International Journal of Educational Studies

An Analysis of Cultural-Bound Terms in the Turkish Subtitles of the Movie “A Separation” Based on Gottlieb’s Subtitling Strategies

2025-02-08T14:54:59+00:00

Film translation is separated from all other types of translations because of its audio-visual nature. Cultural categories are crucial components in visual and auditory texts, serving a vital function in effectively transmitting and eliciting the primary concepts to the audience. Translators, particularly those working on movies, are primarily concerned with accurately comprehending, receiving, and conveying these aspects. The translator can effectively communicate the cultural concepts of the movie to the audience by accurately employing textual counterparts in the movie subtitles. Subtitles allow for reaching a global audience by translating content into multiple languages. This helps overcome language barriers, enabling people who don’t speak the original language to understand and appreciate the videos. The aim of this study was to identify the most and the least frequent strategies used for the translation of Persian movies into Turkish. To this end, a famous Iranian film “A Separation” was selected; the film had millions of viewers in France as well as in Iran and won 50 international awards. For this research, 54 sentences were selected along with their corresponding Turkish subtitles. They were analyzed based on Gottlieb’s interlingual subtitling strategies, and the results showed that “Transfer” was the most widely used strategy and “Decimation” was the least frequently used strategy.

Optimistic Outlook on the Wellbeing of Teachers: Understanding Mental Health Literacy and Burnout Mitigation

2025-02-11T10:24:56+00:00

This study investigates the relationship between teachers' mental health literacy and their levels of burnout in public elementary schools. It explores key demographic and professional characteristics, mental health literacy, and burnout dimensions, including emotional exhaustion, depersonalization, workload stress, and reduced personal accomplishment. The teacher profile reveals that the majority have 1-5 years of service, with a significant portion pursuing advanced education. Most teachers are married, highlighting a young and educated workforce balancing professional and personal responsibilities. Findings indicate that teachers possess strong mental health literacy, as evidenced by positive attitudes toward stigma reduction, accessing help, self-awareness, and mental health first aid skills. Despite this, burnout remains a concern, with emotional exhaustion, depersonalization, and workload stress notably affecting their well-being. Reduced personal accomplishment also highlights areas of diminished motivation and job satisfaction. The analysis reveals no significant relationship between mental health literacy and burnout, as all constructs stigma reduction, accessing help, self-awareness, and mental health first aid skills show low r-values and high p-values across burnout dimensions. This suggests that while mental health literacy is crucial for general well-being, factors such as workload and systemic pressures likely play a greater role in teacher burnout. The study concludes that enhancing mental health literacy is essential but must be paired with strategies addressing broader challenges to effectively reduce burnout and support teachers’ well-being and effectiveness.

Teachers' Emotional Intelligence and Its Influence on Learners' Behavioral Development

2025-02-11T13:22:25+00:00

This research explores the relationship between teachers' emotional intelligence and student behavior in an educational setting, focusing on key behavioral aspects such as emotional regulation, social skills, respectful behavior, and engagement. Emotional intelligence, which encompasses self-awareness, self-regulation, motivation, mental health first aid skills, and relationship management, is believed to play a significant role in fostering a positive learning environment. However, the findings revealed no statistically significant relationship between the emotional intelligence of teachers and students' behavior, as all p-values exceeded the 0.05 threshold. Despite the high levels of emotional intelligence among teachers, the study suggests that these competencies do not directly influence student behavior in the areas assessed. The research emphasizes the importance of bridging the gap between emotional intelligence and its practical application in classrooms. Based on the findings, a development program is proposed to enhance teachers' ability to leverage their emotional intelligence effectively, focusing on training in classroom management, student engagement strategies, and fostering respectful and collaborative learning environments. The program aims to provide actionable insights and tools for teachers to translate emotional intelligence into impactful teaching practices that positively shape student behavior. This study underscores the need for further research into other factors influencing student behavior and calls for targeted interventions that integrate emotional intelligence with practical pedagogical approaches. The findings and proposed program provide valuable guidance for educators and administrators striving to improve student outcomes through teacher professional development.

Impact of Enhancing Balance and Strength in Young Volleyball

2025-02-11T14:19:45+00:00

Balance training has the potential to improve performance in selected components of muscle development by focusing on balance training, muscle strength, power, and movement speed during directional changes. An essential element in improving volleyball performance is balance training, which also has a positive effect on addressing posture problems in volleyball players. While heavy training may positively impact an athlete's performance, it can also have negative effects, particularly regarding the risk of injury to these players in various parts of the body. Methodology: Studies were selected to review protocols for measuring balance and posture, as well as exercise programs that have been used to enhance balance, strength, and spinal health. The literature referenced comes from electronic data sources on websites such as PubMed, ResearchGate, Google Scholar, and Scopus, primarily from the last 10 years. Considering that the works cited in this material are among the quality studies addressing the phenomenon of postural asymmetry, balance, and strength, both in the context of scientific research and in developing quality and sustainable training programs for youth volleyball, for both men and women, we have formulated and organized theoretical concepts along with testing and intervention protocols to meet the goals and objectives of our study.

