthen heritage conservation and broaden creative horizons. UNESCO’s 2001 Universal Declaration on Cultural Diversity encourages linguistic diversity and access to digital technologies, and states that education that respects cultural identity is a guarantee of cultural rights. All UNESCO’s main Culture Conventions have educational components among their provisions, thereby demonstrating the solid normative basis for harnessing the synergies in these domains. As a direct response to the 1972 World Heritage Convention, the World Heritage Education Programme (WHE) was created to provide young people with the knowledge, skills and networks to become involved in heritage protection and conservation through various activities and initiatives, including youth fora, international volunteering, educational kits and capacity-building training. Through incorporating intangible cultural heritage - or living heritage - in formal and non-formal education, links with local communities can be strengthened, which is, in turn, integral to safeguarding strategies in the context of the 2003 Convention for the Safeguarding of the Intangible Cultural Heritage. UNESCO has stepped up its engagement in this area by recently launching an online Clearinghouse on living heritage and education , which provides an open-access platform to tools, resources and case studies from around the world. Education has been increasingly reflected in developments of the 2005 Convention on the Protection and Promotion of the Diversity of Cultural Expressions. This includes underlining the importance of the inclusion of culture in educational delivery in relation to sustainable development, and the role of education in the Guidelines on the Implementation of the Convention in the Digital Environment , approved in 2017. The pedagogical function of museums is central to the 2015 Recommendation concerning the protection and promotion of museums and collections, their diversity and their role in society, which also emphasizes the role of museums in developing education policy. These instruments call on countries to ensure that culture and education directly contribute to the advancement of human rights, development and peace.
UNESCO spearheads an interdisciplinary and intersectoral approach to culture and education to reinforce quality education and ensure that education systems equip learners with the relevant knowledge, skills, attitudes, values and behaviours. This approach is structured around four axes of work: enrich learning contents and approaches through culture; promote respect for cultural diversity based on human rights; broaden perspectives of sustainable development; and harness and strengthen adaptability skills. Cooperation is strengthened in these domains to provide solid policy advice and technical support. This also includes reinforcing the role of cultural institutions and museums as spaces of non-formal education and life-long learning, including educational programmes related to the UNESCO Culture Conventions and Recommendations.
Despite this momentum, the potential of the culture and education alliance remains underrecognized and underutilized. Education systems may not be structured in a way that can readily adapt to rapidly-changing contexts and societal needs. Perceived hierarchies may exist between formal and informal education systems. There can be tensions between culture and education that may stem from education systems established under colonial rule, and educational policies may be slow to adapt to the evolving environment and societies. Culture is often insufficiently mobilized in learning processes, contents and pedagogies. In addition, culture and the arts are often at the margins of education systems, or perceived as a luxury addition, which is subsequently mirrored in political will and investment despite the high financial dividends produced by the cultural and creative sectors across the world. Furthermore, historically, progress has long been enshrined in educational and cultural advances that are synonymous with human progress rooted in critical thinking and ensuring that there is no opposition between technological and humanistic progress. From the perspective of teaching, educators may lack the training needed for pedagogies that fully engage cultural dimensions and ensure that it is relevant and meaningful. Therefore, in moving forward, concerted efforts are needed to ensure that education is comprehensive and relevant, and that people of all ages have access to the tools and pedagogies needed to flourish in today’s societies and to shape their futures.
Rethinking the culture and education nexus
Developing the synergies between culture and education re-evaluates traditional pedagogic frameworks and generates new perspectives for learning. Education is cultural by essence, as it is influenced by environment, history, identity and culture. On the one hand, culture enhances the plurality and richness of learning processes, pedagogical spaces and approaches, and ensures comprehensive education that is contextually relevant. On the other, education is a powerful vehicle for strengthening knowledge across culture, promoting cultural diversity and supporting future generations in employment, innovation and critical thinking. Harnessing the mutual benefits of culture and education creates opportunities to advance individual and collective development aims.
