research about quality education

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Defining and measuring the quality of education

Strategic_seminar1.jpg.

What is the quality of education? What are the most important aspects of quality and how can they be measured?

These questions have been raised for a long time and are still widely debated. The current understanding of education quality has considerably benefitted from the conceptual work undertaken through national and international initiatives to assess learning achievement. These provide valuable feedback to policy-makers on the competencies mastered by pupils and youths, and the factors which explain these. But there is also a growing awareness of the importance of values and behaviours, although these are more difficult to measure.  

To address these concerns, IIEP organized (on 15 December 2011) a Strategic Debate on “Defining and measuring the quality of education: Is there an emerging consensus?” The topic was approached from the point of view of two cross-national surveys: the OECD Programme for International Student Assessment (PISA) and the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)*.

Assessing the creativity of students

“Students’ capacity to extrapolate from what they know and apply this creatively in novel situations is more important than what the students know”, said Andreas Schleicher, Head of the Indicators and Analysis Division at the Directorate for Education, OECD, and in charge of PISA. This concept is reflected in current developments taking place in workplaces in many countries, which increasingly require non-routine interactive skills. When comparing the results obtained in different countries, PISA’s experience has shown that “education systems can creatively combine the equity and quality agenda in education”, Schleicher said. Contrary to conventional wisdom, countries can be both high-average performers in PISA while demonstrating low individual and institutional variance in students’ achievement. Finally, Schleicher emphasized that investment in education is not the only determining factor for quality, since good and consistent implementation of educational policy is also very important.

The importance of cross-national cooperation

When reviewing the experience of SACMEQ, Mioko Saito, Head a.i of the IIEP Equity, Access and Quality Unit (technically supporting the SACMEQ implementation in collaboration with SACMEQ Coordinating Centre), explained how the notion of educational quality has significantly evolved in the southern and eastern African region and became a priority over the past decades. Since 1995, SACMEQ has, on a regular basis, initiated cross-national assessments on the quality of education, and each member country has benefited considerably from this cooperation. It helped them embracing new assessment areas (such as HIV and AIDS knowledge) and units of analysis (teachers, as well as pupils) to produce evidence on what pupils and teachers know and master, said Saito. She concluded by stressing that SACMEQ also has a major capacity development mission and is concerned with having research results bear on policy decisions.  

The debate following the presentations focused on the crucial role of the media in stimulating public debate on the results of cross-national tests such as PISA and SACMEQ. It was also emphasized that more collaboration among the different cross-national mechanisms for the assessment of learner achievement would be beneficial. If more items were shared among the networks, more light could be shed on the international comparability of educational outcomes.

* PISA assesses the acquisition of key competencies for adult life of 15-year-olds in mathematics, reading, and science in OECD countries. SACMEQ focuses on achievements of Grade 6 pupils. Created in 1995, SACMEQ is a network of 15 southern and eastern African ministries of education: Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania (Mainland), Tanzania (Zanzibar), Uganda, Zambia, and Zimbabwe

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UNICEF Data : Monitoring the situation of children and women

GOAL 4: QUALITY EDUCATION

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Goal 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.  This goal supports the reduction of disparities and inequities in education, both in terms of access and quality. It recognizes the need to provide quality education for all, and most especially vulnerable populations, including poor children, children living in rural areas, persons with disabilities, indigenous people and refugee children.

This goal is of critical importance because of its transformative effects on the other SDGs. Sustainable development hinges on every child receiving a quality education. When children are offered the tools to develop to their full potential, they become productive adults ready to give back to their communities and break the cycle of poverty. Education enables upward socioeconomic mobility.

Significant progress was achieved during the last decade in increasing access to education and school enrolment rates at all levels, particularly for girls. Despite these gains, about 260 million children were out of school in 2018, nearly one fifth of the global population in that age group. Furthermore, more than half of all children and adolescents worldwide are failing to meet minimum proficiency standards in reading and mathematics.

UNICEF’s contribution towards reaching this goal centres on equity and inclusion to provide all children with quality learning opportunities and skills development programmes, from early childhood through adolescence. UNICEF works with governments worldwide to raise the quality and inclusiveness of schools.  

UNICEF is custodian for global monitoring of Indicator 4.2.1 Percentage of children (aged 24–59 months) developmentally on track in at least 3 of the 4 following domains: literacy-numeracy, physical, socio-emotional and learning.

Child-related SDG indicators

Target 4.1 by 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

Proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

• Indicator definition
• Computation method
• Comments & limitations

Explore the data

The indicator aims to measure the percentage of children and young people who have achieved the minimum learning outcomes in reading and mathematics during or at the end of the relevant stages of education.

The higher the figure, the higher the proportion of children and/or young people reaching at least minimum proficiency in the respective domain (reading or mathematic) with the limitations indicated under the “Comments and limitations” section.

The indicator is also a direct measure of the learning outcomes achieved in the two subject areas at the end of the relevant stages of education. The three measurement points will have their own established minimum standard. There is only one threshold that divides students into above and below minimum:

Below minimum refers to the proportion or percentage of students who do not achieve a minimum standard as set up by countries according to the globally-defined minimum competencies.

Above minimum refers to the proportion or percentage of students who have achieved the minimum standards. Due to heterogeneity of performance levels set by national and cross-national assessments, these performance levels will have to be mapped to the globally-defined minimum performance levels. Once the performance levels are mapped, the global education community will be able to identify for each country the proportion or percentage of children who achieved minimum standards.

(a) Minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. In September 2018, an agreement was reached on a verbal definition of the global minimum proficiency level of reference for each of the areas and domains of Indicator 4.1.1 as described in the document entitled: Minimum Proficiency Levels (MPLs): Outcomes of the consensus building meeting ( http://gaml.uis.unesco.org/wp-content/uploads/sites/2/2019/02/MPLs_revised_doc_20190204.docx ).

Minimum proficiency levels (MPLs) defined by each learning assessment to ensure comparability across learning assessments; a verbal definition of MPL for each domain and levels between cross-national assessments (CNAs) were established by conducting an analysis of the performance level descriptors, the descriptions of the performance levels to express the knowledge and skills required to achieve each performance level by domain, of cross-national, regional and community-led tests in reading and mathematics. The analysis was led and completed by the UIS and a consensus among experts on the proposed methodology was deemed adequate and pragmatic.

The global MPL definitions for the domains of reading and mathematics are presented here (insert link)

The Programme for International Student Assessment (PISA) reading test has six proficiency levels, of which Level 2 is described as the minimum proficiency level. In Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS), there are four proficiency levels: Low, Intermediate, High and Advanced. Students reaching the Intermediate benchmark are able to apply basic knowledge in a variety of situations, similar to the idea of minimum proficiency. Currently, there are no common standards validated by the international community or countries. The indicator shows data published by each of the agencies and organizations specialised in cross-national learning assessments.

(a) The number of children and/or young people at the relevant stage of education n in year t achieving at least the pre-defined proficiency level in subject s expressed as a percentage of the number of children and/or young people at stage of education n, in year t, in any proficiency level in subjects.

