Journal of Advanced Research in Education

Barriers and Enablers to Adopting Virtual Reality in Lower Secondary STEAM Curricula

Sravan NEMANI — 2025-03-31

This study investigates the barriers and enablers to VR integration in middle school STEAM curricula, addressing a notable gap in the existing literature. A systematic literature review and qualitative synthesis were conducted, supported by bibliometric analysis, to examine key concepts, including technological barriers, teacher training needs, and policy interventions. Data were extracted and coded to ensure a comprehensive analysis of academic publications, emphasizing VR-driven educational outcomes and systemic challenges. Findings reveal that technological limitations, such as high costs and infrastructure deficits, alongside insufficient teacher training and institutional resistance, are significant barriers. Enabling factors include targeted professional development, collaborative platforms, and policy reforms that enhance accessibility and scalability. Case studies highlight VR’s potential to transform STEAM education when supported by inclusive strategies and cost-effective technologies. This study underscores the importance of aligning policy, training, and infrastructure to ensure sustainable VR integration.

The Perceived Role of Teachers in Resolving Conflicts Between Students: Reflections on Effectiveness and Intervention

Abílio Afonso Lourenço — 2025-03-31

This article proposes a reflection on the perceived role of teachers in managing conflicts between adolescents in the school context. The central focus is on how educators perceive and interpret conflicts between students, and how this perception influences their resolution strategies and the effectiveness of interventions. Through a theoretical review, the nature of conflict in the school environment is explored, addressing the different types and levels of conflict (intrapersonal, interpersonal, intragroup, and intergroup) and their causes, such as social, emotional, and cultural factors. Furthermore, conflict resolution strategies based on existing theories are discussed, with an emphasis on the active role of teachers in mediation, prevention, and resolution of disputes. The reflection also includes an analysis of the consequences of unresolved conflicts, both for the students involved and for the school environment in general. Based on teachers’ perception of conflict and their role in mediation dynamics, the article argues that a conscious and informed approach can increase the effectiveness of pedagogical intervention. The article concludes with recommendations on how to improve teacher training in conflict management, aiming to promote a more harmonious and inclusive school environment. This reflection seeks to contribute to a deeper understanding of the interaction between teachers, students, and conflict in the educational context.

Multimedia Learning and UDL in UK Higher Education

C.A. Henshaw — 2025-03-31

The integration of multimedia learning and Universal Design for Learning (UDL) in UK higher education has significantly enhanced student engagement, accessibility, and learning outcomes in asynchronous digital environments. Video lectures, interactive simulations, and AI-driven adaptive learning have improved knowledge retention and participation, yet challenges such as faculty preparedness, technological infrastructure, and accessibility disparities persist. This study examines the role of interactive content, gamification, and virtual reality (VR) in promoting active learning while addressing barriers related to the digital divide, institutional policies, and faculty training. Research indicates that students using adaptive learning technologies achieve higher retention and completion rates, while gamified learning environments foster greater motivation and participation. However, equitable access to digital resources and ethical AI governance remain critical concerns. Future strategies should focus on AI-driven personalization, immersive learning experiences, and expanded faculty development initiatives to ensure scalable and inclusive digital education. By leveraging emerging technologies, data-driven learning analytics, and open educational resources (OERs), UK universities can create more effective, accessible, and engaging learning experiences for diverse student populations.

When Capital Conceal Harassment: Explaining Sexual Harassment in American Colleges and Universities Through the Lens of Cultural Capital Theory

Jiayi Zhou — 2025-03-31

This paper examines the issue of sexual harassment in U.S. colleges and universities through the framework of cultural capital theory. It argues that professors’ cultural capital — comprising academic prestige, research accomplishments, and social networks — empowers them to commit sexual harassment with minimal repercussions. The hierarchical relationship between professors and students, particularly at the graduate level, creates an environment where students depend on professors for academic and career advancement, making them vulnerable to harassment and less likely to report it. The paper highlights the role of gender inequality and the academic power structure in normalizing harassment and silencing victims. Through case studies at institutions like Caltech and Dartmouth College, the paper illustrates how professors’ cultural capital allowed them to evade accountability, while students were pressured into silence. By applying Bourdieu’s theory of cultural capital, the paper concludes that the unequal distribution of cultural capital in higher education contributes significantly to the concealment of sexual harassment and suggests that reforming university monitoring systems may offer a potential solution to address these issues.