There is ample evidence that culture enhances the quality of education and facilitates learning outcomes, offering an in road to meeting diverse learning needs and approaches. Culture not only creates context, boosts meaning and relevance, but improves academic outcomes, critical thinking skills and learning motivation. Integrating linguistic diversity into curricula has also generated positive dividends in learning. In Mozambique, the recognition of Mozambican languages, culture and history was laid out in the country’s education law in 2018. Linguistic diversity has provided a conduit for inclusion of indigenous peoples in education, such as in Belize, where three community high schools have been created for the transmission of Maya and Garifuna language, cultural practices and beliefs. Indigenous knowledge systems, intercultural education, culture diversity, arts education and heritage education draw upon intersecting dimensions of culture and education, and can offer potential avenues to incorporate cultural education programmes in formal education settings.
Learning is no longer focused on formal settings in schools. It can be online, in cultural institutions, such as museums, through cultural tourism, or in local communities through intergenerational learning, among others. UNESCO has expanded the education offer through its working partnership with Massive Online Open Course (MOOC) and Coursera, providing professional courses in areas from tourism management of UNESCO World Heritage sites to ICTs in education for teachers, leaders and policymakers. Museums, as centres of formal and informal education, increasingly provide spaces for cultural transmission, intercultural and inter-generational dialogue. In China, for example, museum education is integrated in primary and secondary education systems, while in Indonesia, the Batik Museum in Pekalongan is a key partner in non-formal education and training of Indonesian batik textiles, thus instrumental in ensuring its sustainability. This is also reflective of the greater recognition of the pedagogical role of museums around the world, not only as spaces of non-formal education and life-long learning, but in their capacity to spark debate and encourage the public to ask questions about social issues and develop critical thinking. In Mali, the National Directorate for Cultural Heritage (DNPC) contributes to raising youth awareness of cultural heritage through educational guided tours to cultural sites and spaces. Spaces, contexts and stakeholders involved in learning are enlarged through integrating cultural dimensions. Taken together, the changing nature and purpose of education shows that today, more than ever, learning is a continued process, and societies need the knowledge and skills to adapt to continuingly- and fast-evolving contexts.
Safeguarding living heritage offers ways of embedding diversity in pedagogical approaches and systems. As part of the UNESCO-EU project “Teaching and Learning with Living Heritage” carried out in 10 school teams from the ASPnet schools in the European Union, a set of resource and guidance materials for teachers were produced. Such efforts show how culture and education can work together and expand the scope and variety of pedagogies as a result of investing in culture. Experiences around the world carried out by Member States illustrate alternative modes of integrating culture in formal, non-formal and informal education, generating a multiplying effect that has benefits for both education and safeguarding strategies. For example, it provides a conduit to strengthening community education and locally-led initiatives, which reinforce connections with local communities and contexts. Nevertheless, while these actions demonstrate that education is diversifying, it is not sufficiently captured.
Online access to culture – ranging from museum sites, social media, television and radio – has opened up new avenues for learning and sharing culture, and has enlarged access to online content and educational resources. For instance, Hmong artisan women in Northern Thailand have benefited from training in digital and entrepreneurship skills to help safeguard their living heritage through the UNESCO project “Women e-nspire Culture”. During the pandemic, numerous initiatives emerged that accelerated digital transitions to ensure the continuation of learning. Since its launch at the outset of the COVID-19 pandemic the “Shaghafi” platform, launched by the Jordanian Ministry of Culture, has offered 150 courses in visual arts, music, handicrafts, theatre, prose and poetry. Despite the great strides that have been achieved through digital technologies, not all people are able to access the benefits of the digital age; a deficit that was brought to the fore during the pandemic.