Harmonize various data sources To address the challenges posed by the limited capacity of some countries to implement cross- national, regional and national assessments, actions have been taken by the UIS and its partners. The strategies are used according to its level of precision and following a reporting protocol ( http://gaml.uis.unesco.org/wp-content/uploads/sites/2/2019/05/GAML6-WD-2-Protocol-for-reporting-4.1.1_v1.pdf ) that includes the national assessments under specific circumstances.

Out-of-school children In 2016, 263 million children, adolescents and youth were out of school, representing nearly one-fifth of the global population of this age group. 63 million, or 24% of the total, are children of primary school age (typically 6 to 11 years old); 61 million, or 23% of the total, are adolescents of lower secondary school age (typically 12 to 14 years old); and 139 million, or 53% of the total, are youth of upper secondary school age (about 15 to 17 years old). Not all these kids will be permanently outside school, some will re-join the educational system and, eventually, complete late, while some of them will enter late. The quantity varies per country and region and demands some adjustment in the estimate of Indicator 4.1.1. There is currently a discussion on how to implement these adjustments to reflect all the population. In 2017, the UIS proposed to make adjustments using the out-of-school children and the completion rates.( http://uis.unesco.org/en/blog/helping-countries-improve-their-data-out-school-children ) and the completion rates.

Learning outcomes from cross-national learning assessment are directly comparable for all countries which participated in the same cross-national learning assessments. However, these outcomes are not comparable across different cross-national learning assessments or with national learning assessments. A level of comparability of learning outcomes across assessments could be achieved by using different methodologies, each with varying standard errors. The period of 2020-2021 will shed light on the standard errors’ size for these methodologies.

The comparability of learning outcomes over time has additional complications, which require, ideally, to design and implement a set of comparable items as anchors in advance. Methodological developments are underway to address comparability of assessments outcomes over time.

While data from many national assessments are available now, every country sets its own standards so the performance levels might not be comparable. One option is to link existing regional assessments based on a common framework. Furthermore, assessments are typically administered within school systems, the current indicators cover only those in school and the proportion of in-school target populations might vary from country to country due to varied out-of-school children populations. Assessing competencies of children and young people who are out of school would require household-based surveys. Assessing children in households is under consideration but may be very costly and difficult to administer and unlikely to be available on the scale needed within the next 3-5 years. Finally, the calculation of this indicator requires specific information on the ages of children participating in assessments to create globally-comparable data. The ages of children reported by the head of the household might not be consistent and reliable so the calculation of the indicator may be even more challenging. Due to the complication in assessing out-of-school children and the main focus on improving education system, the UIS is taking a stepping stone approach. It will concentrate on assessing children in school in the medium term, where much data are available, then develop more coherent implementation plan to assess out-of-school children in the longer term.

Click on the button below to explore the data behind this indicator.

Completion rate (primary education, lower secondary education, upper secondary education)

A completion rate of 100% indicates that all children and adolescents have completed a level of education by the time they are 3 to 5 years older than the official age of entry into the last grade of that level of education. A low completion rate indicates low or delayed entry into a given level of education, high drop-out, high repetition, late completion, or a combination of these factors.

Percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of each level of education who have completed that grade.

The intended age for the last grade of each level of education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade.

For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate.

The number of persons in the relevant age group who have completed the last grade of a given level of education is divided by the total population (in the survey sample) of the same age group.

The age group 3-5 years above the official age of entry into the last grade for a given level of education was selected for the calculation of the completion rate to allow for some delayed entry or repetition. In countries where entry can occur very late or where repetition is common, some children or adolescents in the age group examined may still attend school and the eventual rate of completion may therefore be underestimated.

The indicator is calculated from household survey data and is subject to time lag in the availability of data. When multiple surveys are available, they may provide conflicting information due to the possible presence of sampling and non-sampling errors in survey data. The Technical Cooperation Group on the Indicators for SDG 4 – Education 2030 (TCG) has requested a refinement of the methodology to model completion rate estimates, following an approach similar to that used for the estimation of child mortality rates. The model would ensure that common challenges with household survey data, such as timeliness and sampling or non-sampling errors are addressed to provide up-to-date and more robust data.

TARGET 4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

Proportion of children aged 24-59 months of age who are developmentally on track in health, learning and psychosocial well-being, by sex.

Early childhood development (ECD) sets the stage for life-long thriving. Investing in ECD is one of the most critical and cost-effective investments a country can make to improve adult health, education and productivity in order to build human capital and promote sustainable development. ECD is equity from the start and provides a good indication of national development. Efforts to improve ECD can bring about human, social and economic improvements for both individuals and societies.

The recommended measure for SDG 4.2.1 is the Early Childhood Development Index 2030 (ECDI2030) which is a 20-item instrument to measure developmental outcomes among children aged 24 to 59 months in population-based surveys. The indicator derived from the ECDI2030 is the proportion of children aged 24 to 59 months who have achieved the minimum number of milestones expected for their age group, defined as follows:

– Children age 24 to 29 months are classified as developmentally on-track if they have achieved at least 7 milestones – Children age 30 to 35 months are classified as developmentally on-track if they have achieved at least 9 milestones – Children age 36 to 41 months are classified as developmentally on-track if they have achieved at least 11 milestones – Children age 42 to 47 months are classified as developmentally on-track if they have achieved at least 13 milestones – Children age 48 to 59 months are classified as developmentally on-track if they have achieved at least 15 milestones

SDG indicator 4.2.1 is intended to capture the multidimensional and holistic nature of early childhood development. For this reason, the indicator is not intended to be disaggregated by domains since development in all areas (health, learning and psychosocial wellbeing) are interconnected and overlapping, particularly among young children. The indicator is intended to produce a single summary score to indicate the proportion of children considered to be developmentally on track.

The domains included in the indicator for SDG indicator 4.2.1 include the following concepts:

Health: gross motor development, fine motor development and self-care Learning: expressive language, literacy, numeracy, pre-writing, and executive functioning Psychosocial well-being: emotional skills, social skills, internalizing behavior, and externalizing behavior

The number of children aged 24 to 59 months who are developmentally on track in health, learning and psychosocial well-being divided by the total number of children aged 24 to 59 months in the population multiplied by 100.

SDG 4.2.1 was initially classified as Tier 3 and was upgraded to Tier 2 in 2019; additionally, changes to the indicator were made during the 2020 comprehensive review. In light of this and given that the ECDI2030 was officially released in March 2020, it will take some time for country uptake and implementation of the new measure and for data to become available from a sufficiently large enough number of countries. Therefore, in the meantime, a proxy indicator (children aged 36-59 months who are developmentally ontrack in at least three of the following four domains: literacy-numeracy, physical, social-emotional and learning) will be used to report on 4.2.1, when relevant. This proxy indicator has been used for global SDG reporting since 2015 but is not fully aligned with the definition and age group covered by the SDG indicator formulation. When the proxy indicator is used for SDG reporting on 4.2.1 for a country, it will be footnoted as such in the global SDG database.