Research on the Cooperative Mechanism of Administrative Law Enforcement and Supervision in the Stage of Compulsory Education

Yingyi Wang — 2025-03-31

Against the backdrop of the Chinese government’s advocacy for establishing a collaborative mechanism between educational administrative law enforcement and educational supervision, this article examines the current state of these two domains. The study identifies several issues, including ambiguous responsibilities, mutual buck-passing, and a lack of coordination. The author argues that it is essential to clarify the concepts of educational administrative law enforcement and educational supervision at the compulsory education stage and to delineate the relationship between them. This clarity is crucial for constructing an effective collaborative mechanism for educational administrative law enforcement and supervision at the basic education stage.

Exploring and Implementing a Cross-Disciplinary Innovation Talent Cultivation Model for Professional Master’s Programs in Civil and Hydraulic Engineering

Yaping Ge — 2025-03-31

With the rapid development of social economy, the demand for professionals in civil and hydraulic engineering is increasing daily. The traditional model for cultivating professional master’s talents is no longer meet the diverse requirements of the market. This paper explores the implementation of a cross-disciplinary innovation Guidance model in the master’s education of civil and hydraulic engineering. By analyzing the current challenges in talent cultivation, the paper outlines objectives for talent development, curriculum design, practical teaching methodologies, and strategies for fostering innovative capabilities within the context of Cross-disciplinary innovation Guidance. Additionally, it provides recommendations for effectively implementing this model, aiming to serve as a reference for nurturing high-quality, innovative talents equipped with practical skills.

The Role of ‘1+X’ Certification in Curriculum Reform and Competency-Based Education in China’s Vocational Colleges

Zhenping Sun — 2025-03-31

The ‘1+X’ certification system is a major reform in China’s vocational education, designed to integrate competency-based learning with traditional academic programs. By allowing students to obtain industry-recognized certifications alongside their diplomas, the system aims to enhance workforce readiness, bridge skills gaps, and improve employment prospects. This paper examines the development, implementation, and challenges of the ‘1+X’ system, assessing its impact on curriculum integration, skill development, and industry collaboration. Findings suggest that the system has successfully expanded vocational training opportunities, enabling students to acquire practical, job-relevant skills through modular and progressive certification pathways. Employer engagement in certification design has improved graduate employability, particularly in technology-driven sectors such as IT, advanced manufacturing, and finance. However, challenges remain, including uneven certification recognition, faculty training gaps, and infrastructure limitations in vocational institutions. To maximize the effectiveness of the ‘1+X’ system, future policy recommendations include strengthening national standardization, increasing digital learning adoption, enhancing faculty upskilling programs, and fostering greater industry-academic collaboration. Expanding certification pathways into emerging industries and international labor markets will further solidify the system’s role in China’s evolving education and workforce landscape. As the country advances its commitment to lifelong learning and skills-based economic growth, the ‘1+X’ certification system stands as a key initiative in aligning vocational education with real-world job demands.

Research on the Core Employment Ability of University Students in Applied Universities and the Promotion Path of Employment Guidance Work in the New Era — Taking Chengdu Technological University as an Example

Long Yan — 2025-03-31

To enhance the core employability of college students in application-oriented universities and optimize the employment guidance work in universities. This study takes Chengdu Technological University as an example and conducts a systematic analysis of the current situation of students’ employability and the problems existing in the employment guidance services. The study discovers that there are still deficiencies in students’ innovation ability, interdisciplinary ability and workplace adaptability during the employment guidance process of the university. The research findings indicate that strategies such as deepening College-enterprise cooperation, implementing personalized employment guidance services, and strengthening innovation and entrepreneurship education can enhance students’ core employability and improve the employment guidance work in universities.