Innovation and creative skills are a prerequisites for the future workforce. The cultural dimension of education is necessary to build these competences, and in turn create opportunities for employment and economic growth. Livelihoods can be boosted by linking the arts and heritage to non-formal educational settings through vocational and professional skills training by also engaging local communities and their ownership of local culture. In response to the lack of professional recognition of heritage specialists, UNESCO has developed a “Competence Framework for Cultural Heritage Management” to help guide universities in designing qualification standards, training programmes and curricula in cultural heritage management and conservation. The contribution of TVET to developing cultural professions and skills cannot be underestimated. From graphic design and web creation to music and fashion, TVET can provide important skills in entrepreneurship and self-employment for young people, and contributes to developing the creative economy. The Organisation for Economic Co-operation and Development (OECD)’s Programme for International Student Assessment (PISA) will this year measure students’ innovation and creativity, thus pointing to the increasing recognition of the transversal importance of skills in innovation and creativity in broader policy frameworks.
24 million children & youth globally are at risk of not returning to learning due to the economic impact of the crisis (UNESCO)
Arts education can be a major catalyst for both developing these skills, and advancing education outcomes in other areas of education curriculum. In this respect, UNESCO follows two main approaches: learning the arts and learning through the arts. In recent decades, these efforts have been strengthened, beginning with the 1972 Faure Report and the series of World Culture Reports that acted as important turning points in a shift in understanding and awareness of the interwoven nature of education, arts, creativity and culture. Between 1999 and 2010 global momentum in arts education was punctuated by two world conferences on arts education, and the development of the UNESCO Road Map for Arts Education in 2006, and the Seoul Agenda in 2010. More recently, resolutions adopted by UNESCO’s General Conference on World Art Day and on Arts Education have served to reinforce “the links between artistic creations and society, and […] highlight the contribution of the arts to sustainable development. In April 2021, the UNESCO Executive Board approved the United Arab Emirates-led decision "A Framework for Culture and Art Education," to enhance cooperation between culture in education across a range of disciplines, from heritage to the cultural and creative industries (CCI), including digital technologies.
Arts and cultural education are essential for the protection of cultural rights and creating the building blocks for inclusive societies. Culture and education can be a way to overcome social, economic and gender inequalities, and fight against stereotypes, extremism and discrimination. In Myanmar, the government has taken major steps towards curriculum reform, in part to counter decades of education being instrumentalized to suppress ethnic diversity. Living together with other cultures is a skill set required in diverse societies to advance human rights as well as peaceful, inclusive and sustainable development – an approach that has notably been harnessed at regional and sub-regional levels. The strategy on culture and education for regional integration of the The Central American Educational and Cultural Coordination (CECC/SICA) launched in 2020 aims to guide countries of the region in developing educational models that integrate culture for sustainable and peaceful cooperation and integration. In contexts of insecurity, fragility, and political and social and social tension, culture can support the positive transformative power of education. In the Sahel, culture acts as a powerful lever to improve the relevance of education in countries, such as through engaging local content in teaching. More broadly, in Africa, culturally-adapted education has also been recognized as a way to address the tensions and stigma left by the impacts of colonialization, while looking to the future and the potential of the continent.
Culture and education connects learners to their communities, heritage and environment, strengthening cultural identity and a sense of belonging. From early childhood education through to lifelong learning, this union promotes the appreciation of cultural diversity, creative expression, heritage and the environment. Countries around the world approach this through formal to informal education systems. Japan has a long-standing commitment to incorporating heritage in the national formal education system, and an intangible cultural heritage curriculum is provided at all stages of Japanese education. Meanwhile in Algeria, the Ahellil of Gourara, inscribed on UNESCO’s 2003 Representative List of the Intangible Cultural Heritage of Humanity is taught in schools in the region where it is practiced. By strengthening quality education through culture, it acts as a “win-win” situation that both ensures sustainable solutions for promoting cultural diversity and improves heritage safeguarding.
Harnessing the links between culture and education is being channeled as a way to broaden the understanding of sustainable development. The Centre for Artistic Research of the National University of Costa Rica recently launched an awareness and capacity-building programme on the links between art and the SDGs in order to familiarize professional artists and students with the concepts of the 2030 Agenda so they can better understand how they can contribute as artists to sustainable development. Within the Finnish school setting, the Upper Secondary Education National Core Curriculum, introduced in 2019, integrates culture for sustainable development and transversal competences that are implemented across all teaching subjects. This set of competences includes culture, creativity, ethics, well-being and the environment. In March 2021, the NGO Eco Centre DELFIN joined with the Regional Development Agency for Herzegovina (REDAH) and two primary schools in the cities of Risan, Montenegro, and Mostar, Bosnia and Herzegovina, to carry out an informal educational programme aligned with national goals in education for sustainable development. The learning content included environmental protection, natural and cultural resources and climate change, benefitting some 420 students and teachers in the two cities.