Click on the button below to explore the data behind this indicator’s proxy; Children aged 36-59 months who are developmentally ontrack in at least three of the following four domains: literacy-numeracy, physical, social-emotional and learning . For more information about this proxy indicator, please see “Comments and Limitations”

Adjusted net attendance rate, one year before the official primary entry age

The indicator measures children’s exposure to organized learning activities in the year prior to the official age to start of primary school as a representation of access to quality early childhood care and pre-primary education. One year prior to the start of primary school is selected for international comparison. A high value of the indicator shows a high degree of participation in organized learning immediately before the official entrance age to primary education.

The participation rate in organized learning (one year before the official primary entry age), by sex as defined as the percentage of children in the given age range who participate in one or more organized learning programme, including programmes which offer a combination of education and care. Participation in early childhood and in primary education are both included. The age range will vary by country depending on the official age for entry to primary education.

An organized learning programme is one which consists of a coherent set or sequence of educational activities designed with the intention of achieving pre-determined learning outcomes or the accomplishment of a specific set of educational tasks. Early childhood and primary education programmes are examples of organized learning programmes.

Early childhood and primary education are defined in the 2011 revision of the International Standard Classification of Education (ISCED 2011). Early childhood education is typically designed with a holistic approach to support children’s early cognitive, physical, social and emotional development and to introduce young children to organized instruction outside the family context. Primary education offers learning and educational activities designed to provide students with fundamental skills in reading, writing and mathematics and establish a solid foundation for learning and understanding core areas of knowledge and personal development. It focuses on learning at a basic level of complexity with little, if any, specialisation.

The official primary entry age is the age at which children are obliged to start primary education according to national legislation or policies. Where more than one age is specified, for example, in different parts of a country, the most common official entry age (i.e. the age at which most children in the country are expected to start primary) is used for the calculation of this indicator at the global level.

The number of children in the relevant age group who participate in an organized learning programme is expressed as a percentage of the total population in the same age range. From household surveys, both enrolments and population are collected at the same time.

Participation in learning programmes in the early years is not full time for many children, meaning that exposure to learning environments outside of the home will vary in intensity. The indicator measures the percentage of children who are exposed to organized learning but not the intensity of the programme, which limits the ability to draw conclusions on the extent to which this target is being achieved. More work is needed to ensure that the definition of learning programmes is consistent across various surveys and defined in a manner that is easily understood by survey respondents, ideally with complementary information collected on the amount of time children spend in learning programmes.

TARGET 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

Proportion of schools offering basic services, by type of service.

This indicator measures the presence of basic services and facilities in school that are necessary to ensure a safe and effective learning environment for all students. A high value indicates that schools have good access to the relevant services and facilities. Ideally each school should have access to all these services and facilities.

The percentage of schools by level of education (primary education) with access to the given facility or service

Electricity: Regularly and readily available sources of power (e.g. grid/mains connection, wind, water, solar and fuel-powered generator, etc.) that enable the adequate and sustainable use of ICT infrastructure for educational purposes.

Internet for pedagogical purposes: Internet that is available for enhancing teaching and learning and is accessible by pupils. Internet is defined as a worldwide interconnected computer network, which provides pupils access to a number of communication services including the World Wide Web and carries e-mail, news, entertainment and data files, irrespective of the device used (i.e. not assumed to be only via a computer) and thus can also be accessed by mobile telephone, tablet, PDA, games machine, digital TV etc.). Access can be via a fixed narrowband, fixed broadband, or via mobile network.

Computers for pedagogical use: Use of computers to support course delivery or independent teaching and learning needs. This may include activities using computers or the Internet to meet information needs for research purposes; develop presentations; perform hands-on exercises and experiments; share information; and participate in online discussion forums for educational purposes. A computer is a programmable electronic device that can store, retrieve and process data, as well as share information in a highly-structured manner. It performs high-speed mathematical or logical operations according to a set of instructions or algorithms.

Computers include the following types: -A desktop computer usually remains fixed in one place; normally the user is placed in front of it, behind the keyboard; – A laptop computer is small enough to carry and usually enables the same tasks as a desktop computer; it includes notebooks and netbooks but does not include tablets and similar handheld devices; and – A tablet (or similar handheld computer) is a computer that is integrated into a flat touch screen, operated by touching the screen rather than using a physical keyboard.

Adapted infrastructure is defined as any built environment related to education facilities that are accessible to all users, including those with different types of disability, to be able to gain access to use and exit from them. Accessibility includes ease of independent approach, entry, evacuation and/or use of a building and its services and facilities (such as water and sanitation), by all of the building’s potential users with an assurance of individual health, safety and welfare during the course of those activities.

Adapted materials include learning materials and assistive products that enable students and teachers with disabilities/functioning limitations to access learning and to participate fully in the school environment.

Accessible learning materials include textbooks, instructional materials, assessments and other materials that are available and provided in appropriate formats such as audio, braille, sign language and simplified formats that can be used by students and teachers with disabilities/functioning limitations.

Basic drinking water is defined as a functional drinking water source (MDG ‘improved’ categories) on or near the premises and water points accessible to all users during school hours.

Basic sanitation facilities are defined as functional sanitation facilities (MDG ‘improved’ categories) separated for males and females on or near the premises.

Basic handwashing facilities are defined as functional handwashing facilities, with soap and water available to all girls and boys.

The number of schools in a given level of education with access to the relevant facilities is expressed as a percentage of all schools at that level of education.

The indicator measures the existence in schools of the given service or facility but not its quality or operational state.

For every child to learn, UNICEF has eight key asks of governments:

• A demonstration of how the SDG 4 global ambitions are being nationalized into plans, policies, budgets, data collection efforts and reports.
• A renewed commitment to education to recover learning losses and manage impacts of COVID-19.
• The implementation and scaling of digital learning solutions and innovations to reimagine education.
• Attention to skills development should be a core component to education.
• Focus to provide quality education to the most vulnerable – including girls, children affected by conflict and crisis, children with disabilities, refugees and displaced children.
• A continued commitment to improving access to pre-primary, primary and secondary education for all, including for children from minority groups and those with disabilities.
• A renewed focus on learning outcomes and their enablers, including learning in safe and adequate environments, support by well-trained teachers and structured content.
• The implementation of SDG-focused learning throughout schools to raise awareness and inspire positive action.

Learn more about  UNICEF’s key asks for implementing Goal 4

See more Sustainable Development Goals

ZERO HUNGER

GOOD HEALTH AND WELL-BEING

QUALITY EDUCATION

GENDER EQUALITY

CLEAN WATER AND SANITATION

AFFORDABLE AND CLEAN ENERGY

DECENT WORK AND ECONOMIC GROWTH

REDUCED INEQUALITIES

CLIMATE ACTION

PEACE, JUSTICE AND STRONG INSTITUTIONS

PARTNERSHIPS FOR THE GOALS

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The Relationship Between Psychological Quality Education and Mental Health Level of College Students by Educational Psychology

Associated data.

