Educators face challenges at the student level, teacher level, and institutional level¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person · recheck by 2029: baselines and conditions change

Subclaims¶

q2 i? The thematic analysis identified three categories of challenges: at the student level (engagement, confidence, interpersonal relationships), teacher level (adapting content delivery and personalizing assessment), and institutional level (training teachers, buy-in, and resources). → Turakhia 2024

Evidence¶

Turakhia 2024¶

Turakhia, D., Ludgin, D., Mueller, S., & Desportes, K. (2024). Understanding the educators' practices in makerspaces for the design of education tools. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10305-1

q2 · i? · qualitative · r3

Thematic analysis of educator interviews identified challenges including increasing student engagement, instilling confidence, improving interpersonal relationships, adapting content delivery and pace, personalizing soft-skill assessment, training teachers, increasing buy-in, and finding resources.

"it also shed light on three categories of challenges faced at the student-level, teacher-level, and institutional level."

Discussion¶

Related Claims¶

• Core Teams identified communication challenges, school and district leadership turnover, and teacher burnout as barriers that influenced solution success — related
• Interviewees identified leadership prioritization, staff buy-in, and investments in staffing, training, partnerships, and funding as facilitators of trauma-engaged implementation — related
• Interviewed teachers attributed disengagement to technical, institutional, and social-relational environmental constraints rather than capability deficits — related
• Four implementation themes emerged from UK process evaluations: intervention format, policy consistency, staff buy-in, and perceived effectiveness — related
• Thematic analysis of teacher interviews identifies barriers to implementation and factors for success — related
• Equity commitments in technology adoption face ongoing constraints from infrastructure, funding, and organizational capacity — related
• Qualitative findings: ease of use supports engagement and confidence, but challenge must be tailored to ability and content must be culturally relatable — related
• Organisational readiness for adaptive learning is a multi-faceted construct operationalised through technological, individual, and leadership readiness — related
• Resources, ethics and privacy, buy-in, and capabilities are the most commonly identified barriers to LA adoption — related