Cities and local authorities can be crucial players in forging innovative solutions that bridge culture and education. UNESCO cities' networks, such as the Creative Cities Network (UCCN) and the Global Network of Learning Cities (GNLC), have experimented with ways to to build skills and foster job creation by supporting vocational training in the cultural sector, notably targeting vulnerable populations. Ouagadougou (Burkina Faso), a Creative City of Crafts and Folk Art, created the Reemdoogo as an incubator for training and performance facilities in the music sector, while Santos (Brazil), a Creative City of Film, supports the employment of vulnerable youth through its Creative Ecofactory, an initiative focused on woodwork. Likewise, several creative cities of gastronomy have joined together in the Youth4Food project to align learning with the jobs of tomorrow across the food value chain. UNESCO Learning Cities have engaged with local cultural centres as spaces for learning and intercultural dialogue, and to establish volunteer schemes to boost the inclusion of vulnerable populations, such as the elderly and persons with disabilities, in cultural activities and training workshops. Hanghzhou (China) has built on its commitment to lifelong learning by introducing a "15 minute cultural cycle concept" that ensures that each citizen has access to cultural resources, such as museums, theatres and libraries, within a 15 minute radius of their homes.
Given the changing needs of education, teachers are being prepared for the increasing diversity of education contexts. However, many education systems lack experienced arts teachers who may have limited connection to the wider community of artists. As highlighted in the recent European Council conclusions on equity and inclusion in education and training in order to promote educational success for all, teachers must be highly competent and equipped with the skills, competences and background knowledge needed to understand and tackle educational disadvantage and to teach in increasingly diverse, multilingual and multicultural environments. In Pakistan, UNESCO has collaborated with the provincial departments of education and tourism to integrate heritage into teaching modules and engage youth from local communities around selected sites in heritage entrepreneurship. Local communities living within the historic Rohtas Fort, a UNESCO World Heritage property, have been engaged in workshops based on heritage education, skills development and tour guide training. Turning to Ecuador, teachers of the technical arts baccalaureate and complementary arts baccalaureate are set to receive training in cultural industries, cultural entrepreneurship, cultural management and creativity through the course “InnovArte: arts education teachers for change”, which will be launched in June 2021 and will be rolled out virtually.
Moving forward building on the synergies between culture and education
Culture and education are the foundations of human and societal development, whose combined dynamism has cross-cutting benefits that contribute to achieving all 17 SDGs. Together, culture and education generate the human capital for tomorrow, shape peaceful societies that respect and celebrate cultural diversity, and expand education models that are anchored in sustainable principles. Such synergies should be approached from both sides: by integrating dimensions of culture into education, and by incorporating educational and pedagogical approaches into the cultural sphere.
Policymakers today are increasingly looking to engage alternative and innovative approaches to strengthening education outcomes and thereby contribute to development. This momentum has increased in recent years, reflecting the growing conviction among Member States of the mutual benefits of culture and education. Concretely this has been demonstrated in regional and international processes, such as the aforementioned CECC/SICA sub-regional strategy, by positioning culture and education as a central tenet of the G20 process launched under the Italian presidency, and a growing number of strategic decisions by UNESCO’s governing bodies in this area of work.
Integrating culture in education should be recognized, systematized and harnessed as a crucial inroad to re-imagining education. This entails tapping into diverse cultural contents that can support and enrich learning experiences, and provide relevancy to learning contexts. Culture contributes to the cultivation of knowledge, skills and values, as well as the creation of job and professional opportunities, thereby strengthening pathways towards sustainable development. Such engagement should be further supported by investment in data collection and analysis to strengthen evidence-based policies and actions.