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

To enable all college students to have positive psychological quality and sound personalities, their potential should be fully realized, and their comprehensive ability should be improved to adapt to society. Empirical research is carried out by means of questionnaires, and the relationship between psychological quality education and the mental health level of college students is studied through correlation analysis and regression analysis. Firstly, the problems existing in college students’ psychological quality education are summarized from the perspective of educational psychology through questionnaires. Secondly, the data of college students’ psychological quality education and mental health level are collected, and the general situation and the relationship between college students’ psychological quality education and mental health level are analyzed and discussed by processing the existing data. The research results show that 51% of college students think that psychological quality education is only needed when there is a psychological problem; 47% of college students believe that the current educational content of the school’s psychological quality education focuses on the prevention and solution of students’ psychological problems; 83% of the students consider that the psychological quality education currently carried out by the college still adopts the more traditional teaching methods such as classroom lectures, psychological counseling and special lectures. In the process of predicting college students’ mental health level, psychological resilience plays a significant role, which can predict 21.1% of variables. Psychological resilience and optimism can jointly predict 26.4% of variables. These contents broaden the research field of college students’ psychological quality education, enrich the related research on it, and provide a reference for the intervention of college students’ psychological health in school situations.

Introduction

Psychological quality education for college students is an important part of ideological education. Research on college students’ psychological quality and mental health is a problem that the country attaches great importance to. At the symposium on philosophy and social science in 2016, general secretary Jinping Xi pointed out that it was necessary to help all students to improve their moral thinking and spiritual realm, so that they can form correct values, outlook on life and world outlook, develop a scientific thinking mode, and promote comprehensive development of their physical and mental health ( Ying et al., 2017 ; Wang, 2021 ). In 2017, the Chinese government formulated the document “Guidance on Strengthening Mental Health Services” for mental health work, which is the first document formulated by the government to address this issue ( Tian and Tsai, 2020 ; Liu, 2021 ). Mental health has been paid attention to by the country. The key step in implementing the policies of the party and the country is to strengthen the cultivation of college students’ mental health. The psychological quality education of college students has been further improved and developed under the new social conditions, and the development of educational psychology has also injected new vitality into mental health education ( Burns, 2018 ; Hoyt et al., 2021 ).

Foreign scholars have long been committed to the study of the psychological perspective, resulting in a large number of theoretical research results. The concept of “positive qualities” was first proposed by Made and Hillson in 1999. Based on previous research on positive psychology, “Father of Positive Psychology” Seligman published the book “Introduction to Positive Psychology” in 2000. In the book, he pointed out that optimism and happiness were all positive personality traits. Then, in 2002, he proposed that virtue and strength were at the core of positive qualities of the individual, have the role of a buffer, and can help individuals overcome mental illness ( Kareen et al., 2018 ; Chung et al., 2020 ; Leen et al., 2021 ). Scholars have proved through a large number of empirical studies that acquired training is conducive to students obtaining positive psychological quality. Relevant scholars indicated that the positive psychological quality of individuals can be cultivated from positive emotions, so that individuals can feel the positive impact of positive emotions, and then develop positive psychological quality in life ( Bebber et al., 2018 ).

However, in the current research, theoretical research is the main research. There is less empirical research, more repetitive research in a certain direction, a lack of innovation in theory and method, and the breadth and depth of the research still need to be expanded. It takes educational informatics as the research perspective and pays attention to exploring the positive psychological quality of individuals. Traditional college students’ mental health education takes negative treatment as the perspective, but it breaks this shackle. The research content has been updated and the perspective has been expanded.

Research Theory and Method

Principles of psychological quality education for college students from the perspective of educational psychology, the principle of subjectivity.

The principle of subjectivity means that the starting point and center of psychological quality education for college students must be students by educational psychology. Students should be the main body. The application of teaching methods and the selection of teaching content in the process of teaching should be based on the premise of respecting the needs of students’ growth, and give full play to the subjective initiative of students. Firstly, the level of mental health is an internal characteristic of students and has a tendency. Under the impetus of self-consciousness, college students selectively receive education and internalize their recognized behaviors into their own internal qualities ( Permata et al., 2019 ; Ricci et al., 2019 ). The education and teaching process should fully respect the personality of students, so that students can actively participate in the classroom process and practical activities of psychological quality education, and promote the transformation from external education to internal quality. Secondly, psychological quality education needs to combine self-help with other help. The development of college students’ mental health level is essentially a process of self-realization. In the process of participating in educational activities, college students must play a subjective role to achieve the goal of self-realization ( West, 2019 ). If there is a lack of subjective experience during the educational process, educational activities will lose their own meaning and become a coercive act. College students’ independent consciousness and self-awareness are constantly enhanced. To develop their mental health level, they must pay attention to the implementation of the principle of subjectivity in the process of psychological quality education.

The Principle of Incentive

Individuals’ behavioral activities are based on needs. Only when individuals have needs for things will they stimulat their behavioral motivation, resulting in behavior ( Jia et al., 2019 ). Marx once pointed out, “Everything that people struggle is related to their interests.” If the psychological quality education of college students can meet the reasonable needs of students, it can stimulate students’ enthusiasm and avoid losing their educational foothold due to big talk. The educational process should focus on incentives, stimulate students’ learning motivation and realize their internal potential by meeting their reasonable needs ( Ong et al., 2018 ; Chen et al., 2019 ; Han et al., 2020 ). Incentives mainly include spiritual incentives and material incentives. Educators should choose different incentive methods according to the actual situation and personal characteristics of students, and use incentive methods scientifically.

The Principle of Experience

It is an essential and crucial step to participate in practical activities for the development of individual ability. Therefore, in the process of college students’ psychological quality education, educators should adhere to promoting the development of college students’ mental health through practical activities. In practical activities, college students can recognize themselves, express themselves, and realize their value and potential ( Gao, 2021 ; Inguva et al., 2021 ). Modern psychology theory believes that the cultivation of human psychological activities is inseparable from the objective world. The interaction between subject and object forms cognition, and the bridge of cognition is behavioral activities. Psychological quality education aims to cultivate the sound personality and healthy psychology of college students. Achieving this goal requires not only education, but also attention to students’ self-experience. It is necessary to adhere to the combination of theoretical education and practical cultivation, and attach importance to the implementation of the principle of experience in all aspects of education ( Beattie et al., 2020 ). Through the creation of actual situations and practical exercises, students can gain insights during the process of practice, fully understand the theoretical knowledge they have learned, and consciously carry out self-education.

The Principle of Development

Materialists think that everything in the world is in the process of continuous development. The principle of development mainly includes the following two aspects: Firstly, college students are people in the process of development and have great development potential. The development of mental health levels is a dynamic process. Most of the psychological problems of college students are non-obstacles. Therefore, educators should view the psychological problems of college students from a development perspective, analyze the problems they face through multiple angles, and make positive interpretations. Secondly, development and correction are relative ( Eicher et al., 2018 ; Solomon et al., 2021 ). From the perspective of educational psychology, the focus of college students’ psychological quality education is to develop the potential ability of college students, and put the prevention and treatment of mental diseases in an auxiliary position. It is more inclined to pursue development while preventing and treating mental diseases. Only by placing development in an important position, can the mental health of college students be truly improved ( Burggren, 2021 ).