Secondary Science Curriculum Standards, Sustainability, and National Development in the Saudi Arabian Context

2025-02-17T16:58:09+00:00

An exploratory, descriptive research design entailed a content analysis that explored Saudi Arabia’s new science standards to judge their potential to prepare adolescents to become mature adults who can contribute to achieving the Kingdom’s national development plan (Vision 2030). Findings and their interpretation may help improve future science education standard development according to the requirements of the modern era, the fourth industrial revolution, and a knowledge-based economy. We concluded that Saudi Arabia’s secondary science standards served “moderately well” in ensuring future adults’ contributions to a thriving economy and an ambitious nation. The standards especially reflected the development of learners’ balanced personality, self-confidence, independence, leadership, and cognitive/intellectual/reasoning abilities. The science standards implied respect for human capital, decision-making, and innovation. Future revisions of these standards, with sustainability in mind, should ensure that secondary science education concerns (a) decision-making for nation-building; (b) the importance of human capital in national development; and (c) the preparation of citizens to take initiative and innovate so Saudi Arabia can successfully transition to the fourth industrial revolution as a knowledge-based economy grounded in principles of sustainability.

Assessing the Role of Adaptive Materials in Inclusive Classrooms at Colon Integrated School

2025-02-17T17:01:47+00:00

This study explored the level of access to inclusive education resources among teachers and its relationship to learners’ academic performance. It focused on three key resources: adaptive materials, assistive technology, and classroom aides. Descriptive method of research was utilized, using frequency and percentage for the relevant information of teachers, while, mean for the level of access to resources and correlation analysis for the test of relationship. Data showed that teachers had positive access to these resources, with adaptive materials rated as effective and relevant, assistive technology seen as enhancing student independence, and classroom aides viewed as collaborative and supportive. However, despite these positive evaluations, no significant relationship was found between the level of access to these resources and learners’ academic performance, suggesting that other factors may play a role in influencing outcomes. The study also highlighted areas for improvement, such as the need for enhanced teacher training, better integration of resources into the curriculum, and improved technical support and maintenance for assistive technology. Based on these findings, the study recommends a strategic plan to address these gaps, focusing on teacher training, resource integration, collaboration among staff, and holistic support for learners. The plan aims to maximize the impact of inclusive education resources, ensuring that they contribute more effectively to both academic and non-academic outcomes. This study underscores the importance of a comprehensive approach to inclusive education, where resources are not only accessible but also strategically utilized to meet the diverse needs of learners. The findings provide valuable insights for educators, policymakers, and stakeholders working towards inclusive and equitable education for all.

Teachers’ Preparedness for Inclusive Education: Analyzing Knowledge, Confidence, and Classroom Management

2025-02-18T15:36:06+00:00

This research assessed teachers’ knowledge, confidence, and classroom management regarding inclusive education. Findings showed that teachers were confident, moderately knowledgeable, and capable of managing inclusive classrooms, with strengths in fostering inclusive teaching practices, collaborating with others, and managing classroom behaviors respectfully. However, areas for improvement were identified, particularly in adapting to diverse needs, understanding Universal Design for Learning (UDL), utilizing adaptive technologies, and implementing individualized education plans (IEPs). Chi-square test statistics showed no significant association between teachers’ profiles and their levels of knowledge, confidence, and classroom management skills. Additionally, Spearman’s rank-order correlation indicated no significant relationship between the perceived difficulties in handling inclusive education and teachers’ competencies in these areas. The findings suggest that teachers’ knowledge, confidence, and classroom management are not determined by their profiles or the challenges learners face but are likely influenced by external factors such as training, resources, and professional experiences. This highlights the need for targeted professional development programs to address gaps in UDL, adaptive technologies, IEP implementation, and classroom management strategies for equitable participation. Overall, the study promotes the importance of continuous support and training to enhance teachers' effectiveness in inclusive education, ensuring that they are well-equipped to meet and address the diverse needs of learners with special needs.

Comparative Study of Chinese and Foreign Cultures Based on the “Zone of Proximal Development” Theory: Taking 2012 and 2024 Editions for Grade 7 for Example

2025-02-19T16:30:15+00:00

This study aims to compare and contrast the cultural content in old and new secondary English textbooks abiding by the theory of Proximal Development Zone, exploring the sustainability of cultural education within these materials. Adopting a mixed-method approach, this research analyzes the cultural themes, content presentation, and their impact on students’ cultural cognition and intercultural competence. The results indicate significant improvements in cultural diversity and intercultural education in the newer textbooks, though gaps remain between the depth of content and students’ actual understanding. Based on these findings, the paper offers several recommendations to enhance the development and teaching practices of secondary school English textbooks.