Central to this discourse, education curricula must be first and foremost culture-sensitive and -responsive, which should be supported by adequate financial resources and capacity development. Such a broadened purview of culture and education in the formal school setting requires a widened stakeholder engagement, including a stronger inter-ministerial collaboration between ministries of education and culture, and the participation of cultural actors and institutions, such as museums, artists, cultural professionals and bearers of traditional knowledge in communities.
In the wake of UNESCO’s landmark initiative on the Future of Education, it is equally imperative to reinvent the notion of schools by expanding places of learning to include cultural institutions and digital platforms. Such reflections spearheaded by UNESCO involve all actors in societies, with teachers, students and parents at the forefront of these efforts. For instance, from September 2020 until February 2021, UNESCO's Associated Schools Network (ASPnet) mobilized over 2,500 school leaders, teachers, students and their parents from around the world to engage in reflections about education in the future related to sustainable development (ESD) and global citizenship (GCED). As digital transformation continues, it offers diverse means and opportunities to learners that extend beyond the conventional definition of schools, where four walls are no longer the only parameters for assimilating knowledge and skills. We need to draw on the many stakeholders, including museums and digital platforms, as well local communities, to create a pool of learning resources, and recognize them alongside teachers in supporting learning by all.
More on this subject.
The state of the arts research document also shows arts education in england to be in “significant decline”.
Crowds outside the UK department for culture, media and sport protest cuts to arts funding in 2022
Photo: Richard Lincoln / Alamy Stock Photo
A new report published by the University of Warwick and the Campaign for the Arts pressure group paints a bleak picture of arts funding and education in Britain, highlighting that “the UK has one of the lowest levels of government spending on culture among European nations”.
The document, entitled The State of the Arts , is “a health check on the UK’s arts and culture, bringing together vital information and official statistics on arts funding, provision, engagement, education and employment,” the introduction says, adding: “It serves as a stark warning and a call to action for all of us.”
The new document focuses on government support and investment levels between two comparative periods: 2009-10 and 2022-23. Crucially, the UK ranks among the lowest spenders on culture, both as a percentage of GDP and per person, spending around 0.46% on culture (GDP) compared to 0.74% on average in other European countries (Organisation for Economic Co-operation and Development statistics show that Hungary is the top spender with 1.4% allocated to culture). Culture spending per person in the UK is also much lower than the European average ($260 compared to $936 in Iceland).
Between 2009 and 2023, UK state funding for the arts decreased significantly; the Department for Culture, Media and Sport (DCMS)’s core funding of cultural organisations decreased by 18% to only 0.17% of total public spending per person, adds the report, while the Arts Councils’ core government funding decreased by 18% in England, 22% in Scotland, 25% in Wales and 66% in Northern Ireland.
The DCMS is the main public funder of the arts, supporting 15 national museums and galleries based in England; in 2022-23, its core sponsorship (or “grant-in-aid”) totalled £21.93 per person or 0.17% of total public spending per person. Adjusted for inflation, this was 18% less than in 2009-10, say the report authors.
In the meantime, other fundraising strategies have paid off. Over the allotted period, tax relief for the creative industries increased by 649%, for instance. “In 2017-18 this investment exceeded the DCMS’ core funding of cultural organisations for the first time,” the report says.
Crucially the survey also highlights a slump in arts education and employment, with GCSE and A-level entries in arts subjects dropping by 47% and 29% respectively since 2010. “Arts education in England has experienced a significant decline, caused by funding pressures and performance measures, like the EBacc [the EBaccalaureate academic qualification] and Progress 8, marginalising the arts in state-funded secondary schools,” the report says. The EBacc, a performance measure introduced under the Conservative-Liberal Democrat coalition in 2010, scores students in core subjects such as English and mathematics but not arts subjects. Progress 8, which tracks a pupil’s progress from the age of 11 to 16, also places emphasis on English and maths.
The number of arts teachers in English state-funded secondary schools also fell from 55,000 to 40,000, or 27%, between 2011 and 2024.