The Principle of Infectiousness

The principle of infectiousness refers to the influence of college students through the environment or object under unconscious circumstances, to achieve the purpose of education. Image infection and emotional infection are important forms of infection. Among them, image infection refers to the use of objective and specific things to have a certain impact on students, such as strengthening the environment within the campus ( Krueger et al., 2019 ). Emotional infection refers to the creation of a situational atmosphere, which has a certain influence on students’ emotions and makes them receive educational content, such as visiting the school history museum, carrying out recreational activities, creating a warm family atmosphere, etc. Psychological research has proved that it is more conducive to receiving and understanding knowledge in a comfortable mood ( Prata et al., 2018 ; Ge, 2020 ). By creating a comfortable environment and enriching practical activities, the educated can maintain a happy mood in the process of receiving education.

Foreign scholars define positive psychological quality as a relatively stable positive psychological quality gradually formed under the interaction of innate ability and acquired environment and educational influence. In China, the earliest definition of positive psychological quality is that it is a relatively persistent and positive subjective emotion and experience, including satisfaction, happiness, pride, excitement, etc. Meanwhile, a structure of 15 qualities in six dimensions of positive psychological quality of Chinese college students is constructed, which deepens the definition of positive psychological quality in operation. These include: cognitive dimension—creativity, intellectual curiosity, thinking and observation; emotional dimension - sincerity, persistence; interpersonal dimension—love, friendliness; civic dimension—leadership, cooperation; moderation dimension—tolerance, humility, prudence; transcendence dimension—heart touching, humor, faith and hope. According to the current research on the psychological quality education of college students, the following hypotheses are put forward:

• H1: Psychological quality education will promote the development of college students’ mental health;
• H2: Psychological resilience and optimism play a mediating role between the psychological quality education and the mental health level of college students.

Research Design

The current situation of college students’ psychological quality education from the perspective of educational psychology.

Currently, the breadth and depth of research on the mental health level of college students based on educational psychology still need to be expanded. To improve the effectiveness and scientificity of college students’ psychological quality education, the problems existing in the current college students’ psychological quality education are studied through a questionnaire, and the reasons for the problems are analyzed ( Jing et al., 2018 ).

A combination of random sampling and stratified sampling was adopted. Three-hundred students were randomly selected from each grade of Xi’an Technological University, Xi’an University of Architecture and Technology, and Xi’an Polytechnic University in Shaanxi Province for a questionnaire survey. Questionnaires were distributed to them through the “Questionnaire Star” platform, and a total of 300 copies were collected. After excluding the students who answered the questionnaire incompletely and obviously did not answer seriously, 281 valid questionnaires were finally recovered, with an effective rate of 94%, including 138 for boys and 143 for girls, and the ratio of males and females was basically the same.

Design of the Questionnaire

After research on educational psychology and college students’ psychological quality education, according to the research content, a questionnaire is designed centered on the current methods, contents, concepts, effects and other content of college students’ psychological quality education. The questionnaire includes two parts: the information of the respondents and the current situation of college students’ psychological quality education from the perspective of educational psychology, with a total of 21 questions, all of which are objective multiple-choice questions, of which the first part has three questions and the second part has 18 questions. Respondents can choose from four options: uncertain, non-conforming, relatively conforming, and fully conforming according to their actual situation. In the statistical analysis of the questionnaire results, uncertain and non-conforming are regarded as negative attitudes, and relatively conforming and fully conforming are regarded as positive attitudes ( Wang et al., 2019 ).

The Relationship Between Psychological Quality Education and Mental Health Level of College Students

In recent years, there have been endless mental health problems for college students. Meanwhile, adolescence is also a frequent period of various mental health problems. The mental health problems of college students have attracted the attention of scholars. The general situation and relationship between the psychological quality education and the mental health level of college students are investigated and analyzed mainly through questionnaires.

A total of 400 college students are randomly selected as subjects from the freshman, sophomore, junior and senior grades of Xi’an University of Architecture and Technology, and a questionnaire is carried out on them. Finally, 383 valid questionnaires are withdrawn, and the questionnaire efficiency is 95.7%. Through the statistics of the basic situation of the subjects, it is found that there are 196 males and 187 females in the subjects, and the proportion of males and females is basically the same. 31% of the students are from rural or urban areas, and the rest of the subjects are urban registered residences. 63% are the only child, and 11% are single-parent families.

The Symptom Checklist 90 (SCL-90) compiled by Derogatis was used to investigate the mental health level of college students, and the mental health status of college students was investigated from the perspectives of interpersonal relationship, diet and sleep, consciousness, emotion and so on. SCL-90 includes 10 factors, including diet and sleep, somatization, anxiety, obsessive-compulsive symptoms, psychosis, interpersonal sensitivity, terror, hostility, paranoia, and depression, with a total of 90 items. Subjects chose from the following five options according to their own situation: 0–1 indicates asymptomatic, 1–2 indicates uncommon symptoms, 2–3 indicates mild to moderate symptoms, 3–4 indicates moderately severe symptoms, and >4 indicates severe symptoms.

The Cronbach coefficient of SCL-90 is 0.95, and the correlation coefficient between the total scale and the sub scale is 0.75–0.92, indicating that SCL-90 has good consistency and discrimination effectiveness. The overall confidence level is 95%, and the set sample error is ±1.

Positive psychological capital questionnaire is used to investigate the psychological quality of college students. The questionnaire contains four dimensions of resilience, hope, optimism, and self-efficacy, with a total of 26 questions. In the questionnaire, 0–3 indicates that the psychological quality of college students is in a negative state, 4–5 indicates that the psychological quality of college students is general, and >5 indicates that the psychological quality of college students is in a positive state. The Cronbach coefficient of the positive psychological capital questionnaire is 0.9, and the correlation coefficient between the total scale and the sub scale is 0.76–0.96, indicating that the scale has good consistency and discrimination effectiveness. The overall confidence level is 95%, and the set sample error is ±1.

Analysis of Survey Results

Analysis of the current situation of college students’ psychological quality education.

In recent years, colleges have paid more attention to psychological quality education. Psychological quality education is set as a compulsory course in many colleges and given certain credits, thus enhancing students’ attention to psychological quality education. Some colleges can integrate the relevant content of educational psychology into the process of college students’ quality education, effectively improving the mental health level of college students. However, through this survey, it is found that there are still the following problems in quality education for college students based on educational psychology.

Backward Educational Concepts

The concept of education is the forerunner of educational activities. To establish a positive educational concept in the process of psychological quality education, not only focus on solving students’ psychological problems, but also focus on exploring students’ excellent psychological quality. The statistical results of the questionnaire on educational concepts are shown in Figure 1 .