Last month 21 UK visual arts organisations issued a collective manifesto calling on the future government of the United Kingdom to back the country’s ailing visual arts sector.
Following the Labour victory in the 4 July election, Lisa Nandy was appointed culture secretary. According to The Guardian , she said to DCMS staff: “In recent years we’ve found multiple ways to divide ourselves from one another. And lost that sense of a self-confident, outward-looking country which values its own people in every part of the UK. Changing that is the mission of this department. The era of culture wars is over.”
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Culture and Education (C&E) is a peer-reviewed journal publishing articles that explore the ways culture and education shape human development. The cultural-historical approach taken in the journal views culture not only as the realm of human customs, values and beliefs, but also as a variety of historically rooted forms of being human; complex ...
Culture and Education (C&E) is a peer-reviewed journal publishing articles that explore the ways culture and education shape human development. With all respect to other theoretical approaches, C&E takes the cultural-historical approach originated (but not limited to) in works of Vygotsky, Luria and Leontiev as a theoretical stance. ...
UNESCO works to integrate culture in education policies and actions to foster creativity, innovation and peace. Learn about its framework, programmes, events and resources on culture and education.
Culture and education are complex phenomena and their causal relationship is of a "chicken or the egg" character. There is of course a great debate over what constitutes both "education" and "culture", let alone their relationship with one another. The essays in this issue of Paedagogica Historica are not consistent in their ...
UNESCO promotes the synergies between culture and education to address global challenges and opportunities. Learn about its intersectoral programme, initiatives, projects and resources on culture and arts education.
Culture and Education (C&E) is a peer-reviewed journal publishing articles that explore the ways culture and education shape human development. With all respect to other theoretical approaches, C&E takes the cultural-historical approach originated (but not limited to) in works of Vygotsky, Luria and Leontiev as a theoretical stance.
Learn about the essential role of culture and arts education in achieving the Sustainable Development Goals and the new UNESCO Framework adopted in 2024. Discover how culture and arts education can enhance learning outcomes, skills, peace and sustainability, and address socioeconomic disparities.
Culture and Education, Volume 35, Issue 4 (2023) See all volumes and issues. Volume 35, 2023 Vol 34, 2022 Vol 33, 2021 Vol 32, 2020 Vol 31, 2019 Vol 30, 2018 Vol 29, 2017 Vol 28, 2016 Vol 27, 2015 Vol 26, 2014 Vol 25, 2013 Vol 24, 2012 Vol 23, 2011 Vol 22, 2010 Vol 21, 2009 Vol 20, 2008 Vol 19, 2007 Vol 18, 2006 Vol 17, 2005 Vol 16, 2004 Vol 15 ...
Culture and Education: Cultura y Educación: Create email alert. Also from Sage. CQ Library Elevating debate opens in new tab; Sage Data Uncovering insight opens in new tab; Sage Business Cases Shaping futures opens in new tab; Sage Campus Unleashing potential opens in new tab;
A book that explores the tensions and dialogues between global and local cultures, education and development. It features case studies and commentaries from China, Brazil, Australia and Europe, and a conceptual framework for culturally informed education.
An intercultural education should help us learn to live together and should educate people, to grow their knowledge, understanding, and respect for cultural diversity.Intercultural education is a reflective, socioeducational practice focused on social and cultural transformation through equal rights, equity, and positive interaction between ...
The Culture of Education. Jerome Bruner. Paperback. eBook. ISBN 9780674179530. Publication date: 04/25/1997. Request exam copy. What we don't know about learning could fill a book--and it might be a schoolbook. In a masterly commentary on the possibilities of education, the eminent psychologist Jerome Bruner reveals how education can usher ...
Culture and Arts Education equally nurture imagination and innovation. Culture and the Arts are important vehicles to engage with the world at the national, and global levels. In addition, Arts Education improves the quality of education and enhances the development of social and emotional skills (SEL) such as empathy and perspective-taking.
Culture, Education, and Future (CEF) is an open-access, double-blind peer-reviewed international journal published by the Association for the Advancement of Interdisciplinary Educational Studies (AAIDES). The journal publishes research aimed at improving the nature of education and knowledge production by focusing on how culture shapes ...
chapter 9: Culture and Education ... language—often referred to as cultural differences. Nieto reminds us that culture is not a given, but a human creation, dependent on particular geographical, temporal, and sociopolitical contexts and therefore vulnerable to issues of power and control. She unpacks some of the features that follow from this ...
Education & Culture, published by Purdue University Press, is the flagship journal of the John Dewey Society and draws its mission from furthering John Dewey's work as a philosopher, psychologist, and educational theorist.This journal provides an academic forum for scholars, practitioners, researchers, and activist-scholars interested in expanding pragmatist philosophy and progressive ...
Abstract. The author reviews the primary frameworks through which North American sociologists have conceived of the relation between formal education and culture and explains how sociologists' preponderant conception of formal schooling as an individual-level phenomenon and a metrical quantity has come to constrain intellectual progress in much ...
There are two main theories that drive the influence between education and culture. The cultural deficit theory acknowledges that kids' home environments have a direct influence on students' grades in school. Deficits in the home environment can have a direct effect on a student's knowledge, skills and behaviors in school.
Since the existing arts education framework was established, the world has changed, and with it new challenges and opportunities have emerged.In today's global context, marked by increased human mobility, social fracture, systemic inequalities, climate change, and accelerated digital transformation, there is a need to revisit and reshape guidance in culture and arts education that is both ...
Year 2024, Volume 2, Issue 1. Culture and education are two essential aspects of human development. They enrich our lives, broaden our perspectives, and foster mutual understanding and respect. That is why we at IJCAE are celebrating the Year of Culture, a global initiative to promote cultural diversity and intercultural dialogue.
Culture and Education (C&E) is a peer-reviewed journal publishing articles that explore the ways culture and education shape human development. The cultural-historical approach taken in the journal views culture not only as the realm of human customs, values and beliefs, but also as a variety of historically rooted forms of being human; complex ...
36 Culture and education: towards a comprehensive approach Culture and education: towards a comprehensive approach 37 Without underestimating the positive impact of many initiatives based on this perspective, it is useful to reflect on some of its limitations and to consider possible alternatives for dealing with the challenge of com-
Autism, Family, Culture, and Communication Education Lab (ACCEL) is a team of undergraduate and graduate students and faculty working together with children, families, and practitioners in early intervention, early childhood education, special education, applied behavior analysis, and related fields to understand and promote culturally relevant and evidence-based practices that support early ...
The Directorate-General for Education, Youth, Sport and Culture develops and implements EU policy on education, youth, sport and culture.
The fruit of his inquiry is Skrentny's book "Wasted Education: How We Fail Our Graduates in Science, Technology, Engineering and Math." The 230-page text, including 45 pages of notes ...
This research therefore highlights significant cultural differences in the motivations, strategies and skills related to independent learning between students in the UK and Hong Kong. It also notes the potential for socioeconomic factors, institutional structures, and assessment methods, alongside culture, to contribute to these differences.
Mary Lou Fulton faculty are optimistic about AI easing the burden on overworked K-12 teachers by helping with lesson planning, grading and even special education. At the same time, they also are wary of potential challenges, such as disparity in access between wealthy and poor schools, and inherent biases in AI systems.
Culture & Education: A Strategic Investment for Inclusive and Sustainable Development The COVID-19 pandemic has devastated the culture and education sectors worldwide. Widespread lockdowns have heavily impacted access to culture and the livelihoods of cultural professionals, calling for policies that promote cultural diversity and boost mechanisms for improved social and economic conditions.
Crucially, the UK ranks among the lowest spenders on culture, both as a percentage of GDP and per person, spending around 0.46% on culture (GDP) compared to 0.74% on average in other European ...
Ashley Whitely is Lakota Local Schools' new superintendent, but she's not a new face to the Lakota community. Whitely used to teach English at Lakota East High School and has lived in the district ...