The statistical results of the questionnaire on educational concepts.

Question 1 refers to “the current educational concept of psychological quality education set up by the colleges is positive” and Question 2 refers to “psychological quality education is only needed when there is a psychological problem.” Figure 1 shows that the educational concept of psychological quality education in colleges is relatively backward. More than half of college students have a negative attitude toward the educational concept of psychological quality education in colleges, and 51% of college students think that psychological quality education is only needed when there is a psychological problem.

Outdated Educational Contents

Psychological quality education should include a variety of educational contents such as will cultivation, emotional management and interpersonal relationships. The results of the questionnaire on the content of psychological quality education in schools are shown in Figure 2 .

Educational content focuses on the prevention and resolution of students’ psychological problems.

In Figure 2 , 47% of college students believe that the educational content of the current colleges’ psychological quality education focuses on the prevention and resolution of students’ psychological problems. During the actual teaching process, most educators will list the psychological problems that students may have, and then interpret and analyze these psychological problems, so that students can solve some psychological problems that may occur later according to their own actual situation. Psychological publicity activities also tend to guide students so that they can pay attention to some of their own psychological problems, but this educational content is too old-fashioned, does not take into account the actual needs of students, and cannot effectively improve mental health level of college students.

Lack of Novelty in Teaching Methods

Nowadays, the teaching methods adopted by the college are relatively simple and lack novelty. Although a large number of scholars have put forward many feasible psychological quality education methods, they have not been specifically applied in educational activities. The results of the questionnaire of methods on psychological quality education in colleges are shown in Figure 3 .

The results of the questionnaire on educational methods.

Question 3 refers to “the educational methods currently used in learning are mainly classroom lectures, psychological counseling and special lectures, etc.” and Question 4 refers to “the college has a psychological counseling telephone, website and mailbox, and actively conducts online counseling services and online counseling appointments.” Figure 3 indicates that 83% of the students think that the psychological quality education currently carried out by the college still adopts the more traditional teaching methods such as classroom lectures, psychological counseling and special lectures, and only 25% of the students believe that the college actively online consultation services and online consultation appointments are carried out. Some colleges do not pay enough attention to the course of psychological quality education, and the number of class hours set is relatively small. There is also a certain gap between teaching form, class schedule, content setting and other aspects and the requirements of formal curriculum construction.

The Teaching Staff Needs to Be Strengthened

Psychological quality education requires educators to have high professional skills and a theoretical foundation. The results of the questionnaire on the professional level of the teaching staff of psychological quality education are shown in Figure 4 .

The professional level of the teaching staff of the colleges’ psychological quality education needs to be improved.

Figure 4 shows that more than half of the students have a negative attitude toward the professional level of the teaching staff of the colleges’ psychological quality education teachers, indicating that at this stage, the teaching staff of China’s psychological quality education still lack professionalism. On the one hand, the number of psychological quality educators needs to be improved. Relevant documents clearly require the number of psychological quality educators in China, requiring all institutions of colleges to set up mental health counseling room, and to equip professional educators according to the teacher–student ratio of no less than 1:4,000. However, at present, it is relatively difficult for colleges to achieve this requirement. On the other hand, the professional level of psychological quality educators needs to be improved.

As Figure 4 suggests, 59% of students pointed out that the professional level of the teaching staff of the colleges’ psychological quality education needs to be improved. Now, it is mainly ideological and political workers, pedagogical or psychological teachers, administrative workers, and medical workers in school infirmary engaged in mental health education in colleges. Although these people have a strong sense of responsibility and rich work experience, they lack practical experience and professional knowledge and skills in educational psychology, and it is difficult to grasp the laws of students’ physical and mental development. When carrying out psychological counseling, it is mainly from the ideological and moral education level, and it is impossible to effectively deal with the psychological problems faced by college students from a professional perspective.

Analysis of the Research Results on the Relationship Between Psychological Quality Education and Mental Health Level of College Students

The basic situation of mental health level of college students.

The score of each factor in the SCL-90 is counted, and the single factor score is screened to have a deeper understanding of the mental health level of college students. The statistical results are shown in Figure 5 .

The statistical results of mental health level of college students. (A) Overall situation of mental health level. (B) Detection rate of mental health problems.

In Figure 5A , the average value of obsessive-compulsive symptoms from the SCL-90 has reached 2.15 scores, and the average value is the largest. After sorting the averages of each factor in the SCL-90, it is obtained: somatization < terror < diet and sleep < psychotic < anxious < paranoid < hostile < depressed < interpersonal sensitivity < obsessive-compulsive symptoms. The average score is 1.6, indicating that the psychological condition of most students is normal, but it still needs to pay attention to students with high mental health scores.

In Figure 5B , among the 383 college students surveyed this time, there are 87 students with a total factor score of ≥2 in the SCL-90, 15 students with a total factor score of ≥3, and only 1 student with a total factor score of ≥4. Through investigation and analysis, it is found that more than 20% of college students have certain psychological problems, and 0.33% of college students have serious mental health problems.

The influence of factors such as the birthplace, the only child and single-parent family on the mental health level of college students is further analyzed. The results are shown in Figure 6 .

The influence of various factors on the mental health level of college students. (A) The influence of the birthplace on the mental health of college students. (B) The influence of whether it is the only child on the psychological health of college students. (C) The influence of single-parent families on the mental health of college students.

In Figure 6A , the birthplace has no significant impact on the mental health level of college students. In Figure 6B , the total score of both the only child and non-the only child is 1.7, and there is no obvious difference between factors, indicating that whether they are the only child will not have a significant impact on the mental health level of college students. In Figure 6C , the total average score of single-parent families and non-single-parent families is 1.7, and there is no significant difference between each factor, so it can be shown that whether it is a single-parent family will not have a significant impact on the mental health level of college students.

The Basic Situation of Psychological Quality Education of College Students

The overall score of the questionnaire and each dimension are counted, and the number of people with scores of ≥4 and ≤3 in each dimension are screened, to have a deeper understanding of the overall psychological quality of college students. The statistical results are shown in Figure 7 .

The statistical results of the psychological quality of college students. (A) Overall situation of psychological quality. (B) Detection rate of psychological quality.

In Figure 7 , more than half of college students’ psychological quality is average, nearly 40% of students’ psychological quality is positive, and 3.31% of college students’ psychological quality is negative, which needs to be paid attention to. The average of hope in the four dimensions has reached 5.14, and the average value is the highest. After sorting the average of each factor dimension in the questionnaire, you can get: resilience < self-efficacy < optimism < hope.

Correlative Analysis of Psychological Quality Education and Mental Health Level of College Students

The influence of factors such as the birthplace, the only child and the single-parent family on the psychological quality of college students is further analyzed. The results are shown in Figure 8 .

The influence of various factors on the psychological quality of college students. (A) The impact of the birthplace on the psychological quality of college students. (B) The impact of whether it is an only child on the psychological quality of college students. (C) The impact of single-parent families on the psychological quality of college students.

In Figures 8A,B , the birthplace and whether it is an only child will not have a significant impact on the psychological quality of college students. In Figure 8C , the optimism in the four dimensions will be significantly affected by single-parent families. The average value of college students growing up in single-parent families in the optimism is 4.56, while the average value of college students who grew up in non-single-parent families is 4.96, which is significantly higher than that of single–parent families.

Correlative Analysis and Regression Analysis of Mental Health Level in College Students’ Psychological Quality Qducation

According to the results of the questionnaire, the correlation between college students’ psychological quality education and mental health level is analyzed, and the results are shown in Table 1 .

Analysis of the correlation between college students’ psychological quality education and mental health level.

**p < 0.01.

In Table 1 , there is a significant negative correlation between college students’ psychological quality education and mental health level, indicating that college students’ psychological quality education will have a relatively obvious positive effect on their mental health level, that is, psychological quality education will promote the development of college students’ mental health level. So, hypothesis H1 holds.

The stepwise regression is used to analyze the regression between college students’ psychological quality education and mental health level. The results are shown in Table 2 .

Analysis results of regression.

***p < 0.001.

In Table 2 , mental resilience first entered the regression equation, indicating that in the process of predicting the mental health level of college students, mental resilience plays an important role, and can predict 21.1% of the variables. Psychological resilience and optimism can jointly predict 26.4% of variables. Therefore, hypothesis H2 holds.

Results and Discussion

The overall score of college students’ mental health demonstrates that college students’ psychological problems do not occur frequently. Obsessive-compulsive symptoms are more prominent in each factor, indicating that college students feel this symptom, and the severity is mild to moderate. The symptoms are thoughts and impulses that repeatedly intrude into the daily life of individuals, and they can experience these thoughts and impulses as originating from themselves, knowing that they are meaningless. Although they tried their best to resist, they are still unable to control it. The results manifest that the scores of girls on the dimension of fears are significantly higher than that of boys, indicating that girls are more likely to be psychologically troubled by terror. There is a stereotype of girls in many people’s ideas, thinking that girls are inferior to boys in university-level subjects, especially in subjects such as mathematics, physics and chemistry. Meanwhile, with the increasing pressure of further studies, girls are often in a state of tension, anxiety and unease, and their fears will become prominent. From the perspective of evolutionary psychology, girls are more delicate and sensitive than boys, and pay more attention to their inner experiences, so it is particularly significant to guide girls’ mental health.

The positive orientation of each dimension of psychological capital of young students, hope > optimism > resilience > self-efficacy, shows that more than half of the students have positive psychological capital that is relatively optimistic and hopeful. On the two dimensions of self-efficacy and resilience, scores between 3 and 4 are the most. In the traditional teaching method, due to the single assessment system and the low teacher-student ratio, many students have poor learning and character development, and lack of successful experience, which may affect the self-efficacy of college students. Influenced by factors such as interpersonal relationships, academic stress and other stressful events and the level of social support, the development of students’ psychological resilience will be affected.

Psychological quality education is a significant part of ideological and political education. The party and the country attach great importance to the mental health and psychological quality training of college students. The successful holding of the “Positive Psychology and Construction of a Harmonious Society” International Forum in 2010 pushed mental health education to a higher historical starting point and height, and provided a good opportunity for the development of college students’ mental health education from the perspective of educational psychology.

Under the guidance of educational psychology, the current problems in the process of psychological quality education are investigated and analyzed in combination with new problems and situations. Firstly, through questionnaires, the data of college students’ psychological quality education and mental health level are collected. Through the processing of existing data, the general situation and relationship between college students’ psychological quality education and mental health level are analyzed and discussed.

The relationship between college students’ psychological quality education and mental health level is studied by means of a questionnaire. However, there are still some shortcomings in the research process. Psychological quality is the state of individual growth and development, and the state is unstable and may be affected by other factors and change. Psychological quality and mental health level are long-lasting and dynamic processes, so whether the effect of the intervention is sustainable and how long the impact on students can last needs to be tracked and investigated.

Data Availability Statement

Ethics statement.

The studies involving human participants were reviewed and approved by Hunan University Ethics Committee. The patients/participants provided their written informed consent to participate in this study. Written informed consent was obtained from the individual(s) for the publication of any potentially identifiable images or data included in this article.

Author Contributions

The author confirms being the sole contributor of this work and has approved it for publication.

Conflict of Interest

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s Note

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.

Questionnaire Survey on Mental Health Education of College Students From the Perspective of Positive Psychology

Dear classmates:

Hi! This is a questionnaire about college students’ mental health education from the perspective of positive psychology. Please judge the degree of conformity of the following situations to you according to the actual situation, and tick “√” on the corresponding option. There is no right or wrong answer, and the survey results will be kept strictly confidential and used for academic research only. Please fill in carefully, thank you!

Your gender: A male B female

Your grade: A freshman B sophomore C junior D senior

Your major: A liberal arts B science C other

This work was supported by the Hunan Provincial Social Science Foundation Research Base of Theoretical System of Socialism with Chinese Characteristics. Research on the path of arming the minds of college students with Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era(18WTC05).

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Quality Education

Young Peruvian boy practices reading while sitting at a desk. Photo: Elizabeth Adelman

What are levers for inclusive and quality education for refugees?

Over one half of children globally who are out of school live in conflict settings. Yet quality education is an essential component for securing a future for refugee children. REACH identifies ways to strengthen and build refugees’ “unknowable futures.” This work is relevant not only for refugees but for other young people globally who face similar, even if less extreme, uncertainties in the face of rapid globalization and technological change.

Are Refugee Children Learning? Early Grade Literacy in a Refugee Camp in Kenya

by Benjamin Piper, Sarah Dryden-Peterson, Vidur Chopra, Celia Reddick, and Arbogast Oyanga

Research article

Are Refugee Children Learning? Early Grade Literacy in a Refugee Camp in Kenya by Benjamin Piper, Sarah Dryden-Peterson, Vidur Chopra, Celia Reddick, and Arbogast Oyanga (2020) in The Journal on Education in Emergencies .

In the first literacy census in a refugee camp, the authors assessed all the schools providing lower primary education to refugee children in Kakuma refugee camp in Kenya. The outcomes for these students were concerningly low, even lower than for those of disadvantaged children in the host community, Turkana County. Literacy outcomes differed among the refugee children, depending on their country of origin, the language of instruction used at the school in Kenya, the languages spoken at home, and the children’s self-professed expectation of a return to their country of origin.

Refugee Education: Backward Design to Enable Futures

by Sarah Dryden-Peterson

policy engagement

Refugee Education: Backward Design to Enable Futures by Sarah Dryden-Peterson (2019) in Education and Conflict Review.

This short paper explores the use of backward design as a way to conceptualize refugee education policy and practice. Drawing on examples of classroom and research experiences, it proposes a planning template aimed at enabling refugee education policy and practice to facilitate the futures that refugee young people imagine and aim to create. 

Tío Emilio’s Story: A Tale from Nicaragua

written by Hania Mariën

Tío Emilio’s Story written by Hania Mariën (2019). A curriculum for students ages 10-14 .

Tío Emilio’s Story is a narrative of one individual’s pursuit of education during a time of conflict in Nicaragua. It offers students an insight into life in Nicaragua from 1967-1990, as experienced by one child on Isla Ometepe and touches upon issues of poverty, armed violence, and leaving home, as well as that of resilience and persistence. At its core, however, it is about learning to be a child. Educators and students are encouraged to learn with and from Tío Emilio and critically engage with Nicaraguan history, the United States’ involvement in the country, and to think about how conflict and military regimes can impact education.

Additional Resources

Video | What would it take to ensure that all refugee young people have access to learning that enables them to feel a sense of belonging? Refugee REACH founder and director Sarah Dryden-Peterson joined Steve Paikin on TVO’s The Agenda to discuss her book “Right Where We Belong: How Refugee Teachers and Students Are Changing the Future of Education,” and to explore this question.

Video | Refugee REACH director Sarah Dryden-Peterson delivers a lecture titled Refugee Education: Power, Purposes, and Pedagogies Across Contexts, hosted by NYU’s Global TIES for Children.

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Children’s Book | This resource details the personal account of Abdul, an Afghani child whose schooling was interrupted by armed conflict, but who never gave up in his pursuit for education.

Education Week’s Farewell to Quality Counts: A New Focus for a New Era

When the inaugural Quality Counts report was published in 1997, state policymakers across the nation had just started to adopt the key tenets of standards-based reform, a movement that called for states to establish academic content standards defining what students should learn, assess their mastery of those skills through standardized testing, and then hold schools accountable for the results. Education Week launched Quality Counts as a comprehensive report card grading the states on progress in enacting those central assessment and accountability policies, along with measures regarding school finance and teacher quality.

The development of the report card was prompted by the 1996 National Education Summit, where the nation’s governors issued a policy statement declaring their commitment to being “held accountable for progress … toward improving student achievement in core subject areas” and outlining the need for an “external, independent, nongovernmental effort to measure and report each state’s annual progress.” From its beginnings as a landmark effort to respond to the governors’ call for a yearly progress report, Quality Counts held leaders accountable for their results in K-12 education for 25 years. The annual scorecard has been cited by governors in their state-of-the-state addresses, by news outlets, and by advocacy groups across the ideological spectrum.

From the start, high-quality data for an evaluation of state policy was not always widely available. The initial 1997 report highlighted 21 critical indicators that states did not collect or publicly report. The EdWeek Research Center —which was created to conduct the analysis for Quality Counts—helped fill the information gap by honing a meticulous process for surveying state education agencies about their policies.

Throughout its history, Quality Counts evolved and adapted to the shifting education landscape. As a flurry of policy adoption prompted by the implementation of the 2002 No Child Left Behind Act caused many of the assessment and accountability policies Quality Counts was designed to track to effectively become the law of the land, Education Week’s researchers devised new indices gauging states’ success in K-12 student achievement and in providing education-related opportunities to residents throughout their lifetimes. In addition to the graded indicators, the reports featured in-depth journalism on major trends and forces impacting educators, such as new gauges of teacher quality, the Common Core State Standards, and the Great Recession of 2008.

Now, as K-12 educators face new and unprecedented challenges stemming from the academic and social impact of the coronavirus pandemic, Education Week has decided to discontinue Quality Counts in favor of research, journalism, and analysis that best serves the K-12 field’s needs today. The EdWeek Research Center has expanded its data collection and projects to a broader range of resources for educators and policymakers and will continue to work with Education Week reporters on unique data-driven journalism examining student motivation , social-emotional learning , education technology , and other critical topics.

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Investigating the impact of structured knowledge feedback on collaborative academic writing

• Published: 16 March 2024

Cite this article

• Shiyan Jiang 2 ,
• Xiaoxiao Feng 4 ,
• Wenzhi Chen 1 &
• Fan Ouyang   ORCID: orcid.org/0000-0002-4382-1381 5  

While the importance of feedback in education is well established, the effects of structured knowledge in collaborative academic writing remains uncertain. This study introduces an academic writing feedback tool that combines structured knowledge mining, analysis, and visualization. An empirical experiment was conducted in a second-year university class with fifty-five students to examine the impact of the tool on different writing phases. Multiple data sources (i.e., scores, peer comments, discussions, surveys, and interviews) are collected and analyzed using a mixed-method approach. The findings demonstrate that structured knowledge feedback significantly improves specific metrics used to assess academic writing, leading to an overall enhancement in writing quality. The intervention also influences students’ engagement, both behaviorally and cognitively, during online discussions and peer comment phases. Moreover, all students exhibited a positive perception of the writing feedback tool and considered peer comments as the most beneficial collaborative phase when structured knowledge intervention was employed. However, their preferences regarding the presentation form of feedback varied. Finally, the study provides implications for the development and research of NLP-powered (Natural Language Processing) feedback tools. These insights aim to inspire future studies on collaborative academic writing, emphasizing the potential of structured knowledge feedback in fostering effective writing practices.

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Data availability

The datasets used and/or analysed during the current study are available from the first author on reasonable request.

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Acknowledgements

The authors would like to thank all students and educational experts who participated in this study.

The authors acknowledge the financial support from the National Natural Science Foundation of China (62177041), the 2021 Key Research and Development Plan of Zhejiang Province (2021C03140), and the Education Science Planning Project of Zhejiang Province titled “A multimodal online collaborative learning evaluation and intervention study based on learning analytics” (2023SCG021).

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Department of Teacher Education and Learning Sciences, North Caroline State University, Raleigh, USA

Shiyan Jiang

Chinese Education Modernization Research Institute of Hangzhou Normal University (Zhejiang Provincial Key Think Tank), Hangzhou Normal University, 2318 Yuhangtang Rd., Hangzhou, 311121, People’s Republic of China

Faculty of Education, Henan University, 379 North Mingli Rd., Zhengzhou, 450046, People’s Republic of China

Xiaoxiao Feng

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Xu Li: Conceptualization, Methodology, Software, Writing—Original Draft. Shiyan Jiang: Methodology, Writing—Review & Editing. Yue Hu: Conceptualization, Data Curation. Xiaoxiao Feng: Data Curation, Investigation. WenZhi Chen: Project administration, Supervision. Fan Ouyang: Conceptualization, Writing—Review & Editing.

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Li, X., Jiang, S., Hu, Y. et al. Investigating the impact of structured knowledge feedback on collaborative academic writing. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12560-y

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Estimating the Cost of Supporting Quality

Including Family Child Care Homes in Publicly-Funded Pre-K Programs

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Introducing our latest report: Exploring Funding for Family Child Care in Public Preschool Programs. Dive into our research on the implications of nine research-based policies for funding FCC educators in state-funded pre-K systems. Discover insights into how FCCs can be adequately funded to support quality learning environments.

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